The Alternative Handbook

Pre-Qualification Group 

The Alternative Handbook 

for 

Postgraduate Training Courses 

in Clinical Psychology 

2017 Entry

Contents 

Introduction........................................................................................................... 1 

Bangor University................................................................................................... 5 

University of Bath................................................................................................. 22 

University of Birmingham...................................................................................... 40 

Cardiff University.................................................................................................. 57 

Canterbury Christchurch University......................................................................... 72 

Coventry University............................................................................................... 93 

University of East Anglia..................................................................................... 109 

University of East London.................................................................................... 125 

University of Edinburgh....................................................................................... 147 

University of Essex.............................................................................................. 168 

University of Exeter............................................................................................. 185 

University of Glasgow.......................................................................................... 202 

University of Hertfordshire................................................................................... 215 

University of Hull................................................................................................ 234 

IOP................................................................................................................... 248 

Lancaster University........................................................................................... 263 

University of Leeds............................................................................................. 280 

University of Leicester......................................................................................... 297 

University of Liverpool......................................................................................... 313 

University of Manchester..................................................................................... 332 

Newcastle University........................................................................................... 349 

University of Oxford............................................................................................ 367 

Plymouth University............................................................................................ 389 

Queens University Belfast.................................................................................... 407 

Royal Holloway................................................................................................... 420 

University of Sheffield......................................................................................... 440 

University of Southampton.................................................................................. 456 

Staffordshire and Keele....................................................................................... 473 

University of Surrey............................................................................................ 490 

Teesside University............................................................................................. 509 

Nottingham Trent University................................................................................ 527 

University College London (UCL).......................................................................... 545 

DISCLAIMER: The opinions expressed by the trainees surveyed for the Handbook and those 

providing comments are theirs alone, and do not reflect the opinions of the British Psychological 

Society or any employee thereof. The British Psychological Society is not responsible for the 

accuracy of any of the information supplied by the trainees surveyed.

Introduction 

Dear Prospective Clinical Psychologists, 

Choosing which courses to apply for to undertake your professional clinical training is one of the most 

important decisions in your journey towards becoming a Clinical Psychologist. There are many factors which 

may influence this decision, all of which will shape your experiences as a Trainee Clinical Psychologist 

and the Clinician you will become. These include the selection procedures, the course content, location, 

theoretical orientations, staff research interests, placement opportunities and support structures available. 

The Division of Clinical Psychology (DCP) Pre-Qualification Group represents those before training (Pretraining) 

and in-training (i.e. current trainees) within the DCP. Click here to go to our website to find 

out more information and download our most recent newsletter for further updates, events and helpful 

documents to download (e.g. the Understanding Formulation publications). Follow us on Twitter for further 

updates: @DCPPreQual 

We proudly present the Alternative Handbook for Postgraduate Training Courses in Clinical Psychology: 

2017 Entry. In this compendium, we have asked the current trainees from across all year groups to tell us 

what it is like to be a trainee on these courses. These range from the application process, through to course 

study, their placements and the types of support available in terms of personal, professional and academic 

development. Overall, the information provided here aims to give you a flavour of what it is really like to be a 

trainee in 2015 at the course(s) which interest you. 

In our pursuit to respond to ideas and feedback from our members and improve the services we offer, 

we have changed the Alternative Handbook this year in order to represent the data more effectively, save 

trainees time and to help you to make informed choices about what course fits best with your hopes for 

clinical training. We would like to acknowledge and thank those involved: Vanessa Melton, Sara-Louise 

Couper, David Murphy and the DCP office team – particularly Kay Seaton. 

Each year we strive to gain a realistic account of trainee’s perspectives on the different courses and we could 

not do that without the time taken by current trainees to respond to our questions. We would like to extend 

our sincere gratitude to all respondents of this year’s survey and thank each trainee for their input. We are 

sure that the comments provided will be invaluable in helping you, as aspiring Clinical Psychologists, to 

consider and plan your application for training. Furthermore, this publication would not be possible without 

the hard work and dedication of our colleagues on the DCP Pre-Qualification Group Committee and the 

BPS staff working behind the scenes – a huge thank you to all our colleagues who have worked diligently to 

produce this publication. 

We wish you good luck and our very best wishes for your career development. 

James Randall-James 

In-Training Co-Chair 

Anita Raman 

Pre-Training Co-Chair 

On behalf of the 2015/2016 Division of Clinical Psychology Pre-Qualification Group Committee 

The Alternative Handbook 1

Introduction 

How to join the Pre-Qualification Group 

The Pre-Qualification Group is here to support and represent you in the pursuit of becoming a qualified 

clinical psychologist, ensuring your views and needs are integrated into the activities of the British 

Psychological Society (BPS) and Division of Clinical Psychology (DCP). 

Membership 

Membership of the Pre-Qualification Group is open to Graduate members of the Society who are either in a 

‘Pre-Training’ role (i.e. anyone who has completed an accredited is a psychology degree and are in a pretraining 

role e.g. assistant psychologists, support workers, aspiring clinical psychologists) or are ‘In-Training’ 

(i.e. individuals who are on an accredited clinical psychology doctorate course). 

Joining the Pre-Qualification Group 

The Pre-Qualification Group is part of the British Psychological Society’s Division of Clinical Psychology. You 

automatically become a member of the Pre-Qualification Group when you join the DCP at either the General 

(Pre-Training) or In-Training grades at no extra cost! 

For further details on joining the Division, please visit: 

www.bps.org.uk/dcp 

2 British Psychological Society

Introduction 

Please note: 

We recommend that the Alternative Handbook be used in conjunction with information produced by the 

Clearing House for Postgraduate Courses in Clinical Psychology and the individual course websites. 

There are many issues to consider before applying to a Clinical Psychology course. We suggest that, 

as you read through this Handbook, that it may be helpful to make a list of what seem to be the most 

important issues for you. Courses are usually happy to be contacted by applicants who need further 

information and most have websites you can access. 

If you are not successful in your application this year, it may be helpful to contact the courses to 

request individual feedback on your application / interview. Although not all courses provide this, it is 

worth trying as this feedback may help maximise your chances of success in the future. 

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We have generally tried to include verbatim responses where respondents have provided 

comments. Unfortunately, some responses have had to be removed because the content was 

deemed inappropriate (e.g. comments that were libellous, those that could have been considered 

a defamation of character, etc.) or were a repetition of information already stated (e.g. amounts for 

funding, areas trainees live, etc.). 

If a response has been given more than once, the number of respondents is given in brackets after 

the answer e.g. if three people responded with the same answer, (x3) would be written after the 

answer to show this. 

You should ensure that you take note of the number of trainees who have responded and numbers 

within year groups. It is also important to remember that processes may have changed since year 

groups started, e.g. interviews, and this may be why different views are expressed. 

All information is based on the experiences and reports of current trainees. Although the DCP Pre- 

Qualification Group committee endeavours to bring you up to date information, we cannot vouch for 

the accuracy of the data provided. 

With regards to the section on Support for trainees with disabilities, respondents used the Equality 

Act 2010 definition: 

“A person (P) has a disability if— (a) P has a physical or mental impairment, and (b) The 

impairment has a substantial and long-term adverse effect on P’s ability to carry out normal day-today 

activities.” 


Introduction 

Trainee response rate 

Number of places 

University Year 1 Year 2 Year 3 Total Responses Percentage 

Bangor University* 11 11 9 31 17 55 

Bath* 14 17 14 45 19 42 

Birmingham* 17 17 25 59 19 32 

Canterbury Christ Church 33 33 33 99 29 29 

Cardiff* 17 15 14 41 7 17 

Coventry and Warwick* 10 10 15 40 12 30 

East Anglia 20 20 20 60 16 27 

East London* 31 31 31 93 38 41 

Edinburgh 30 30 29 89 32 36 

Essex* 11 10 10 30 13 43 

Exeter* 15 14 14 42 10 24 

Glasgow* 12 23 23 69 9 13 

Hertfordshire* 15 16 15 46 19 41 

Hull 15 14 14 42 5 12 

Institute of Psychiatry * 21 21 21 63 13 21 

Lancaster * 24 24 24 72 16 22 

Leeds* 16 16 16 48 18 38 

Leicester* 12 12 13 38 7 18 

Liverpool* 24 24 24 72 16 22 

Manchester* 24 24 24 72 24 33 

Newcastle* 14 14 14 42 6 14 

Oxford* 15 15 15 45 33 73 

Plymouth* 13 13 14 41 20 49 

Queen’s University, Belfast 11 11 11 33 6 18 

Royal Holloway* 29 29 29 87 23 26 

Sheffield* 18 18 18 54 17 31 

Southampton 13 13 13 39 16 41 

Staffordshire 15 15 15 45 12 27 

Surrey* 29 29 29 86 35 41 

Teesside* 14 14 14 42 19 45 

Trent (Universities of 

Lincoln and Nottingham)* 

16 16 17 50 12 24 

University College London* 42 42 42 126 24 19 

* The number of trainees on each of these courses can be found on the Clearing House for 

Postgraduate Courses in Clinical Psychology website: http://www.leeds.ac.uk/chpccp/Courses.html 


Bangor University 

17 responses (55% of 31 Trainees) 

About the trainee 

What is your current year of training? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

Year 1 Year 2 Year 3 Other 

What was your age when you started training? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 45-‐49 years 

old old 

50+ years 

old 

Experiences prior to training 

How many times did you apply to get on to the course (including the successful year)? 

90% 

70% 

50% 

30% 

10% 

Once Twice 3 times 4 times 5 times 6+ times I don't know 



Other than your undergraduate degree, what additional academic qualifications did you have? 

Qualification 

Respondents 

PhD 6% 

MA 0% 

MSc 59% 

MRes 0% 

Diploma 18% 

Post Graduate Certificate 24% 

Conversion course 12% 

None 24% 

Other 6% 

How many years relevant work experience did you have prior to training? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

None 

Less than 

one year 

1 year 2 years 3 years 4 years 5 years 6+ years I don't 

know 

Which of the following have you been employed as? 

Position of employment 

Respondents 

Assistant Psychologist in NHS 65% 

Assistant Psychologist non NHS 18% 

Voluntary Assistant Psychologist in NHS 6% 

Voluntary Assistant Psychologist non NHS 0% 

Research Assistant 29% 

Voluntary Research Assistant 6% 

Healthcare Assistant/Support Worker 47% 

Low Intensity Worker/Graduate Primary Care Mental Health Worker 24% 

Other 47% 



The selection process 

What was your personal experience of the interview process for your current course? 

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Excellent, not a stress interview. They genuinely want the best from you and look at who you are as a person, rather than 

expecting you to know everything about clinical psychology. 

Interview was managed very well, I felt welcomed and the programme team had gone great lengths to make interviewees 

feel comfortable. A member of the programme team chaperoned me from one section of the interview to the next and 

made me a cup of tea. 

Having had four interviews last year, I can honestly say that Bangor’s interview and interview procedure was by far the 

best! You are invited to a pre-interview supper which is a 2 course meal the night before the interview where they tell you 

all about the course, why you should come to Bangor and there are current trainees on hand so that you can ask any questions. 

On the interview day itself, this process is flawless. The admin staff are amazing at taking you round and making 

sure you are in the right room at the right time. You don’t sit in a room with all the other candidates which alleviates a lot 

of anxiety. There are no trick questions and they do seem to want to get the best from you. 

The interview process seemed very well organised and they had administrative staff to meet and greet you. I got the sense 

that the interview panel were keen to know about me as a person, rather than looking for someone to rhyme off a laundry 

list of skills and demonstrate the extent of their knowledge of clinical psychology. However, I have heard that the format 

has changed and there seems to be more of a lean towards knowledge and skills based evaluation. 

The interview was very friendly, a reflective experience of how I have used psychology in my personal life. I sensed the 

course wanted to know about me, my resilience and my journey to becoming a Trainee candidate. I was encouraged to be 

relaxed and take my time. I was looked after by a member of staff throughout the whole process and made a cup of coffee 

before my written task. I felt like they were trying their best to make me comfortable and welcomed. 

Excellent. Real emphasis on the course getting to know candidates as people, and enabling them to be as relaxed as 

possible during interview. 

All staff encountered were welcoming and friendly throughout the whole interview process. I felt that the interview panel 

wanted to get the best out of me and this helped me to feel more at ease. 

Very supportive. Each candidate is allocated a member of staff who supports them throughout the entire interview process. 

Met at the entrance and taken to each room etc. so you are not left on your own and there is someone always there 

to answer any questions / show you where the bathroom is / chat to you as a distraction etc. The interview panel were 

equally supportive and friendly. The panel made a specific point of saying that they were not trying to trick you / trip you 

up, and to take your time to think the questions through before answering. 

I felt it was a friendly process where you felt looked after. They made sure that it was not more stressful than it needed to 

be. The information given about the process beforehand was sufficient and useful. 

I’d had interviews at other institutions and Bangor was the first one that I felt really wanted to get to know me as a person. 

They were efficient in running the interview day and I didn’t bump into any other candidates. 

Prior to the interview every interviewee is invited to a talk and dinner the evening before which is an opportunity to speak 

to other candidates as well as current trainees. When you arrive for interview you are greeted by a chaperone who leads 

you through the process. I was taken to a room to prepare a short presentation which was then presented to the interview 

panel. This led into the main interview which seems to be focussing on establishing “who” you are as an individual and 

what your value base is rather than seeing how well you can regurgitate psychological information. After the interview 

there was a computer based research task, and once that was completed you are sent on your way with a goody bag! 

The panel were friendly and I felt a real sense that they wanted to get to know me as a person. 

The interview was very fair, and although it felt like it was going to be a long day it flew by. 

You cannot fault Bangor for how well they treat interviewees, including a supportive talk by the course director and dinner 

with the opportunity to talk to current trainees before the interview as well as being designated a member of the course 

team to look after you on the interview day. I can honestly say that I couldn’t organise it better if I designed the process 

myself. Of course you are still anxious (and I was very anxious), but they really do everything they can to put you at ease. 

Very supportive and person centred. The programme staff go to great lengths to take as much stress out of the process as 

possible. Admin staff are excellent and communication was very smooth and timely. Despite my reservations, the pre-interview 

dinner, during which I met (and had a glass of wine with) current trainees was reassuring. 

It was very useful having somebody chaperone me to the different rooms, it gave me one less thing to have to think about. 

I also got a cup of tea in-between, which was very welcomed! I liked how quickly I heard back (48 hours). 

Excellent. The course staff were welcoming, calm, and patient and made the whole process as smooth as they could. You 

are guided around the building with the aim of avoiding spending long stretches of time with other interviewees, timings 

of each session are made very clear, and at the end you are provided with literature and food to boost your blood sugar. 

The entire thing was very well thought out. 



Course content and teaching 

How much teaching is there on different models? 

NHS / Social / Political concepts 

Models of consultation / Leadership 

Research Methods / Statistics 

Reflective Practice 

Clinical Skills 

Cognitive Analytic Therapy (CAT) 

Social constructionist 

Systemic 

Nothing at all 

Not much 

A little 

A fair amount 

A lot 

Integrated 

Psychodynamic 

Cognitive Behavioural Therapy (CBT) 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

What other topics are covered by your course? 

Acceptance and Commitment Therapy (ACT) 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Mindfulness 

Schema Therapy 

Dialectical Behaviour Therapy (DBT) 

Solution Focused Therapy 

Neuropsychology 

Compassionate Focused Therapy (CFT) 

Other 


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Do you have any comments in relation to the time devoted to the different areas covered by your course? 


Overall the balance is good, some repetition in the curriculum when topics are revisited in specialist placements (e.g. 

anxiety in adults, anxiety in children). One whole week of DBT teaching in second year led by one of the leading authors 

in DBT in the UK, it was fantastic. 

Bangor’s CBT +1 model is CBT + third wave specifically Mindfulness, ACT and DBT. At the beginning you actually go 

through the 8 week mindfulness course yourself. 

Hard to know what is covered and not covered but people may access other models not covered in teaching in placement. 

The course is currently re-shaping their CBT curriculum to make it more competency based and less emphasis on theory 

which is something we have asked for. 

We have 4 days of DBT training and top up days throughout our second year which is excellent, and supervisors are 

encouraged to include us in DBT skills groups and consults and individual work where appropriate. Some Trainees have 

taken their elective placements as model specific such as having an ACT based placement to develop competencies. We 

also get the 8 week MBCT course in our second year and are encouraged to maintain a Mindfulness practice including 

lunchtime sessions supported by course staff. 

Difficult to say as I’m not sure what will be covered in the course curriculum in the next 2 years 

Focus on third wave therapies. Trainees undertake an 8 week mindfulness course as part of the first year of training. In 

the second year, trainees undertake 5 full days of training in DBT. 

So far most time has been given to 3rd wave therapies and CBT and very little on any other therapeutic model. A range of 

topics and difficulties have been covered. 

Full week of DBT was great. 

There is a focus on leadership skills and as a trainee you have the opportunity to work towards an additional qualification 

in leadership and management. 

Bangor focuses on third wave therapies mainly (Mindfulness, ACT, DBT) and also CBT. I believe there will be more focus 

on other areas in later years e.g. schema. I would prefer more social constructionist and psychodynamic teaching personally, 

but the course team are very welcoming of suggestions for the curriculum, which they are currently revising. 

The proportion of time devoted to CBT teaching has increased in recent years which has been useful for our cohort. The 

course has a curriculum board where feedback can be provided on the proportion of teaching (and in which discipline) 

trainees would prefer which has been useful. 

With regards to placements, how satisfied are you with the way your course prepares you? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Very satisfied 

Somewhat 

satisfied 

Neither satisfied 

nor dissatisfied 

Somewhat 

dissatisfied 

Very dissatisfied Not applicable at 

this time 

Do you have any comments in relation to the way in which your course prepares you for placements? 

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The course tries to provide the teaching necessary for placement beforehand, but because the cohort is split in two groups 

attending different types of placements you will always receive half the teaching on your placement after the placement is 

over. The support to manage placements that are far from home was poor. Trainees had to find their own accommodation, 

figure out how to get reimbursement and programme team members rarely checked in to see if travel was interfering with 

trainee’s personal or academic life. 

I don’t think any course can prepare you to the level required to be honest. Good supervision on placement helps. 

In our first year it would have been helpful to be more oriented towards local policy and documents such as the mental 

health measure and guidance and training on what our role with this is. This was fedback and has been accommodated. 

They are frank about the amount of driving that is necessary for certain placements and as our teaching sessions are provided 

by local clinicians we have the opportunity to ask about placements during teaching. 



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Pre-placement teaching, discussion re supervision, case load etc. 

More teaching about specific difficulties and specific models to use with difficulties would have been useful. We are getting 

some of this teaching after having finished the placement due to the way the cohort placements are split. 

Can depend what teaching falls before placement as some can happen after you have finished placement which would 

have been invaluable beforehand. 

The cohort is split so in the first year half of the trainees are working in adult mental health and the other half are working 

with older adults (switch over halfway through the year). Due to this the teaching is also split between AMH and OA issues 

which can leave you feeling slightly under prepared for placement however the best learning has been done ‘on the job’ in 

my experience. 

In first year - a five week teaching block before first placement and a three week teaching block before second placement. 

I think we are prepared well and many of the people who teach during teaching block are also clinical placement supervisors. 

Some relevant clinical teaching takes place after placements have finished. Quite a lot of “I wish I’d known this 6 months 

ago.” However, preparation for the professional and reflective practices needed for placements has been good. 

Placements vary widely in processes, location, distribution of work, types of staff in teams, etc. This is generally learned 

on-placement with little preparation for the details of each one. The decision behind where you are placed is not clear. 

How balanced is the course in terms of research and clinical training? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Very research 

oriented 

More research 

than clinical 

Even mix 

More clinical 

than research 

Very clinically 

oriented 

I don't know / 

not applicable 

at this time 

How balanced is the course towards qualitative and quantitative research? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Mainly Qualitiative Even mix Mainly Quantitative I don't know / not 

applicable at this time 



Thinking about these research areas, how satisfied are you with the teaching in both? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Very 

satisfied 

Satisfied 

Neither Dissatisfied 

satisfied not 

dissatisfied 

Very 

dissatisfied 

Not 

applicable at 

this time 

Qualitative 

Quantitative 

How did you find the experience of thinking about / selecting a thesis idea? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Excellent Good Satisfactory Poor Very poor Not 

applicable to 

me at this 

time 

What was your experience of accessing / finding internal and external supervisors for your thesis? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



me at this 

time 

Internal 

External 



How would you rate the overall quality of teaching on your course? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Excellent Good Satisfactory Poor Very poor 

How would you rate the quality of teaching on the following subjects? 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Service-‐user and carer 

perspectives 

Diversity issues 

Poor 

Current research 

Very poor 

Not applicable at this time 



Support for trainees with disabilities 

Do you have any disabilities? 

6% of the individuals surveyed confirmed they considered themselves to have a disability. 

Please describe how well your needs are met at: 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Excellent Good Average Poor Very poor 

University 

Placement 

If you would like more information on support for individuals with disabilities, please contact the course 

directly. 

Demands of the course and support systems 

Have you found any aspects of the course particularly demanding? 

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Yes, some placements are up to three hours’ drive away from home, which requires extensive logistical planning and staying 

overnight in a bed and breakfast. 

It is do-able if you use your study days wisely. But I hear it gets worse in the second year. 

There have been no aspects of the course that I have found particularly demanding. However, at various points during 

training it can be difficult to maintain a good work/life balance, which is par for the course. However, there have been 

changes to programme staff and structure during my time as a trainee and as a result support mechanisms do not appear 

to be as robust as they previously were. 

I have dyslexia and dyspraxia and I have found, at times, the volume of reading and consolidation of information quite difficult. 

I am in my 3rd year now and my placements are specialist and demanding which requires time and much reading, 

something I am finding difficult with the demands of my thesis. The course are accommodating and the University offer 

much support and resources including a personal tutor. 

Combining course/placement demands with family commitments 

The placement has been demanding, but that is to be expected for a first placement! 

It has been difficult managing to meet placement goals and academic standards whilst experiencing a difficult start to a 

pregnancy! However, the course and my placement supervisor have been very supportive of this and I have felt very well 

supported throughout this. 

Had an extremely adverse experience with a client on placement. 

The volume of your workload spread across clinical commitments, academic assignments, and adjusting to new places 

of work every six months are very challenging together - particularly with the level of commuting normally required across 

each week day. 



In relation to the last question, what support systems exist? 

Support system 

Respondents 

Reflective Group 77% 

“Buddy” 24% 

Manager 35% 

Placement Supervisor 100% 

Librarian 18% 

Professional Mentor 35% 

Personal Tutor 100% 

Research / Thesis Supervisor 82% 

Independent personal advisor 6% 

Other 59% 

How satisfied are you with the level of support you receive? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

The level of support you receive 

from the course: 

Access to course staff for support: 

Do you have any comments on the support that you have received? 

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I received a lot of support during my first year, however during my second year this support was disrupted as I was assigned 

a different training coordinator. For me this was quite disruptive and diminished my perception of support from the 

team. 

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Reflective practice sessions are infrequent and should be increased. 

There is a buddy scheme but few trainees subscribe to it. 

The mindfulness course at the beginning of training is good. 

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The professional and personal development vouchers are for 24 paid sessions of personal therapy by therapists unrelated 

to the course which is great! 

Course staff are accessible but there appears to be a change in culture with regard to support offered to trainees which 

has coincided with changes to programme structure. 

My needs have always been accommodated for in the best possible way. I have had personal experiences that may have 

impacted on my work, the course have been made aware and have treated my circumstances with utmost respect and 

flexibility. I know my manager or any other part of the course staff are available should I need them. 

The course team is very supportive. As each cohort is small (11 trainee’s each year), all trainee’s and staff know each 

other and are therefore very approachable. The staff on the programme respond to emails quickly. 



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Excellent - being a small course makes it feel much more friendly and personal 

The support I have received from programme manager, training coordinator (personal tutor) and placement supervisor has 

been exemplary. They have all helped me to navigate a personally difficult time. 

The support that I have received for my Training Co-ordinator personally and professionally has been exceptional. 

In a crisis, course staff provided incredible practical, professional support and showed interpersonal warmth. Couldn’t 

have expected better support. 

Support is obviously available from any number of the staff team whether administrative or clinical and that feels very 

useful. Actual support from administration staff can be variable. 

Placements 

Regarding the following aspects, please describe the level of input you have had in relation to your placements: 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Personal circumstances Interest 

Experience needs Competency needs Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Decided for me 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 




In relation to the below, how would you describe the quality of your placements? 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 

Flexible working 

Physical environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Please detail any comments in relation to your experience on placement (Please include comments 

relating to placements abroad if applicable). 

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Third year placements were discussed and I was able to have input on location, competency needs, experience needs, 

interest and personal circumstances. First and second year placements were allocated without discussion. Little support 

was given in how to manage far away placements. 

As with any NHS settings there is a lack of desk space and computers which can be annoying. 

I have only had one placement to date, but it was good! 

Currently I feel there is not as much emphasis on specific clinical competencies nor how these are measured on my 

placement. There is no sense of what competencies could be developed on specific placement nor a specific competency 

review at the end. I am aware this is changing with more direct assessment and scrutiny of clinical skills, which I welcome. 

In terms of general competencies there is much thought and effort put into how I work, how I integrate into teams, 

general leadership skills. 

Placements in the first two years are decided for you; however, the course does its best to balance the amount of driving 

trainees have to do. In the 3rd year you can pick placements, and thus pick where you’d like to be located. 

In the first and second years, placements are allocated to you. Trainees are able to request placements for the third year 

based upon interest / location / competency needs / experience needs. 



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Placement was geographically far away and took a while to get too which made it more tiring. Provisions are in place on 

the course to pay for accommodation if you want to stay in a B&B when away which is good and very useful. 

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North Wales is a very large geographical area, so a long commute is to be expected! 

Very flexible and supportive. 

Transport needs 

Does the course require you to have access to a car? 

Answer 

Respondents 

Yes 94% 

No 0% 

Don’t Know 6% 

Is public transport adequate in the region? 

Answer 

Respondents 

Yes 6% 

No 88% 

Not Applicable 6% 

Living as a trainee 

Where the main areas that trainees tend to live? 

Responses indicated that trainees live Anglesey, Bangor, Llandudno, Chester, Liverpool, Manchester, Menai 

Bridge, Mold, Wrexham, Conway and North Wales 

Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc. 

Answer 

Respondents 

Yes 29% 

No 47% 

N/A 23% 

How do you find the work life balance on your course? 

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90% 

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10% 

0% 

Excellent Good Fair Poor Very poor 



Do you have any comments about your work life balance? 

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Use your study days wisely! One study day a week. 

Generally as we have a study day each week, I have found it fairly easy maintaining a good work life balance, I have continued 

with previous outdoor pursuits and course workload does not impact on that generally. With the run up to deadlines 

this can be more difficult. However, I have been on multiple holidays, take 2 weeks off in the summer and am able to lead 

my life as I wish. The only rustication is up until recently, holidays could only really be taken while on placement (so as 

not to miss teaching) and during school holidays. Has been a little hard to adjust to this, having been out of studying for a 

few years. 

The course allows adequate personal study time. 

The beautiful location and outdoor activities available make it easy to have a good work / life balance. The weekly study 

day provided by the course also really helps to keep on top of work. 

I maintain a healthy balance and the beautiful countryside / mountains / beaches are great for getting out and about. 

An allocated day for personal study helps to contain the workload from spilling out into personal life. 

I have stayed in a B&B during teaching blocks due to the long commute from home in Liverpool to university which does 

impact upon personal life. The university provides funding for staying in B&B’s up to £50/night and this can be used for 

teaching block OR placement (not both). 

It is always going to be a challenge while training, but you are given study days, so I think good on the whole if you are 

organised and boundaried with the way you work (at least as a single person). 

Well, it’s up to me isn’t it? No explicit demands are made on time out of work hours. Study time seems adequate and 

placement supervisors are generally sensitive to work-life needs as far as I know. 

This is a personally mediated part of any training course, but the level of work seems to exceed normal 9-5 working hours. 

How do you rate your financial quality of life? 

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Do you have any comments about your financial quality of life? 

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North Wales allows for a good financial quality of life due to the difference in house and renting prices. 

I had a good pay rise for training and I now benefit from an NHS lease car scheme. My financial quality of life is excellent. 

I don’t have any children and live with my partner. I know circumstances for other trainees are different. 

Property and rent is quite cheap in North Wales in relation to other areas of the country. Mileage and placement accommodation 

costs are paid by the course which helps. 

Cost of living is pretty reasonable. 

Being paid a band 6 salary is most welcomed. You can also claim some travel expenses which helps with fuel costs. 

The extended distance required to commute for teaching and clinical placement days can add up to significant mileage 

costs refunded only monthly. If staying over for placement costs are met by the trainee and refunded by the course, again 

taking several weeks. North Wales can be cheap to live in, though rent costs have increased in line with the rest of the 

UK. 



What would you say is your favourite aspect of your course? 

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The possibility to choose my third year placements. 

The other trainees and placements. 

Its emphasis on third wave therapies. 

I love learning about new models, I found the Schema focused teaching particularly excellent. Being in a learning environment 

and being able to have the flexibility to try new skills and competencies. The clinical work is my favourite aspect of 

the training. As a 3rd year I have more autonomy and opportunities for service development. 

I have valued the Personal Development Scheme in which I can enter into psychotherapy for 6 months, this gave me 

excellent insights into receiving therapy. 

We also benefit from a CPD budget and I have been able to use this to gain more skills experience in ACT, IPA and Alliance 

Focused Therapy. 

Small size of cohort. Programme staff are supportive and get to know the Trainees (due to cohort size). Third wave approaches 

- a strength of the programme. 

Many of the staff that teach on the course are also practicing Clinical Psychologists in the region. This means that those 

teaching specific topics are also often placement supervisors. This gives a sense of cohesion between the academic and 

clinical placement aspects of training. 

Focus on third wave therapies, reflective practice, and supportive environment. 

3rd wave focus. 

Small cohort size means we get to know each other well and everyone is really supportive of each other. 

Small cohorts and supportive staff 

The Bangor course has small cohorts so it feels like the programme team really get to know who you are (although there is 

nowhere to hide either!) Most of the teaching is done by clinical psychologists who are practicing in the local area (many 

of whom are former Bangor trainees) so there is a real focus on local issues and an understanding of the demands of 

being a trainee. 

The small cohort size, the location, the input from local clinical psychologists 

Bangor is generally very supportive and looks after its trainees. This is something I value after having studied / trained at 

several other institutions. I like being part of a small cohort and have already formed good bonds with other trainees from 

different years as well as course staff and clinical supervisors, despite only being on the course for six months. 

It’s location. 

All of it! 

Access to so many experienced and well-trained clinicians for teaching and general support and enquiries, particularly in 

third wave approaches. The local area is also incredible if you enjoy outdoor pursuits, or just for the views. 

Do you have any other thoughts about the course you wish to share with potential applicants, for example 

suggestions or improvements? 

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Bangor is in a lovely area but North Wales can be rural in parts so a car is definitely advisable. You get the opportunity 

to complete a optional leadership qualification which is a plus. A lot of the teaching is done by local clinicians of which 

most have trained at Bangor which can be a positive and a negative. At the end of the day it is a good course just don’t 

get dragged down by the politics etc. and remember the course is a means to an end. 

Be prepared for lots of driving (although often in very beautiful surroundings). Very big area covered! 

The course is supportive in meeting costs of travel to and from home to college/placement or alternatively in funding 

overnight accommodation. 

Having the opportunity to live in this beautiful part of Wales is something I am very grateful for! 

Honestly, training at Bangor will just not suit everybody. North Wales is a bit like marmite - you will either love it or hate 

it. If you like the outdoors and rural living, fantastic. If you like the hustle and bustle of city life then you will probably 

very much feel like a fish out of water. Training is just too challenging to put yourself in a living environment that you 

aren’t happy in on top of it. The course is quite rightly focused on Welsh language and culture, but I think perhaps more 

could be done to focus on diversity more generally, including selection of BME trainees. 

More input on decision regarding placements would be good. 



Courses Survey Results 

Do candidates sit any tests prior to interview? 

Answer Respondents 

Yes 0% 

No 100% 

What is involved in the interview and selection day (e.g., tests, interviews, exams)? 

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Candidates are given time to prepare a presentation on an unseen topic before the interview and they then present this as 

part of the interview process. After the interview, candidates select a question to answer and they then design a research 

study that will address the question. 

They are also asked to write an abstract of their research study using no more than 250 words, which can be understood 

by a lay-person. 

For the current year please indicate below how the course is organised during term time. 

Teaching 

Placement 

Personal Study 

Research 

5 hours 

22.5 hours 

5 hours 

5 hours 

What methods are used to assess trainee’s learning on the course? (Please tick all that apply) 

Qualification 

Respondents 

Exams 0% 

Practical Reports 100% 

Essays 100% 

Small Scale research projects 100% 

Role Play 0% 

Viva 100% 

Thesis 100% 

Presentations 100% 

Other 0% 

Does your course have a requirement for trainees to undertake the following? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 

Personal Therapy 



Does your course provide funds for the following? 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Bath 

19 responses (42% of 45 trainees) 



100% 

90% 

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70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 58% 

MRes 0% 

Diploma 0% 



None 37% 

Other 5% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 26% 





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I thought the interview was very open and really focussed on me as a person - it didn’t matter that I didn’t have therapy 

experience; I was still able to show my own aptitudes. 

The overall experience was quite overwhelming, but the course staff were brilliant at making you feel welcome and really 

encouraging you to do your best on the day. It was a long day with a task first thing, an interview in the morning and one 

in the afternoon, but also nice to have the lunchtime to talk with other candidates and trainees currently on the course. 

I really enjoyed (if that’s the right word!) the interview process at Bath. The clinical task was a nice way to ease in and 

was relatively straightforward. The space between interviews was nicely filled with a lunch (provided) and talks by the 

course director and some trainees. We were also given a buddy who was on the course to answer questions, give us directions 

and a tour around the campus or just leave us alone if we wanted some peace. I did find being with all the interviewees 

a bit anxiety provoking but generally nice. The interview questions were sometimes phrased in ways that made them 

sound more complex than they are (e.g. explain, as if I am a participant who has just taken part in a piece of research you 

have carried out, what and why I have just been asked to carry out - basically asking you to explain a piece of research 

you’ve done). Overall I found the questions straightforward and gave you lots of opportunity to get across who you were as 

they were quite broad. Staff were all encouraging and laughed at my rubbish jokes! 

It was a long day and there was quite a lot of waiting around! I think they have improved this now? I really liked the buddy 

system on the interview day, where they paired you up with a current trainee to support you and answer any questions you 

might have. 

I found the interview process at Bath to be a very nice experience (if any interview process could be called that). At interview 

you are each assigned a buddy. Everyone was very friendly and welcoming which made me feel a lot more relaxed on 

the day. It really made me want to get on training at Bath. The interview panels were all so friendly and really wanted to 

get the best out of you. 

The interviews were relatively straightforward and didn’t really ask anything out of the blue, although some of the research 

ones required you to think on your feet which was tricky and nerve-wracking! We had a video task which was actually 

really good - to watch a clinical vignette and answer questions - I’m not sure if they still do that. The interviewers were all 

really lovely and the course did what they could to make us feel as ok as possible. I remember really liking the fact that 

Prof Salkovskis gave a really open talk to all interviewees during the lunch break. 

Really friendly - felt they wanted you to do well. I enjoyed my interview day. 

I do not have any other doctorate interview experience to compare against but I found the process very well organised and 

supportive. The day was well structured with plenty of support from current trainees, staff and volunteers. Prior to the 

interview there was good communication and on the day I was provided with a pack of information that may make the day 

easier. I remember leaving the interview thinking the questions were challenging but fair and even if I was not sure of the 

answer I was able to answer in some way. No questions were there to make me uncomfortable or were unachievable. 

Positive experience of interviews. Of course it was anxiety-provoking but feel that having different types of interview (research/ 

clinical/ exam) gave the opportunity to do well in the bits that you feel more competent in. 

Interviewers were nice and friendly. Hanging around with other interviewees at breaks was anxiety provoking but luckily my 

interviews were well timed so I didn’t have much time to wait around. 

Really supportive, lots of smiles and nods during interviews. Trainees all seemed really down to earth. Much better than I 

had expected. 

I found this to be the friendliest of my three interviews and the interviewers were warm and encouraging. The day was 

extremely well organised and I also appreciated that the course director came and spoke to us about the Bath course. I 

came away feeling that I had quite enjoyed the day. 

Everyone was very friendly and I felt they wanted to get the best out of me. 

It was a good experience. The current trainees were very welcoming. The panels were friendly and encouraging. I got a 

good sense of what the course would be like and it felt like the right place for me. 

To be honest, I can’t remember a lot of it! I interviewed twice at Bath and I did notice that they had taken on board 

feedback from the year before - for example, by providing interviewees with a parking permit the second time around. I 

thought it was a good sign that they listen and respond to feedback. 

I appreciated having a trainee buddy from the course to talk to. 

The interview was quite a long day but the questions seemed fair and the course team were very welcoming and helpful. 

It felt as though the interview panel were trying to get the best out of you. The course also allocated each interviewee a 

trainee buddy for the day which was helpful. 

It was a really nice interview process (as far as interviews go). I felt that the interviewers on both panels (clinical and 

research) were really kind and just wanted to get the best out of me. They really put me at my ease and gave me time to 

answer the questions. The clinical task at the beginning of the day was a bit nerve racking but also helped to get my brain 

into the right frame of mind. 


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The main negative is the length of the day if you are at the end of each session. Interviews used to be in a dark and dingy 

building but we have a new lovely building now so it should be much improved. 

Obviously anxiety provoking but not an unpleasant day. I felt supported at the interview with buddies (current trainees) 

available to chat to and there wasn’t too much waiting around. The interviews themselves were relatively straightforward 

and the questions asked were more about knowledge, ethos and experience rather than very personal questions. I thought 

it was a shame and unusual that there was no service user representative on the panel. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 




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The course is known as CBT heavy, but really I think it is ‘evidence-base’ heavy. We have systemic teaching and we have 

opportunities for other topics later in our training. 

The first year is CBT heavy but later in the year in second year this broadens out, namely due to the client groups you 

are working with (child and LD) requiring many different types of interventions (e.g. behavioural). We get a lot of neuro 

teaching and health psychology teaching in second and third year, and although we are not officially taught CFT or ACT I 

have been able to use these with supervisors on my placements and am doing research using CFT principles. People have 

done previous research and case studies with ACT. The CBT teaching is also of very high quality. I have spoken to trainees 

on other courses about their understanding of CBT and often they feel under-skilled or quite anti-CBT (as I was before I 

learned about going beyond very rigid, perhaps more IAPT based, conceptualisations). Personally, my opinion of CBT has 

completely changed and I have loved using it with clients, finding it a very respectful, meaning-based approach that in 

many (but of course not all) cases has shown brilliant results. I would appreciate more psychodynamic teaching, if only to 

understand the underpinnings of things that we still cover (e.g. reflecting on what’s in the room, if patterns are playing out 

between you - ‘transference’ or what I would draw out as a mini-CBT / systemic cycle etc. and to see the commonalities 

between the therapies rather than the differences that always seem to be highlighted. 

The course is very heavy on the teaching time. We get lectured by the people who came up with the models - which is 

something that not all courses have. The course does welcome feedback so I think it is really about getting the balance 

between teaching time and whether any of this teaching can be cut to allow for more study time. It’s a fine balance! 

The course is heavily CBT so most teaching is on that, with maybe a day on each of the more 3rd wave CBTs. Psychodynamic 

was just one day, and perhaps 4 or 5 afternoons of reflective practice across the whole 3 years. The systemic 

teaching has been much developed and improved I think since I received it. The third year concentrates on leadership 

and working within the NHS (and its associated challenges to overcome) which I think is great. 

There is a lot of amazing teaching. 

There is a focus on CBT, particularly in the first year, which is not surprising and which I found helpful given my limited 

therapy experience prior to training. This is continued throughout the three years but other modalities are brought in 

alongside CBT. There is a reasonable amount of teaching on research skills and methodologies in the first year but little 

afterward. 

Very CBT based, but now a lot more focused also on systemic therapy. 

Mainly CBT and Systemic, but I prefer this approach to teaching as I will finish the course feeling competent in these two 

models rather than feeling a bit unsure about lots of different models. 

CBT and Systemic are the focus of the Bath course. 

The course gets you very skilled in CBT and systemic practices. 

We get excellent depth in CBT and Systemic. This comes at the cost of learning about other approaches - but I feel we 

can add more strings to our bow later on. 

I think things like leadership/consultation are taught in years 2 and 3. As most people are probably aware, Bath is a very 

CBT-heavy course so that makes up the majority of our teaching, although placement supervisors are often more varied in 

their orientation, so there is a bit of opportunity to learn other models too. I wasn’t completely sure if pure CBT was going 

to suit me or not, but I do think it’s really valuable to gain such an in-depth knowledge and to develop real competence in 

one model. 

My answers are based on one year of the course only - we may get more on different topics in the future. The course in 

general is very heavy on CBT, with some systemic. I personally feel the course could benefit from more value placed on 

reflective practice. 

Would benefit from more psychodynamic teaching. 

CBT and Systemic are the primary interventions taught on the course. Mindfulness is also taught experientially in the first 

year. An introduction to a wide range of other approaches is given in the final year. 




100% 

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0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 


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We start early, but are eased in. 

Very little notice was given prior to starting core placements. It would have been useful to have a bit more time to prepare. 

More time and attention was put into elective placements for the final year, ensuring that each trainee had a say in the 

type of placement they wanted. 

You get thrown straight into placements, which is scary at the start, but actually works really well so that your teaching 

evolves as your placement progresses and you can put your lectures into practice. It’s not perfect, and sometimes you get 

some teaching that would have been very useful 3 months previously but I think it’s a good system and is a bit like an 

extended behavioural experiment! I have seen all of us on the course blossom in terms of confidence and competence. 

It’s also great to have teaching as a continuous process as it means you integrate with your cohort (we’ve all become very 

close) and have access to lecturers and tutors to discuss any placement or research issues regularly, rather than having to 

wait for a teaching block. 

I think the course is currently thinking about changing the way you are introduced into your 1st placement. I think I would 

have preferred to be in placement more days from the beginning and not just start on 1 day for the 1st 2 months. 

We often don’t find out until really rather late on where our next placement will be, which is a real shame! The first year 

tends to focus heavily on CBT and clinical skills which is great preparation for placements. 

You find out very close to starting placement where you are going next. This can be problematic if it is a long drive or 

necessitates a B&B stay. They try to tell you ASAP but there are limited placements and lots to co-ordinate. 

The course provide teaching in the first few days about what to expect from placements, common questions and worries 

from both trainees’ and supervisors’ viewpoints. There is a graded process to beginning the first placement with 7 weeks 

of one day a week observation opportunity (although the amount of observation done in this period differs according to the 

supervisor you are placed with). 

All my placements were of very high quality. 

The training block at the start of the first year gives you a good introduction to clinical skills which you can use on your 

first placement & beyond. The course also runs a session before your first placement to help the group to think about what 

you can expect from placement, and what your placement supervisors might expect from their trainees. Starting your first 

placement will always be a little daunting, but I felt sufficiently supported. 

We visited our placements in the first week of the course - which felt a bit early (though it was only meant to be an orientating 

visit). The course is looking at making the first visit a little later moving forward. 

I know some courses chuck you straight into placement, which I would have found really daunting. We had 7 weeks where 

we were being taught 4 days per week and were in placement 1 day per week, which gave us opportunity to observe supervisors 

and get settled in before the placement increased to 3 days per week and we took on our own caseloads. Personally, 

this worked well for me (I had less clinical experience than others in my cohort) but I know some others would have 

preferred to get stuck in sooner. 

You have time at the beginning of first placement just for observations. 

In my personal experience, the placements chosen for me were well suited to my learning needs and interests. 

In the first year you have a 7 week teaching block with one day on placement. This is a gentle introduction to placement 

and the teaching prepares you for all the core skills you will initially need. You then have teaching alongside placements 

to give you skills on placement. 



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There isn’t much formal preparation (you and your supervisor are sent a letter, your supervisor is expected to contact you 

beforehand to give you details about starting, you are provided with induction and placement contracts to help guide the 

supervisor in the first couple of weeks) but I have never seen this as a difficulty. 

I think we are given a good grounding in key skills prior to placements. However we generally find out where we are going 

next when we are cc’d into the email sent to our new supervisor. Sometimes this has also been quite short notice. I think 

a bit more discussion/info about the service we are going to would have been great. 


100% 

90% 

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0% 


oriented 


than clinical 

Even mix 


than research 


oriented 


not applicable at 

this time 


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Qualitative 

30% 

Quantitative 

20% 

10% 

0% 

Very satisfied Satisfied Neither 


dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 


100% 

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80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Excellent Good Satisfactory Poor Very poor Not applicable 

to me at this 

time 


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time 

Internal 

External 




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Excellent 

Good 

Satisfactory 

Service-‐user and carer perspectives 


Poor 


Very poor 






None of the individuals surveyed considered themselves to have a disability. 


directly. 



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We don’t have regular study days, so this can make the workload difficult to manage. 

The amount of work we have to do to meet the requirements for all of the qualifications (BABCP, systemic, DClinPsy) can 

feel overwhelming at times. However, the course have been really good at listening to feedback and have changed the 

process for first years so that they no longer have to complete presentations, a second critical review, and 2 hand-ins per 

project. They have also removed one case study and presentations for 2nd and 3rd years. Despite this, the workload is 

still high and rather than doing one big thesis you do 4 projects. I can see how this is useful (e.g. the consultancy and 

service improvement projects really increase your confidence and skill at liaising with service leads and being a ‘leader’; 

the projects can all be in the same areas but they strongly advise they are in different areas = you have a lot more to put 

on your CV for different areas = flexibility) - however, despite knowing this is all going to look great on a CV, give me great 

career prospects and flexibility, improve my skills and set me apart from other applicants (plus save the money needed to 

complete BABCP and systemic qualifications after training) it is VERY hard to think/care about these aspects when you 

are in the middle of having to do it all!! On the plus side, I think the first year is the hardest (actually having to come up 

with and research ideas), by second year you are in a bit more of a flow and are just ‘getting on’ with it, so although it’s 

still a lot to do it seems less stressful. 

Lack of study time! They have improved on this since the cohorts above us, but it is still very limited compared to some 

other courses. 

Balancing academic requirements of course with the limited study time given is difficult but not impossible. Finding the 

right balance is something you have to work out for yourselves. 

Very limited study days, lots of course work, lots of teaching - finding time to do work and have meetings or recruit participants 

has been very very difficult. 

There is an understandably steep learning curve at the beginning of the course with a lot of content to become aware of 

and to integrate with previous knowledge. The process of choosing a research topic feels rushed and pressured which 

was difficult. The final year is particularly demanding with emphasis on broader skills whilst bringing research portfolios 

together although the course encourages a stepwise hand-in of research projects. 

Research aspects of course challenging due to lack of study time and high expectations on quality of research. 

Managing the demands of the workload + a life outside of training. 

There is a lack of study time to complete the research required of us, but the course are aware and are trying to increase 

this. 

The overall workload in relation to the small number of study days has been challenging. 

There are a lot of deadlines clustered together towards the summer in first year. This is very demanding, as there is so 

much to juggle all at once. I really like the fact that instead of a traditional thesis, at Bath we do three projects: a main 

research project, a service improvement project and a literature review. However, this does mean that there are three projects 

to consider concurrently, as well as placement demands and an upcoming exam. 

Sometimes juggling everything all at once can be hard! 

Research requirements. In my opinion the requirements for projects are very high and the time allocated very limited, in 

comparison with other courses. 

Bath has very little study time over the course (this is clearly documented by the course) and this can make it very 

challenging, particularly in the final year when you are balancing one day teaching, 3 days placement and completing all 

research on one study (and your own time). Time management is the biggest challenge. 

I have found many aspects of the course demanding but I think the research demands are substantial. Bath expects a 

very high level of research that is predominantly quantitative and has to involve clinical samples. This does add pressure. 

Although the write ups are shorter, the fact that we do three separate projects (Service Improvement, Lit Review & Main) 

can be very hard to juggle and keep all three in mind!! We also have long teaching days (9.30 to 5) and not much study 

time which was a particular struggle in the first and second years. 





Respondents 



Manager 5% 


Librarian 58% 





Other 11% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

The level of support you receive 

from the course: 



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I have found the course very supportive - I couldn’t have asked for more. 

The course really goes out of their way to provide you with several different options for support. Academic supervisors and 

placement supervisors can help you with course and work needs; clinical tutor can support you with personal needs or 

needs that your other supervisors are not managing / you cannot talk to - my tutor has basically been a counsellor; a completely 

independent personal support tutor who you can meet with as much or as little as you like; a cohort tutor, who you 

can talk to about any needs and who can liaise with the course with you; a student-staff liaison committee to raise issues 

quarterly that are non-urgent (otherwise email them directly); a buddy in the year above, who are really helpful for guiding 

you with deadlines etc.; reflective groups to explore personal and professional issues; scheduled time for student-led 

reflection (although we never use this!); the option for support from external staff for therapy (I have used this - 6 sessions 

in first instance) - personally I like the idea that you only access therapy as and when you need it, rather than it being a 

requirement (e.g. pathologising normal experiences), but I do think the fact it’s not ‘on tap’ and there is a process to go 

through means most people don’t access this and things have to be really bad before you do. Some people might see this 

as a good thing but for others it can make you feel you SHOULD be coping! 

I’ve always felt very supported by both the course staff and my placement supervisors. 

The course is so supportive. Really felt supported by the course team. Having a personal support tutor is a really positive 

component - as it allows you to think about your own personal development. 

Team try to be very supportive but they suffer the same workload issues trainees do. We are also in different buildings at 

moment that is changing soon so that should improve. 


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I am lucky to have a very supportive clinical tutor so have received good support. Some tutors are less accessible than 

this person and I may have received less support had that been the case. But overall I think the support provided by the 

course is good. That said, the course has high standards which are sometimes difficult to achieve. 

If you need support, you need to ask for it and staff will assist you. 

The staff have been very responsive in my experience, and make themselves available if you are having difficulties. 

There are lots of different sources of support. As adult learners you need to take some responsibility for this but support is 

definitely there if needed 

There are lots of potential sources of support e.g. buddy, personal support tutor etc. but the difficulty is not having enough 

time to actually meet with any of them! This is due to distinct lack of study time in first two years (so what time there is, 

is needed for meetings with supervisors or doing work). This does improve in third year. I have found my personal support 

tutor helpful however my original one left and I wasn’t allocated anyone else for a long time. Our reflective group has been 

great in year 2 and 3 but again not regular enough at all, they are spaced out months apart so not very containing in the 

meantime. Individual staff tutors are often very supportive (in my experience) and I have always felt there was someone I 

could turn to, again it is just finding the time to meet with them. 

Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Personal circumstances Interest Experience needs Competency needs Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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One placement was very far away but the course paid for my accommodation, which was a blessing in disguise as I actually 

got some work done in the evenings! I have been very lucky in that all of my supervisors have been exceptional - really 

skilled and great supervisors. Everyone has their own stance and beliefs, which is really interesting to learn from and 

helps you reflect on your own style and what kind of therapist you want to be. Changing every 6 months is daunting at first 

but you soon get into the swing of it. The mid-placement review and placement contract are really good for ensuring you 

are getting what you want and need from your placement. I am aware that not everyone’s experiences on placement have 

been as good as mine. 

My overall experience of placements so far has been really good. I’ve always had very helpful supervisors and supportive 

teams to work in. I think if these two things are ok, everything else follows. 

Placements can always be a bit of a mixed bag, but generally they have been great! Placements are decided for you for 

the first two years but in the final year the course team are great at trying to match your elective placements to your interests 

and needs. 

For the four core placements we have little say or control over where we are placed. The placements are assigned based 

on training needs, which is sensible, and if there are particular circumstances which need to be taken into account (i.e. 

children or commitments) then these will be considered and are usually accounted for. The final two placements are again 

placed based on needs but we suggest placements which would appeal to us. The courses are very good at understanding 

our thoughts behind choosing these placements so if the placement is not available an appropriate alternative can be 

offered. This is usually done in negotiation with the trainee and feels collaborative. 

Had very good supervisors and mix of interesting placements. 

It can be hard adjusting to different supervisors expectations of trainees. 



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Before we started the course, we completed a comprehensive Personal & Professional Training Needs Assessment where 

we stated our prior experience and interests. I understand that this is used to help assign trainees to suitable placements. 

We also provided a list of geographical preferences for placement locations, but I am not too sure how this information is 

used. 

Placements vary hugely, as you would expect on any course. Trainees report varying experiences of the same placements. I 

think your experience depends in part on what you bring to the placement. Be flexible and ready to work autonomously. An 

open and honest relationship with your supervisors is essential. 

I think as is the case with most, if not all, of the courses, supervision varies in quality across placements. We have a 

mid-placement review on each placement with our placement supervisor and clinical tutor from the course, which is an 

opportunity to address any specific problems. However, I think most people have generally had good experiences with 

supervisors. 

Placements have been varied and really aided my development. A lot of teams have freezes on training so there are 

limited opportunities for this but placements are happy for you to gain experience in a range of different things they have 

available. Although teaching is primarily CBT and systemic, supervisors in the region also use a range of other approached 

(e.g. ACT, DBT, CFT, psychodynamic). 

Generally the quality of my placements has been very high. I have had excellent supervision and supervisors seem to take 

their role seriously. Placements can be stressful regarding fulfilling the course requirements e.g. for BABCP etc. (like 

getting CTSRs passed), but generally I have felt supported with this. I’ve really enjoyed all my placements and they have 

been very varied. 



Answer 

Respondents 

Yes 90% 

No 10% 


Answer 

Respondents 

Yes 10% 

No 84% 




Responses indicated that trainees live mostly in and around Bath and Bristol with some living in nearby 

villages. 


Answer 

Respondents 

Yes 58% 

No 42% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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The course encourages us to maintain this - it’s up to us as trainees to let go of the ‘perfectionist’ streak a lot of us have, 

and be happy with ‘good enough.’ 

Personally I prioritise my personal life and sometimes this means I can have a very stressful few weeks every now and 

then when I am trying to cram loads in! I have only had to give up a few weekends (although I am aware that others on my 

course work around 1/2 a day to a day every weekend, but that’s just not right for my lifestyle) and I go out most evenings. 

If I have work to do I try and do it on a Mon and Tues evening and on the (rare) study days we get. Loads of holiday time 

(just annoyingly not flexible apart from in the summer) so I’ve been away a fair bit and to loads of festivals! I do find from 

time-to-time I have to miss something due to the course, but it’s a lot less than I anticipated 

I’m pretty boundaried with work life balance (so far!) and have been able to keep up with friends and previous interests. 

For me it’s really important to have these so that the course doesn’t become my whole life, which it could otherwise do. 

However, more study time would make this even easier! 

It is hard but it is manageable. Some times of year are particular busy (April - July 1st year) but I think that this gets 

balanced out by quieter times. 

In the first year it was non-existent but I really think that was mainly due to the stage I was at - not feeling very confident 

or competent and spending lots of time at home reading and also manically trying to come up with genius research ideas! 

In the second year my perfectionism settled down and my confidence rose so the balance became much much better! 

Easier in first and second years. Third year is terrible. 

Over the first two years there is a good work-life balance. There is the need to work occasional weekends and evenings but 

generally this is limited. The third year is more pressured with a higher workload and more evening and weekend working, 

but this is probably in line with other courses. 

Difficult to meet demands of course in provided study time. 

It’s all about priorities; if you prioritise a work-life balance it is doable. 

I expected that training would be demanding and it is. However, I do still have time to do things outside of work. 

There is not enough study time given, a lot of other courses get a day a week, but this is balanced by the amount and 

quality of teaching we get. 

I feel I have a good work life balance, but you have to work at it (i.e. by being organised and by maintaining boundaries). 

You could work 24-7 if you wanted, but it’s advisable to be pragmatic and stop when you’ve produced work that is ‘good 

enough’ to meet the course requirements. 

We all came onto training knowing it was going to be hard work, so I was prepared for having to work some weekends 

and evenings. Bath seems like a particularly packed course, with more teaching and less study days than a lot of other 

courses. Having said that, they have definitely increased the study time and the evening/weekend working is definitely not 

as bad as I expected! I could spend all of my spare time working and reading, but I am being disciplined in just “doing 

enough” and maintaining a decent personal life. 

There is some evening and weekend working. Study time seems to be getting a little better, as a first year we have more 

than the previous years did. 

There is not sufficient time given for study or research, which severely impacts work/life balance 


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I am in the final year and work life balance is very difficult. However, it has been a lot better in previous years. 


Hard to maintain! This is due to lack of study days in year 1 and 2- this made having a balance nigh on impossible. 

Things actually improved in third year (for me anyway) as we had a study day per week that really helped. There is only 

flexibility about leave in the summer however, with set annual leave the rest of the year. There is a lot of working in evenings 

and weekends at busy periods (though definitely not all the time) and no other time to do this. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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Living costs are high, without the London/Fringe payments 

The pay is so much more than most people will be getting pad for their jobs (17K average?) so it would be a bit rich to 

complain! I do find sometimes I’m living quite hand-to-mouth but that is purely as I have a very active social life and have 

chosen to live somewhere that costs a bit more, plus I am constantly on holiday/away for the weekend! Overall an excellent 

wage for a student, but given the amount of hours we put in and the level of work we do, I would definitely feel that it 

wasn’t worth it for the money if I knew that was my permanent salary if that makes sense. 

My finances are fine. The area I live in is reasonably priced which allows for relative financial security. 

Bath isn’t as expensive to live in as I expected it to be. 

It’s fantastic to be paid to train. I feel incredibly fortunate. 

We’re very fortunate to be paid to study. 

We are very lucky to be being paid so well for what we do. Travel expenses (travel to university and parts of placement 

travel) are reimbursed. 

We get expenses for travelling to placement and to teaching. If you need to stay away from home for placement this is 

covered 

I think the pay is very fair and a good level for training. 


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Living costs are high, without the London/Fringe payments 

The pay is so much more than most people will be getting pad for their jobs (17K average?) so it would be a bit rich to 

complain! I do find sometimes I’m living quite hand-to-mouth but that is purely as I have a very active social life and have 

chosen to live somewhere that costs a bit more, plus I am constantly on holiday/away for the weekend! Overall an excellent 

wage for a student, but given the amount of hours we put in and the level of work we do, I would definitely feel that it 

wasn’t worth it for the money if I knew that was my permanent salary if that makes sense. 

My finances are fine. The area I live in is reasonably priced which allows for relative financial security. 

Bath isn’t as expensive to live in as I expected it to be. 

It’s fantastic to be paid to train. I feel incredibly fortunate. 

We’re very fortunate to be paid to study. 



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We are very lucky to be being paid so well for what we do. Travel expenses (travel to university and parts of placement 

travel) are reimbursed. 

We get expenses for travelling to placement and to teaching. If you need to stay away from home for placement this is 

covered. 

I think the pay is very fair and a good level for training. 



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Excellent teaching; excellent support; and a really great, small cohort. 

The rest of the cohort. The diversity of the placements. The quality of the teaching. The dedication and knowledge of the 

course staff. Learning (and getting away with being rubbish sometimes because I am a trainee!) 

There are often days when I think ‘I can’t believe I get to do this interesting thing on placement / get taught by this inspiring 

person - and get paid for it!’ 

Teaching. 

Looking back over the course, I have really enjoyed the teaching. I also value that the course looks to trainees for feedback 

on how to develop and improve, and for the most part tries to act on this feedback! 

Placement and teaching. 

Teaching quality (aside from my supportive and cohesive cohort) 

Training with a great cohort of people. Excellent teaching and placements. 

The quality of teaching is phenomenal! I feel so lucky to be a part of this course and to have met my entire lovely cohort. 

High quality teaching; small cohort; support to attend conferences; BABCP and systemic family therapy qualifications. 

My cohort! They are so supportive and we all help each other along the way. 

Excellent teaching and being challenged to do research of a publishable standard. 

The teaching is great. I feel really privileged to be taught by such renowned professionals. Doing three projects instead of 

a thesis feels much more motivating to me and relevant to clinical psychology. Bath and the surrounding area is beautiful! 

It’s such a great location to be on training. 

Great teaching. 

Excellent teaching. 

Personal reflection, client work. 

The teaching is absolutely fantastic, we are incredibly lucky! The range of research projects is challenging on our time but 

provides a lot of opportunities to explore different things. 

The placements - getting a taster for different types of services and ways of working. Some of the teaching has also been 

really great. 




Yes 100% 

No 0% 


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■■ 

Online test, interview, course talk 

Tests, interviews and two vignettes 




Teaching 

Placement 


Research 

14 hours 

20 hours 

3.5 hours 

Dependent on year of training 


Qualification 

Respondents 

Exams 100% 


Essays 100% 


Role Play 0% 

Viva 50% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Birmingham 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 45-‐49 years 50+ years 

old old old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 11% 

MA 0% 

MSc 42% 

MRes 11% 

Diploma 16% 



None 16% 

Other 5% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 26% 





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Staff were friendly, and current trainees were there to answer questions. Interviews felt quite fast-paced, and as though 

there were certain boxes that had to be ticked in your answers to the questions, whereas other courses seemed to be more 

focused on getting to know you as a person. However, I felt that the questions were fair. 

The three interviews are quite short and I think it helps if you can say as much as you can think of, and try to be confident! 

You can go back to questions and say more if you want to. The questions give you the opportunity to draw on any 

experiences you may have. 

They made it as relaxing as possible, with a chance to meet trainees at lunch prior to the interviews. There were three 

interviews of 15 minutes each covering academic, professional and clinical issues. Mine were close together meaning that 

there was not too much waiting around which helped my anxiety levels. Interviewers were warm and encouraging. 

Naturally I felt quite anxious. I think more time could have been given for the written test. I thought the questions asked 

during the interview were all very relevant. Some questions were harder than others to answer. It was helpful when the 

interviewer prompted me to elaborate further. I think this helped me explain my point across clearly and allow some time 

for reflection. 

Very friendly course-both staff and trainees that were present at interview. Well structured. 

Very stressful experience and it was a very long day! My mind went blank in spite of being well prepared. I guess I must 

have said something right though! Staff were friendly and tried to be supportive and encouraging. It was good to meet 

some of the current trainees too, who took us for lunch and chatted about their experiences. 

As pleasant as it could be. Three interviews with 2 different interviewers in each. Personal suitability, clinical skills and 

academic/research I think. We were given refreshments and a trainee sat in to chat throughout the day. We were also given 

a short presentation to inform us about the course. 

The interviews took a whole day, but felt relaxed and I enjoyed the day. The interviewers were supportive and definitely 

wanted you to do your best. 

The interview day was really good at Birmingham and much less intimidating than I had been expecting, each panel was 

really nice and tried to get the best out of you. Very relaxed! 

Generally very positive. 

The selection day felt quite daunting as there was such a high volume of people present and I struggled to understand 

what the course would be looking for from the questions they asked. 

The interview day was actually quite pleasant! We were given a talk by the clinical lead about Birmingham - both the university 

and the city itself - and then had 3 interviews each last approximately 20 minutes. Current trainees were on hand 

throughout the day. 

The day felt a lot less competitive and stressful than other interviews I had. 

The interview process was friendly and relaxed which was great considering my nerves! 

I remember investing a lot of time in revising and preparing for the research exam but this was quite a good experience 

and a nice refresher for research methods and statistics. I was not expecting to be offered an interview based on the 

research exam but I was lucky enough to be invited to interview. I did not feel like I had that much time to prepare for the 

actual interview, but again I spent a lot of time reading, practicing mock questions and answers etc., We also had to read 

a paper for the academic part of the interview, which I did but in hindsight I don’t think I needed to go over it as much as 

I did. On the day, the staff were very encouraging, first year trainees were there to answer questions and the stress levels 

were minimised as much as they could be. They made us aware when we would hear back by and there was quite a big 

delay between the interview and the date they stated. However, we ended up finding out before the specified date anyway 

and it was good news! 

The interview process was very good. They made you feel like they were trying to sell the course to you rather than it being 

just about you trying to impress them. I really enjoyed the interview experience and felt the interview process was fair and 

straightforward 

Positive experience. Everyone very welcoming. It felt like the interviewers tried to get the best out of you. 

The interview process was familiar to me because I had been at interview stage the year before. That allowed me to be a 

bit more relaxed on the day, as I felt I know what was coming. The course team were very friendly and supportive throughout 

interviews, seeking to get the best from me rather than trying to trip me up or catch me out. There were moments 

where I had no idea what to say, for example, but they were patient and as helpful as they could be given the circumstances. 

It was nice to have a morning presentation about the university itself. Having trainees present for the time before interviews 

was helpful in speaking to those already on the course. The interviews felt daunting as expected but interviewers 

were warm, and the interviews were spaced out well (not too long that you’re sitting waiting for hours). We had three different 

interviews and they were difficult but it’s nice that they asked about some personal interests to find out more about 

me as a person in one. 


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Very positive. The interview day included a talk on Birmingham, the course and opportunities. This made the process feel 

as though it was a two-way process, as the interviewee you were picking the course as much as they were picking the right 

candidate. There were three individual interviews, I was made to feel comfortable in each and felt as if they were trying to 

get the best out of you in an encouraging way. 

Quite a long day but interviewers were very supportive and warm. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 




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Key models taught in first and second year, and optional workshops on more varied psychological models offered in third 

year. 

You get a lot of breadth, not much depth, that comes from individual placement learning and learning from assignments/ 

reading 

I am currently in Year 1 of my training; it may be that the topics I did not tick on above will be covered at a later stage. I 

think more time needs to be devoted to the behavioural model. 

There’s a huge amount to cover so necessarily we are skimming the surface on a lot of topics. Everything is changing for 

future trainees at Birmingham, so my experience may not be representative. The course is becoming much more focused 

on specific models - CBT, Systemic and Psychodynamic and trainees will have to select which stream they want to focus 

on after the first foundation year. I guess that’s good in some ways but I am very glad to be covering a very broad range. 

In your third year you can select your workshops so can really try anything. 

The course has changed since my cohort started. I understand that subsequent years will get teaching on 2 main models 

only so we have had a more varied selection of models. 

There is a lot of time devoted to assessment and formulation, not much on intervention which seems a bit of a shame. 

There is time given to CBT, behavioural, systemic and psychodynamic. However, we now have to pick two strands to focus 

on, one of which has to be CBT. So this feels a bit limiting. Moreover, some strands have limited places available (e.g. 

psychodynamic) 

There is more variety offered in third year when we get to choose our workshops. However it would be good if there was 

more diversity in teaching in the first two years. There have been plenty of teaching sessions I have been to in third year 

that I feel should be an essential component of the first two years of training i.e. a lot of psychodynamic stuff and relational 

teaching. 

We are allowed to attend specialist workshops in the final year, and so my answers reflect only the content of the compulsory 

teaching we have thus far completed. 

As a first year, I may not be able to answer this question as well as a third year; I can only speak about what we have been 

taught during the first year. 

At times it does feel quite CBT heavy; however time is spent in first developing knowledge of the three main approaches. I 

think in third year there are options for REBT, CFT , CAT and other workshops. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 

satisfied nor 

dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not applicable 

at this time 




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They are very thoughtful about what placement would be best for you, both in terms of learning and practicalities where 

possible. 

You get to visit your placement before actually starting which is useful. The session on placement portfolios is useful as 

there is a lot of paperwork which can seem daunting however spending time looking through these as a cohort allows you 

to ask any questions and seek guidance. 

Placement selection is based upon competencies framework, second strand/orientation and preference for placement. 

I felt adequately prepared for my placements. Obviously they can’t arrange it so that everyone has the most relevant lecture 

at exactly the right time for them but that’s to be expected. 

The course focuses heavily on clinical skills prior to the first placement, which is probably helpful if you have had little 

clinical experience, but can feel de-skilling if you have had. Depending on what client group you are working with you may 

not have had any/much teaching on this before you start placement. 

It depends which placements you go into first and whether the teaching for that client group has already been delivered. 

We hadn’t had any teaching on LD for example before our placements started so I know those going into this area for the 

first time were quite anxious! 

We had a full day of teaching on preparation for placement and also had time allotted to visit the placement before it 

commenced 

We have a pre-placement visit which is really helpful and allows you to meet your supervisor and other members of staff 

ahead of time. However, I think the university is quite limited with the placements it can put you on. So many of us are in 

placements with limited opportunities to work with a range of difficulties. We have not had teaching on specific presentations 

and have not necessarily covered how to work with people from certain theoretical approaches in much detail. 

The communication regarding placements is not always the best - it sometimes feels like you’re left wondering what 

placement you will have next and it doesn’t seem at all clear about how they make their choices about what placements 

you get. 

Because of the nature of the placements (everyone being on a different type of placement rather than all doing the same 

type), sometimes teaching that is highly relevant to your placement occurs after you have started or even after you have 

finished a placement. 

We had teaching for CBT initially so it means that even if you hadn’t come across assessments and formulations prior to 

the course you felt able to do this before placement. However you do feel over taught by the time you start placement as 

the teaching block in year 1 is six weeks. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Very research More research 

oriented than clinical 

Even mix 


than research 


oriented 



at this time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


applicable at this 

time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



me at this 

time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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■■ 

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■■ 

■■ 

■■ 

■■ 

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■■ 

Balancing academic and clinical demands can be difficult at times, but no more than I was expecting 

No, the workload is manageable within the time you have, there is one study day a week which is enough to complete 

coursework etc. There is a lot of support available if you require it. 

Since we only have one study day, it can be slightly difficult to manage time efficiently between course work, reflecting on 

clinical work, and the research project. In general, at this stage I can’t think of anything that is particularly demanding. 

Of course the course is demanding in different ways for different people. 

Time management is always challenging, but there is plenty of time to do everything if you are organised! 

It’s hard to juggle everything at once; there is lots to keep in mind at the same time! 

Balancing the demands of the university and supervisor expectations. The university have been very supportive on how to 

manage this. 

It has been difficult to balance the assignment deadlines. Some work is ongoing in the background (e.g. research and service 

evaluation) and then there are always other upcoming deadlines for assignments. On top of this you have to prepare 

for client sessions and do reading for placements, so this can be difficult. 

Yes - the way the course handles difficulties that arise both on placement and within the course is not always the most 

helpful. 

As long as you manage your time well it isn’t demanding. 

Having only three days at placement and fitting into the trainer role has been demanding at times in terms of what is 

expected and how much you should be doing vs what you can do. So the idea of finding your feet and knowing everything 

is assessed. But the course demands in terms of assignments have been okay and the course team have been very understanding 

around course deadlines and timetables in respect to how many study days we are having. 

Academic reports 




0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Experience needs Competency needs 

Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





Respondents 


“Buddy” 100% 

Manager 44% 


Librarian 44% 





Other 18% 

How satisfied are you with the level of support you receive from: 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 

The course 

Course staff 


■■ 

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I think the role of the personal tutor needs to be further clarified from the start of the course. Based on my personal experience 

and from discussions with peers, I am under the impression that some personal tutors are uncertain about their actual role. 

Compassionate and supportive. 

The course team are approachable and open to whatever issues you might wish to approach them with. 

Some members of the course team have been excellent but sadly for others you can wait weeks for a reply to an email. 

I think this is a huge strength of the Birmingham course. Reflective practice groups have been very helpful, staff are very 

approachable and it feels as if there is an ethos that your wellbeing as a trainee really matters. 

I have felt very well supported throughout my training by fellow trainees, the course team and my supervisors. I couldn’t 

fault the support I have received. 

I think if you are having difficulties with your placement supervisor, it is important to feel that the university is ‘on your side’ 

There are a lot of inconsistencies in the level of support offered by the course. It really depends on who you get allocated 

as a personal tutor. 

Excellent support from staff. 

I’ve had a lot of difficulties on training and my appraisal tutor has been amazing at supporting me through it all. Not all 

tutors on our course are as good as mine, so I’m grateful that I was placed with her - I might well have dropped out of the 

course had I not had that level of support. 

Sometimes needing support for research has taken a lot of emails and prompting and it hasn’t always been easy to explore 

areas for the thesis. Appraisal tutors aren’t always easy to contact and arrange meetings with which can feel stressful as 

the meetings are part of the course structure. Sometimes it feels like you are chasing a response...but this isn’t the entire 

course team. Some are really helpful in answering any small question you may have. 

My university appraisal tutor has been a great source of support, and was very approachable. I have also received excellent 

support from placement supervisors. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





Please detail any comments in relation to your experience on placement (Please include comments relating 

to placements abroad if applicable). 

■■ 

My comment above about poor physical environment mainly relates to office space and access to computers on my current 

placement, which reflects the current financial constraints in the NHS. The whole team has to hot desk - it’s not just me 

but it can sometimes add more stress to an already very demanding team role. 

■■ 

I feel that I’ve had quite a lot of input into my placements, being able to choose 3 out of 5. 

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Placements out of area are hard to arrange and I don’t know of anyone who has had a placement abroad. I have enjoyed 

most of my placements. They are a great opportunity to gain experience and learn. 

The course covers Birmingham and the Black Country. It is stated at the start of the course that location cannot be a 

factor when deciding placements which I understand but can be a bit frustrating. 

It feels important to have an experienced supervisor who adapts to your individual needs. This placement does not feel 

like it will help me to achieve my competencies but I am hopeful for future placements. 

The focus is very much on ensuring competencies are ticked off - this is frustrating because supervisors and course staff 

differ widely in what they consider as a competency being ‘met’ and therefore if a supervisor deems you to have met a 

competency it can be hard to argue your case with the course that you need more experience in that area because from 

their point of view you have already achieved it even though you feel you haven’t. It doesn’t feel like there is much room 

for the trainee perspective in whether there has been sufficient coverage of a competency. 

Quality of placements vary (as expected). Some excellent supervisors and opportunities. Some placements more challenging. 

I’ve been quite unlucky in having 2 supervisors out of three so far who didn’t work well for me. The first was one the 

course knew had been problematic for trainees in the past, and I ended up leaving that placement early due to those 

supervision difficulties. However, I think a large part of the issue is that trainees often put up with supervision that isn’t 

great, and thus accept things rather than letting the course know things need to improve. Thus, the course might not find 

out that a given supervisor can be difficult, and so they cannot adequately match trainees with supervisors. This is unlikely 

to be something specific to this course, and I do feel I have been somewhat unlucky. 



Answer 

Respondents 

Yes 26% 

No 37% 



Answer 

Respondents 

Yes 68% 

No 16% 






Responses indicated that trainees live mostly in and around Birmingham but others come from further afield 

such as Stoke, Leicester, Rugby 


Answer 

Respondents 

Yes 5.3% 

No 89.5% 

N/A 5.3% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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Tends to become unbalanced when an assignment is due but generally my weekends are my own. 

I am a working Mum but have been for many years and am used to juggling commitments. I could not have done what I 

am doing now when the kids were younger. They are now teenagers and able to get their own dinner if I am late back and 

my husband is away which he often is. If you had tight timescales to get back to pick up children from afterschool club 

or the like I don’t think it would really be doable. I do try to stick to my study days for the majority of my academic work 

but there is inevitably additional work to be done at weekends and in the evenings especially around deadlines. 

This is very much down to your personal style. If you organise your time and use your study days then there is no reason to 

impinge upon evening, weekends or annual leave. However, if you are the kind of person to work best under pressure then 

that’s what you’ll do. We have plenty of allocated time to complete our work. 

There are enough study days to complete all university work, but sometimes they are not at the times they are needed 

e.g. over the summer in the 1st year there isn’t much work to hand in, they would be more useful at other times. Again it 

comes down to using them effectively and being organised. 

I do work at the weekends but it does not feel like the course has taken over my life. 

If you manage your time well you can achieve a good work-life balance. 

As a first year, the work life balance has been okay. If study days are used well, it has been achievable to not spend much 

time outside of working hours on university work. I can imagine that this will change when we are completing research as 

well as university assignments though. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Petrol is my biggest pay-out. 

My husband is well paid and I have also had a long career, so we are lucky. We don’t have a big mortgage or high rent to 

pay. If I was trying to manage all the family expenses on my own, it would be different. 

The biggest expense is travel. Due to the distance I live away from university I can’t claim travel to my placements as they 

are closer to my home than my base, however they are still around 40 miles away! 

There have been some difficulties in our contracts changing from employment contracts to training contracts which has 

been quite unsettling 

I have enough money to do all the essentials and have enough for some luxuries too 

I don’t really know how anyone could complain about how much we get paid. Being a trainee is quite a cushy set up. 

The cost of living in Birmingham itself isn’t particularly low, but there are more inexpensive places to live in the surrounding 

area, and placements are often in those further-flung places. Living in Sandwell or Dudley, for example, would be 

significantly cheaper and also provide ready access to Birmingham and Black Country placements. 


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Very supportive cohort and course team. I have enjoyed my third year more than first and second year because of the 

choice of workshops and placements, despite the workload being greater. 

Working with clients and staff on placement 

Love learning about different models. 

Supportive peers 

Reflective practice group 

Teaching in general 

Atmosphere and support-friendly and compassionate. 

The best thing about the course is the incredible amount of information and knowledge I am gaining. It can sometimes 

feel overwhelming but you just need to remember where to find it when you need it. At the start I thought I needed to 

retain it all in my poor befuddled brain! 

I have found the ethos of the course to be very supportive. The staff are very good and you feel welcome to talk to them 

about things that are difficult or going well. 

My cohort! 

There is so much that I rate about Birmingham. The teaching is (for the most part!) of a really high quality. 

I like going to lectures and being in the Birmingham university grounds. I like meeting all the other people on the course 

and hearing about their backgrounds. 

The cohort 

The course is very supportive. 



■■ 

■■ 

■■ 

My cohort! I’ve been very lucky to be able to train with a lovely, supportive group of people. However, I realise that this 

may not be the case for every year group, so of other factors I like, it would be Birmingham’s focus on research and my 

ready access to a good academic research supervisor. Instead of seeing my research-oriented background as a limitation, 

the course have facilitated me to do a more ambitious research project and I feel my background is valued. 

The cohort! It’s so supportive and friendly that no matter how stressful placement might seem, someone on the course 

understands and can relate. This really helps when you’re feeling stressed and the people at home can’t really understand. 

I really enjoy my placements and have found for my third placements there are lots of specialisms and opportunities available 

for you. I have found the course staff to be very supportive and approachable. 

■■ 

Support from staff and peers 



■■ 

■■ 

■■ 

■■ 

■■ 

Keep in mind that CBT is the main model that you will train in. You will have the opportunity to choose a second model 

(systemic, psychodynamic, behavioural), and it may be worthwhile to explore some of these early on as you will be asked 

to choose your second choice by the end of the spring term in Year 1. 

It’s hard work - there is a lot to do, and lots to juggle. The clinical experience is challenging and it can be hard to pick up 

your books when you get home at the end of a long day. But it is so worth it! Training gives you the skills to make a real 

difference in the field of mental health - not just to individual clients, but on a much wider strategic level. Go for it! 

A frustration can be that work isn’t always handed back on time and sometimes things seem to be done in a particular 

way because that is how they have always been done rather than because it is the best way to do something. 

There are research ideas already available when you attend the research fair. Some people struggled to find supervisors 

when they had their own ideas for research projects. 

You now have to choose 2 strands, one of which has to be CBT, so the other can be behavioural, systemic or psychodynamic. 

If you choose psychodynamic you need to be going to your own personal therapy. 

■■ 

We now have a training agreement rather than an employment contract. 

■■ 

We have committee meetings and we are constantly sharing our thoughts about the course in these, it seems that our 

comments are being taken on board. Some of the timetabling of our teaching has been unhelpful. For example having a 

lecture about an assignment topic after the assignment has been done. 




Yes 100% 

No 0% 


■■ 

Everyone who meets minimum criteria sits the written test at the university (we are looking into the possibility of an on 

line test but may not happen in time for this year). 

■■ 

Then shortlisted candidates have 3 different interviews, academic, clinical and personal suitability. 


Teaching 

One day per week but there are blocks at the beginning of some terms that vary according 

to year group 

Placement On average 3 days per week in years one and two, goes up to 5 days per week after thesis 

handed in, in year 3 

Personal Study On average one day per week but also a block in year 3 

Research This is part of the personal study day 




Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Cardiff University 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 57% 

MRes 0% 

Diploma 14% 



None 29% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 43% 





■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Very friendly. Felt like everyone was trying to get the best out of you, not trick you out. A lovely atmosphere and made me 

feel as relaxed as I could have been. 

Relaxed compared to other courses. I genuinely felt that they wanted to get the best out of me on the day and that they 

were interested in who I was as a person rather than ‘applicant no. 4,591’. 

Of all the interviews I had, Cardiff was definitely the best; they really tried to put me at ease. A lot of courses say it, but 

Cardiff really felt like they were trying to get the best out of me. When I showed confidence or knowledge about a question, 

they encouraged it. It gave a feeling of it being okay to not know one thing well, but making up for it with another. 

The written task felt very fair, good opportunity for everyone to shine. It was really nice to have service users and carers 

heavily involved in the interview. 

Information given in advance of the day was timely and accurate e.g. claiming travel expenses, the interview format. The 

overall atmosphere was friendly and it was helpful to meet current trainees and the course director 

I found the course staff to be really warm and friendly at interview. I felt that everyone wanted to get the best out of me 

and really tried to make it as clear and painless a process as possible. 

The panels were large (4 people) but generally friendly. The questions were relevant but did not assume previous experience 

in particular models, for example. The process seemed fair and enabled us to do our best. 

Really positive. The staff were really friendly and I felt they genuinely wanted to get the most from me. I also felt they 

wanted to get to know who I was rather than if I could just regurgitate literature. The buddies from the existing first year 

were also really friendly and gave honest feedback about the course. I thought the interview process was really well organised 

and nothing more could have been done to reduce my anxiety. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 









0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Mindfulness 






Other 


■■ 

■■ 

■■ 

■■ 

They’ve brought more of the systemic teaching into the first year, which is an improvement from my perspective as this 

gives you more of a feel for it before embarking on the more traditionally systemic second year placements (LD and Children/Family). 

Only 1st year, so other models will be covered. 

The BPS requires that each course hold CBT as a core model and privileges a second, on the South Wales course this is 

systemic. The limited amount of teaching time means that this is predominantly spent on gaining competence in these 

two models, and therefore there is not as much time available for learning about other models, although I have experienced 

these through the placements. 

The first year has a CBT focus and the second year is more systemic. I am in the first year and can only really comment on 

my experience so far. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 

Very dissatisfied Not applicable 

at this time 




■■ 

Overall a positive experience although there have been some instances of placements being changed very last minute / 

delays in communicating where trainees will be if not on an ‘away’ placement. 

■■ 

■■ 

■■ 

■■ 

Some trainees get very little notice. I feel that it is getting harder to find suitable placements in Wales, which is probably 

highlighted by use to some private placements. 

The south wales course has 2 areas taught each year e.g. child and LD. Half of the year group will be on one placement 

area at a time and then you swap and teaching is organised to reflect this i.e. throughout the year teaching would be on 

both child and LD. This enables both groups to have some relevant teaching for their placement. 

Preparation from the course comes predominantly from the teaching and in my view this is focused more on theoretical 

issues than practical skills. 

I didn’t feel that we had much preparation or discussion with the course about starting placement particularly but at the 

same time I think that you can’t really prepare for it. You just have to get out there and do it. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 


at this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Juggling academic work, research thesis and clinical work is a challenge, but one that all trainees I would imagine have to 

go through. 

Difficulties on one placement have been the biggest challenge for me - that and the thesis! 

Constant uncertainty! Sadly, unavoidable part of the experience on any course. 

Travel time for placement, for the 3 placements I have had so far this has been around 1 hour and my next placement is a 

75 minute commute each way. 

The amount of assignments very quickly and together in the first year is quite overwhelming when also navigating placement. 

I found that I was working most evenings and weekends initially but then this has levelled out somewhat. 

Deadlines tend to be clustered together which can be challenging. 

Just balancing all the competing demands. However, in the 1st year your deadlines are spaced out well and you can generally 

just focus on one piece of academic work at a time, which helps. 





Respondents 


“Buddy” 100% 

Manager 57% 


Librarian 43% 





Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

Personally I have found the course very supportive in some ways (i.e. around academic questions) and not very supportive 

at all in others. For example when difficulties arose on placement the feeling I was left with was that nothing was done 

about the difficulties and that the course’s interest was more in keeping good relationships with supervisors than supporting 

trainees. There’s definitely a conflict of interest there. 

■■ 

Lots available. However, can be luck as to whether you get put with a ‘supportive’ individual, but that’s life 

■■ 

My personal tutor is amazing; really approachable and supportive. She is my main point of contact in the course and is 

really helpful. My buddy and mentor have also been really helpful particularly I relation to the academic assignments. 

■■ 

Cardiff has a lot of support systems in place and I think these work really well if you use them. 

■■ 

I feel very well supported on the course as we are provided lots of different support options. I find the university staff 

approachable and would approach them if I have a problem. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Personal circumstances 

Interest 


Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

■■ 

I think with all of the points above a lot of us have had very fluctuating experiences, which is natural given the variety in 

terms of placement set-up and supervisor levels of experience with trainees. 

Placement supervisors are a huge part of your experience and training. It has been raised with the course that better procedures 

are needed for reporting and acting on poor placements (not my experience) - hopefully in hand 

Although the South Wales course covers a wide geography there are difficulties in obtaining placements. One consequence 

of this is that there is a diminished opportunity to match placements to trainee requirements. Having said that my 

placement experiences have been positive in that supervisors have generally given me lots of opportunities to learn and 

experience their area of work and some placement requests such as a child health placement have been accommodated. 

I have only had one placement so far and I found it to be limited. I am sure that my second placement will be a better 

experience however, so I may well answer the above differently following more experience. 

I’ve only had one placement but found it a really good experience. For the most part my cohort are satisfied, but there is 

the occasional time when placements become problematic. There are systems in place to manage this on the course and 

it wouldn’t impact on a trainee’s ability to progress. You have to be willing to go on placement all over Wales (apart from 

North Wales). You are provided travel expenses for all your placements, and a decent living expenses if you are given an 

away placement (over 60 miles from Cardiff). It’s highly recommended that if you do gain a place, try and live in Cardiff 

or you will lose out on expenses significantly. 





Answer 

Respondents 

Yes 100% 

No 0% 


Answer 

Respondents 

Yes 0% 

No 100% 



Responses indicated that trainees live mostly in and around Cardiff. 


Answer 

Respondents 

Yes 58% 

No 42% 


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Until the third year I’d have rated work-life balance as ‘good’... then the thesis joins you and you are forced to lose yourself 

for a while! 

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The course have rapidly responded to the previous years’ evaluation of assignment deadlines and reshuffled accordingly - 

much appreciated. Study day each week is fantastic. Overall, time management is down to you! 

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We have a study day each week and usually I can complete all academic and placement work on this day so I have lots 

of time around placement to do other things. As previously mentioned the commuting has been tiring but this is only 3-4 

days per week (due to teaching and study day). 

I think initially this is hard and I did find that the course took over my life for a while. This has levelled out more now 

however. 

This is totally down to you as an individual. I tend to use my one study day a week for the most part, but about two weeks 

before the deadline I tend to work at weekends as well as this is when I get most of my work done. A good work life balance 

is strongly encouraged on the course and is easily obtainable if you use your study days. 


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It is difficult for me as I live 50 miles from the university and therefore do not get paid any mileage for the first 100 miles 

(50 miles each way) that I drive to and from my placements. This can be expensive. I am able however to claim mileage 

for any within-placement visits which helps. 

Lucky to be funded and salaried. Expenses for fuel and away accommodation are good, but can be not so good if you live 

far away from Cardiff. 

I think the training wage plus expenses is generous and personally I feel fortunate with my current financial income as it 

has allowed me to get a mortgage, have multiple holidays etc. I would recommend living near the training base as nearly 

all my travel is claimed back, those who live in Swansea or Bristol during training cannot claim for much which does have 

important financial implications. 

South Wales is a cheap place to live. 

I had to take a pay cut to do the training but Band 6 is still a decent salary. Cardiff is a really good value place to live 

with lots of free events and activities going on. Rents are reasonable and house prices are affordable. 


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Clinical placements and teaching. 

I feel lucky to have been part of such an amazing cohort as we near the end of our training journey - they truly are the 

biggest source of support and friendship. Being located in Wales has also been a really positive experience for me in terms 

of how the NHS differs compared to England. 

Good use of psychologists across Wales. Study day each week. Cardiff is a nice city. Wales is a beautiful country. Service 

user and carer involvement 



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The mix of learning and practical experience 

My favourite aspect is my cohort. They are very supportive and I have learnt so much from them already! 

The focus upon systemic approaches and reflective practice, the location and the people! 

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My lovely cohort. They are the biggest source of support you will have. I also feel the balance of teaching to placements 

is good. The course is also moving to a portfolio thesis instead of a large chaptered thesis. This will mean a systematic 

review, an empirical paper and a critical view, with the expectation you will publish the systematic review and empirical 

paper. This is excellent news as it will help develop academic writing skills and increase your publication portfolio. 



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The course will make it very clear when at interview day, but important to know that placements could be anywhere in 

south, west and mid Wales. 

Think about where you would live. Those who do not live in Cardiff miss out on expenses and you may be placed away 

from home. 

The main therapy modalities are CBT and systemic. If you really want to study others pick a different course. You have to 

be willing to do an away placement (over 60 miles), but usually this only happens once. 




Yes 0% 

No 100% 


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Two interviews and a written exercise 


Teaching 

Placement 


Research 

7 hours 

20.5 hours 

4 hours 

6 hours 


Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 100% 




100% 

90% 

80% 

70% 

60% 

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30% 

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10% 

0% 

Yes 

No 

CPD 

Personal Therapy 


100% 

90% 

80% 

70% 

60% 

50% 

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30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Canterbury Christchurch University 




100% 

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0% 



100% 

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0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years old 



100% 

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0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 44% 

MRes 0% 

Diploma 7% 



None 41% 

Other 7% 


100% 

90% 

80% 

70% 

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20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 45% 





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It was a fair process. I felt well supported during the interviews. 

Actually quite enjoyable, there was a sense that the staff wanted to get the best out of you, especially with the personal 

interview. There was a personal and clinical interview and neither seemed to be aimed at tripping you up. The clinical 

interview through role play helped to assess clinical rapport more than specific skills. 

It was challenging but I felt well supported throughout. 

I had interviewed twice at Salomons and I found the interview process different likely due to my own circumstances. They 

have a talk before the interviews which seems ill-placed in terms of capacity to listen to the information. However, if you 

can just switch off and use this time to compose yourself it may be helpful. I found the interviewers friendly but I did not 

find this the first year I interviewed. From memory they don’t really prompt you for answers or expanding answers which 

may or may not be anxiety provoking for some people 

Great atmosphere at the interview, chatted a lot with fellow applicants (some of whom I am now training with) and it felt 

really gentle and calm throughout. It was nice having current trainees around as well, really helped in putting us at ease 

and being able to ask questions is helpful, too. 

The interview was less stressful that UEL where I also interviewed. The panels were friendly, and you got a sense that they 

actually cared what you thought and just wanted to get the best out of you. I also liked the split of ‘personal’ and ‘clinical’ 

interviews. There is no research interview because you’ve already sat the entrance exam. 

Encouraged us to be reflective. Trainees in waiting room were reassuring. Presentation about the course helped us to get 

more information ahead of the interview. 

It was a half day which was split across two interviews with different panels. I felt that the interviewers were keen to find 

out about me as a person rather than expecting me to give ‘correct answers’. They asked questions which invited me to 

talk about meaningful personal experiences but I felt it was done in a way which was respectful of the limits of what I was 

willing to share in the context of an interview. I came away feeling I had just been myself (and thankfully was offered a 

place!) 

I found the interview process fair. Lovely environment and it was helpful having previous trainees to talk to while waiting 

around. Interviewers seemed to be interested in my personal journey which was nice. I was very nervous about the role 

play component of the clinical interview however it all went really quickly. 

I enjoyed the interview process. It felt fair, I was able to be myself, and the course and admin staff were very friendly. 

I found the process warm and containing. 

Friendly, it felt like they wanted me to do well. 

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Interview process felt supportive, panel seemed to want to get the best out of me. Don’t be put off by blank faces though - 

I found this terrifying! 

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Not as frightening as I expected it to be. Good for the stats test to be completed separately so I didn’t have to worry about 

this cropping up in the face to face interview as well. 

The interviewers were warm and welcoming; it felt like they were trying to get the best from you. 

It was well organised and I felt the staff were assessing me as a person rather than how many psychological theories I 

knew. 

I found the interview panels supportive and encouraging. There were not any trick questions and they genuinely seemed 

to want to get the best out of people. Understandably it was still an anxiety provoking process though! I really appreciated 

that the course phoned everyone after the interview to give results and feedback - I was on the waiting list before being 

offered a place and it was great to get such positive feedback. 

This was very supportive and positive. I had a sense that they wanted to get the very best from us and were very kind. 

They understand that it is stressful and are not trying to catch you out at all. 

The most supportive atmosphere I could imagine in the circumstances - interviewers were warm and encouraging, the day 

was well organised and ran smoothly, current first years were around to talk to, and we were called the same week with the 

interview result. I really felt the course was trying to get the best out of me, and I was the least amount of terrified I think 

it was possible for me to be. 

Salomons interview process is very conscientious. I felt that my anxiety was kept to a minimum and the questions seemed 

very relevant to the course. 

Very positive. Noticeably more containing/less anxiety inducing than other interviews - I think helped by the table setup 

with helpful trainee to talk to, the introductory talk, and beautiful grounds to walk around in breaks. Questions more 

geared to encouraging reflection than getting the ‘right’ answer which was helpful for me. 

There were two interviews Clinical and Personal. I felt that the course wanted to get the best out of me and wanted to get 

to know me as a person to see if I was right for the course rather than to catch me out. Compared to interviews at other 

courses I found Salomons more friendly and supportive. 


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Very containing. I was made to feel like the interviewers wanted to get the best out of me, with no trick questions. It was a 

relief to have done the statistics/research aspect in the written test, prior to the interview day. I enjoyed the role play and 

found the current students good at settling my nerves! 

The day was well organised, There was a talk by the course staff at the beginning about Salomons and this made me feel 

welcomed and valued. The interview process was very friendly and supportive; they really tried to get the best out of you. 

I was so surprised by how warm and thoughtful our interview day was. Having current trainees in the waiting room, a welcome 

talk and very warm interviewers made the day much less anxiety provoking! 

Very good. By far the most thoughtful, warm, welcoming of the four interviews I had. Less formal than others. 

I really liked the interview process (as far as I could with the nerves!), I felt really calm and that everyone was very encouraging. 

Current trainees in the waiting area were lovely and friendly, but there was also lots of space in/outside to have time 

to myself. 

I found the interview a pleasant experience. We had a presentation about the training course from a member of the course 

staff which gave us the opportunity to learn more about Salomons and ask any questions. It was a nice way to be welcomed 

and it seemed effort had gone into making us comfortable. The panels were friendly and put me at ease, I didn’t 

feel like they were testing me or putting me on the spot but wanting to get the best out of me. 

The interview process was actually more positive than I thought it was going to be. I found the exam relatively easy but 

found that the hardest pressure was getting it completed in time. The interviews were different from each other and I felt 

that both allowed me to give a bit of a sense of who I was as a person, at that time. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 








0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 

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There used to be more psychodynamic teaching and doesn’t seem to be as much more recently. There is a lot of CBT in 

first year but not as much as the course progresses. There are opportunities to pick a block dedicated to a specific area in 

third year: currently CBT for trauma; Neuropsychology, CAT or systemic. 

It suits me well 

It’s hard to comment on the time devoted to each area as I don’t know what other courses do or what the ‘standard/criteria’ 

is. I can only really comment from my personal views which are likely biased. In comparison to my PWP course I felt 

the CBT teaching was rushed and perhaps not enough for those people with no knowledge. It was the right level for me 

though. The Psychodynamic teaching was really good. As I’m in first year we haven’t really done much else so far. 

I like the fact that Salomons give an even split across different models - they aren’t predominantly CBT like a lot of other 

courses, but prefer to give you a good grounding in everything. 

We don’t go into any particular model in a vast amount of depth but we do receive a good breadth of different approaches 

so that we can specialise post-training if we wish. 

There is a good mix of approaches considered and our time is fairly evenly split between CBT, Psychodynamic and 

Systemic teaching. Reflective practice is a core element of the training. Social constructionist and critical approaches 

receive a fair amount of attention throughout the course. NHS/Social/Political concepts are also considered throughout 

the course - discussions and debates often occur spontaneously and are very much encouraged. 

Still in 1st year so other areas are likely to be covered in the future. Have appreciated that CBT is not the predominant 

model. Really enjoyed the teaching to date! 

I am only in my first year so cannot fully comment on the time devoted to different areas. 

Feels like not enough time devoted to CBT, particularly early on in the course when we start to go out on CBT placements 

Lots of different approaches covered so not much time for in depth teaching for all. 

Don’t feel well rounded at all. Feel like I could do a bit of CBT but not a lot else. 

The course offers a wide range of teaching on various models, which can feel like we don’t get taught a model in great 

depth. However, I like having a taster of many models so we can choose which fits with our style and learn more about if 

we wish. 

Salomons does not favour one particular model - the benefit of which is you receive teaching on a range of different models 

and are encouraged to incorporate different ideas but a natural down side of this is that it can feel you miss out on 

getting the depth of teaching in a model. 

There doesn’t seem to be much on the clinical skills part or on actual intervention i.e. practicing delivery of different 

models and structuring sessions etc. 


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We started with the CBT module and then had the psychodynamic module, it felt like both were given equal weight. 

More time spent on basic counselling skills would be nice. They promote trainees having a curious person centred stance. 

An emphasis on safe uncertainty over confidence in any model or technique. 

There is less practical teaching/information-giving in favour of the space to reflect and discuss/learn from experiences. 

Sometimes this can be anxiety inducing when you hit placement without lots of ‘how to’ info but overall I think it’s a better 

approach and makes learning much more enjoyable and mind-enhancing. 

We have CBT and psychodynamic teaching in the first year but I think we will have teaching on other models such as 

leadership in later years. The first year starts with lifespan teaching which I personally found very useful. The CBT teaching 

is limited compared to what I hear other courses get but we get a more varied approach. 

There are some blocks of teaching that focus on specific modals: e.g. a week of systemic teaching. I have really appreciated 

the opportunity to submerge myself in that kind of learning. 

I’m only six months into the course so it is difficult to comment on the full teaching programme, but so far we have had 

a wide spread of teaching that has corresponded with placements. The only downside is that we have had a little bit of 

everything, which means it has been our responsibility to find out more specifics if more detail has been needed for placements 

at this stage. 

It feels like a good split. 

It is very broad, which can lead to a sense of being a ‘jack of all trades, master of none’. However, I think there is room 

for further specialist training post-qualification so I don’t feel concerned. I think it will benefit my work (and clients, and 

hopefully teams) in the long run having multiple perspectives. 

Everyone always wants more time for everything, especially clinical skills and different approaches; however I feel that 

the spread has been pretty good. I like that there are a variety of approaches taught and that trainees can choose relevant 

learning opportunities in third year. 

We had a lot of time to consider the impact of issues on ourselves, and explore our own assumptions and reactions. The 

theoretical teaching was adequate, however I felt like we lacked teaching regarding actual clinical skills and techniques. 

I feel that it would be helpful to have more of a focus on particular types of therapy. I felt slightly unprepared going in to 

my first year placement and would have valued more time to focus on developing specific therapy skills. i would also benefit 

from more of an optional module system of teaching ( as well as core therapy modules) where I could choose to attend 

lectures on certain therapies than I was interested in. 


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80% 

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60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


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Time in first year is spent developing clinical skills particularly in relation to interviewing, assessment and formulation. 

Teaching prior to the first placement was not related to clinical skills, rather we learnt about lifespan approaches in Clinical 

Psychology. This meant that my approach on placement was not focused on individual clinical skills but on broader 

issues. I think this was an interesting and ultimately helpful way to start the course. It certainly opened my eyes to a 

different style of learning and I appreciate that the course started in this way (although it was scary at the time!) 

The information is provided in the first teaching block, which is great preparation. At times it felt like quite a lot to take 

in just before starting placement, but I’m not sure there’s any alternative way of getting this information across 

In the second year trainees are split so that half of the trainees are on child first while the other are on LD first, then they 

swap. Because of that, some of the relevant teaching comes later in the year after you’ve finished placement but that 

can’t be helped! 



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Placements vary a lot - some are very CBT whilst others are psychodynamic - so it’s hard to be prepared to a high level in 

one thing. However the course prepares us to go in being reflective and thoughtful about the people we’re working with. 

We then learnt the rest of it ‘on the job’. 

I really like that the course approached placement preparation by teaching us to think broadly about client difficulties 

rather than trying to give us a crash course in CBT. It still feels like a bit of a shock when placement starts and you have 

clients, however I think we have been given a good foundation to build on. 

There is a teaching block at the beginning of first year, but this is not geared towards preparing us for placement. 

The course begins with a lifespan module which I found useful to re-centre myself after the process of applying and getting 

on the course. 

They don’t seem to spend much time explaining to supervisors about their model of teaching which is not as CBT focused 

as other courses which does not leave trainees in a good position as CBT supervisors expect them to have had more CBT 

teaching. 

There is little specific teaching or clinical skills to prepare us for placements. 

No therapy teaching prior to starting first placement. Bad timing of certain teaching (e.g. after the event in which it was 

needed) 

I think it is impossible to fully prepare trainees for placements as the placements have to start relatively early on in the 

course. 

I think it is really hard to say as each placement and each supervisor is so different so I’m not sure how much they could 

prepare us. 

I think the course does well in preparing you for feeling unprepared, and how to manage uncertainty. 

More role plays and skills based training would be nice. However focussing on the lifespan was very helpful for formulation. 

I felt that Salomons allocated my first year placement really well particularly as I had quite a lot of experience working 

with adults when I started the course. 

I generally felt as prepared as I could have been. 

There is an optional lunchtime meeting which is a kind of placement FAQ, however this was felt essential for a lot of 

trainees and it probably merits a proper place in the timetable. The course have been very accepting of this feedback and 

are looking into this for next year. 

We received information on placements before starting them, and had the opportunity to visit placements and discuss our 

learning needs with supervisors prior to starting. 

I think we had limited preparation time for placement preparation. I would have valued more time to think about how to 

manage complexities of placements i.e. supervisor relationships, case load management etc. and also to be given more of 

a sense of what my day to day working life would have been like. 


100% 

90% 

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70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




100% 

90% 

80% 

70% 

60% 

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30% 

20% 

10% 

0% 




100% 

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80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

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0% 



time 




100% 

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0% 



time 

Internal 

External 


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0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 


perspectives 


Poor 


Very poor 








100% 

90% 

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50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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Balancing research and clinical demands at the course, particularly the time to practically do the thesis whilst still on 

placements and doing other clinical assignments. 

Managing the competing demands of academic work, research and clinical placements has been difficult at times. I have 

found that organisational skills are essential, and adopting the attitude that it is a marathon and not a sprint has really 

helped me to make the most of each study day we are given to plug away at bigger projects rather than leave it all to the 

last minute. Although that has happened sometimes too! 

Just as demanding as I expected it would be, I think! The first assignment deadlines were a little stressful (but they 

weren’t until March so that was quite nice), and the first teaching block felt intense but it was nice at the same time. 

Just managing all of the coursework deadlines can be tough, but we get study days from university and 6 extra study days 

per year to take from placement so it is manageable. 

Juggling multiple demands. Settling on an idea for the major research project. 

I have found managing the emotional impact of the client work particularly hard. 

There have been times when the course has felt demanding (particularly around deadlines) but it was what I would have 

expected for this course. 

The workload can come in waves so it is important to be aware of what needs doing and when. 

The support staff for disabilities are not based at Salomons-NHS staff are at Surrey and university staff are at Canterbury 

and it is extremely difficult to get hold of them and to get specific information relating to our fairly unique position as 

trainees and students. 

Maintaining a work life balance has been very challenging at times. 

Thesis selection was made to feel very competitive and unnecessarily stressful. Placing multiple deadlines on one date 

made it difficult to produce high quality work. Did not feel adequately prepared for placement in terms of therapeutic 

skills teaching. Constant focus on reflective practice was very draining. 

Travelling to placement. 

Juggling all the different deadlines, research and placement is stressful. 



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Travel for placements can be tiring, especially around deadline times. If you’re organised with your time and don’t waste 

too much of it, the amount of work is achievable- despite it being stressful. 

Financially personal therapy is costly, as is living in London without the HCA enhancement despite being on placement in 

London. 

Yes, it is very demanding - particularly the big jump in complexity of client work compared to the PWP work I was doing 

before. That can be quite anxiety inducing - the reflective group is helpful for talking about/processing that. And a good 

placement supervisor really helps. Also learning to juggle so many pieces of work running parallel to each other. 

It can be difficult to balance the demands of placement with the demands of the course. My commute to placement in 

the first year has been pretty long and tiring but you are warned about this when you choose Salomons and I think it was 

chosen well based on my needs. 

Balancing constant course demands when my personal life became challenging: it became emotionally draining, although 

I received excellent support from the course. 

Just getting used to juggling academic and clinical work 

It just is an extremely demanding experience. I find the hardest thing is keeping all the balls in the air - and sometimes 

it feel like there are a huge number, especially when there are multiple deadlines for essays / coursework. Also (as is wellknown) 

there is a lot of travel for most Salomons trainees, which does take up time and energy. 

Not so far, there are always things to do and learn but I haven’t found it as overwhelming as I thought I would. The research 

fayre to hear about different options for the thesis was a little stressful and there is a time in first year where there 

is a few deadlines due on one day but there is lots of time around both these things to prepare/debrief! 

Juggling the demands of the course and the different roles it entails - being on placement, sometimes far away from home 

and with a heavy workload, then spending time in university reflecting and exploring your own processes, then fulfilling 

meeting assignment deadlines...all whilst having to function in the world! It can be tough and takes commitment, organisation 

and luck...a difficult life event can throw everything out with not much time and space left to catch up if you fall 

behind. 

Commuting to placement/university whilst managing a long term physical health problem has been difficult at times. 



Respondents 



Manager 100% 


Librarian 100% 





Other 33% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 


Course staff 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


to my course 


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My manager in particular has been an extremely useful source of support and is available either through email, phone and 

face to face. 

I have received excellent support, in particular from my line manager/ personal tutor. 

Staff are very responsive to queries (whether in-person or via e-mail) and generally super friendly and approachable! 

Course have been open to making reasonable adjustments for my disability so far. 

My manager has been both respectful and very validating of my experiences throughout the course. I have received good 

support from the course staff in my professional and personal development whenever I have needed it. 

There is a lot of support available and staff are very approachable and accessible. 

Some managers and members of staff are really helpful and supportive, others are much less so 

My manager has been very supportive. However, other support within the course such as research supervisor and reflective 

groups have not felt very supportive. 

My manager has provided me with good support regarding my physical health problems. It has felt very difficult to talk 

about mental health difficulties whilst on the course and certain trainees who have tried to do this have felt shut down. 

I have felt very well supported while on the course. The staff are very approachable and the support structures are clear. 

Staff are very busy but will make time if you have difficulties. The support from the library staff is brilliant; they are so 

approachable and helpful. 

I have felt very supported. 

The number of managers/supervisors can get confusing, but they have all been really helpful and it feels like a well-developed 

support system. 

The course staff are very responsive if you approach them for support. They are there for as much or as little as you want 

to use them, which is nice. 

As a dyslexic student I have had some good support from the university but there is more that could be done to adapt 

lectures sometimes. 

I’ve had a very good experience and felt really well supported. However I think there is an element of luck in this. I 

know others on the course who have struggled to get responses from very busy staff or who have found relationships with 

particular staff somewhat difficult. However I think there is always recourse to other staff members / forums to talk about 

feeling unsupported and be heard. 

I have found it to be a really supportive course - mainly I find myself looking to fellow trainees and we are very good at 

supporting each other, even in one of the largest cohorts. The staff are also very approachable and encouraging, I wouldn’t 

struggle for someone to talk to if I needed it. The lovely library and coffee shop staff are lifesavers! 

I would say that the support you receive greatly varies depending on which manager you are assigned, some are very available 

and understanding, others less so. 



Placements 


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Interest 


Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





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Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

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Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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Location with Salomons can often by an issue as the placement catchment area covers the whole of the South East. 

Having two placements which were 1.5-2 hours each way was very demanding and meant I had to stay overnight on one 

of the placements. 

My experience on placement has been varied, and in general I have enjoyed my placements. The more challenging 

aspects, for me, have related to managing a heavy workload in three days. However, if I had not been faced with this challenge 

then I would not have had the opportunity to learn how to be more assertive in discussions around my workload. I’m 

sure that this skill will come in handy in the future and so I’m glad that I learnt it in a training role. 

I was a bit unhappy with the allocation process but Salomons did highlight this at all stages so I was not surprised. It’s 

a large geographical patch and so it is understandable that some journeys might be longer. Nonetheless, sometimes the 

placement decisions seem a bit arbitrary... 

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I’m in first year but so far the placements have been very good and I’ve learnt loads. 

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It’s the NHS. Sometimes it is tricky to get a computer and sometimes staff are stressed and overworked. Hopefully we can 

help make that better! 

Excellent supervision, attentive to my learning needs. 



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I have found my placements so far to be a good mix, I feel like I am learning a lot but am supported well by my supervisors 

so I don’t feel overwhelmed. 

Placements can really vary, some being excellent and some being poor. In my experience Salomons are poor about sorting 

problems on placement even when they are raised and will use a poor placement again as they seem to struggle to find 

appropriate placements. Sometimes placements in particular areas can be really limited which can contribute to long 

commutes as many placements are in Kent. 

On the whole I think placement experience is good, and it is rare to have a very poor placement. I found that the course 

were very supportive when I had a very poor placement and ensured that this was dealt with. It does feel that there is a 

shortage of placements which can lead to the course feeling pressured to keep placements that are of poor quality. However, 

in my experience of a very poor placement, the course ensured that this placement would not be used again. 

First year placement - had one very supportive supervisor and one very challenging supervisor who appeared to take great 

joy in making me feel uncomfortable. Said supervisor would behave in charming ways such as asking me to do something 

and then shouting at me when I did exactly that. I was also greeted by a member of admin staff on my first day with her 

saying, ‘well, I don’t know who the fuck you are but I’ve been told I have to give you an induction so let’s get on with 

it’. Needless to say this was not a pleasant experience. Second year CAMHS placement - two excellent supervisors from 

whom I learnt a great deal. 

The course tries hard to make sure placements fit with our learning needs and interests. 

I have had a good experience on the whole with placements but it is somewhat variable across the cohort and you need to 

be prepared to travel. 

I have had really good placements so far. 

My placement has been fantastic with excellent supervision. 

This varies from placement to placement. Two of my three placements to date have been relatively close to home. 

The placement I am on has been fantastic; they have been very supportive and have helped me to develop personally and 

professionally. 

As a first year I have only experience of one placement; however I have been really fortunate to be placed really close to 

home in a lovely, supportive team. Supervision has been excellent, with just the right balance of independence and support 

has allowed me to really build my confidence in a way I didn’t expect. 

Experience on placement varies hugely, I have been lucky with supportive supervisors who have been invested in my learning. 

I have learnt a great deal from colleagues as well. Given that all the placements are in the NHS, the physical environment 

has not been ideal but I think this is the same across the NHS and the context we will qualify into. I have found that 

you can put in as much as you want to get out of placements! 



Answer 

Respondents 

Yes 93% 

No 7% 


Answer 

Respondents 

Yes 41% 

No 59% 





Responses indicated that trainees live mostly in and around South East London, including Kent, Brighton 

and Tunbridge Wells. 


Answer 

Respondents 

Yes 39% 

No 54% 

N/A at this time 7% 


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Allowing myself guilt free time on weekends and annual leave has enabled me to feel I have a good work life balance. It 

can be hard as there feels like there is always something to be doing but over time I have come to understand that taking 

a break and spending time with loved ones and friends is just as important. 

This is really something that takes time to master on a course at this level. It has definitely improved in the second year, 

despite the work pressures becoming more intense in my opinion. 

Towards the deadlines we did have to put in a bit more time but in general I managed quite well. Staff (both at university 

and on placement) are really mindful of work-life balance and my supervisor has also stressed the importance of work-life 

balance. 

There are some pressure points where things become more difficult (e.g. Deadlines) but in all honesty if you are relatively 

good with time management and actually use study days for work then it doesn’t impact the rest of your life too significantly. 

Course encourages us to have work life balance although they recognise this isn’t always possible ahead of deadlines. It’s 

important to be disciplined with oneself to ensure you maintain an active social life - it’s just a job at the end of the day! 

There are peaks and troughs. However, with good planning and management of your work it is possible to achieve a good 

work life balance most of the time. 

So far I have mostly been able to keep work within in work hours. However when our first deadlines were due I did spend a 

few evenings and weekends getting the work done. Mentally it has been an adjustment having to take in so much teaching 

and take on so much personal and clinical development. I think this is the hardest bit. Resting and doing nice things 

outside of work feels pretty important at the moment. We also get quite a few study days which are handy. 

The workload comes and goes, when you are busy it can be hard, but there are other times when it feels easily manageable. 

Work/life balance can really vary across time points, e.g. it gets worse before a deadline. The long commutes associated 

with placements can also really impact on work life balance as there is no time to do work in the evenings so assignments 

have to be done at weekends. Time available and stress levels can really impact on the relationships in your life. 



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This is more difficult around deadline time! 

I feel incredibly resentful towards the course due to my lack of a work-life balance and find it difficult to maintain relationships 

outside of the course which I then feel guilty about. 

Learning to balance work life balance is a learning curve during the course and it can be difficult to manage at times but 

it’s manageable. 

If you are not organised and forward thinking then the course will impact on your work/ life balance 

In terms of having to work outside of 9-5 I find the course really good but it is always on your mind which can be stressful 

and it is always possible to do more work. 

It’s up and down, if you’re organised you can still have a life. There are periods (months) when there are no deadlines and 

there is less pressure, and then it’s busy again. So there are times where it feels like you get a bit of a break (kind of!) and 

then it’s busy again. It’s manageable, especially if you organise your time and are productive. 

The two weeks prior to deadlines I focus on work, but the rest of the time there is a very good balance I think. 

So far so good, but I fear this changes in second and third year! 

In the time leading up to deadlines you expect to spend your evenings and weekends working which is difficult if you have 

a long commute as you do not have much time in the evenings and driving long distances can be tiring. At other times the 

work-life balance feels ok although I suspect this may be more difficult to maintain as the course goes on. 

It ebbs and flows, but is not as bad as I thought it would be. I imagine that will change as my research/thesis demands 

intensify. 

There are some times when I have a very good work life balance, and other times (nearer to deadlines) where I have to 

sacrifice a bit of “life” temporarily, but I think this is totally expected and manageable. 

It’s not great, but I expected that with any training course. I do take some weekends completely off, but not most. 

I think you can have a pretty good work/life balance with good time management and efficient use of study days. You will 

have to work some evenings and weekends but I think that’s the case everywhere. 

Work-life balance is really up and down depending on what deadlines are coming up, what’s going on at placement etc. 

Sometimes months went by and it felt like the pressure was really off. Other times it felt like it was never going to end! It 

also depends how much you want to put in, which may fluctuate too. If you did every bit of reading that was suggested, 

or continued to put in as much effort into everything as you expected of yourself prior to training, it would be difficult to 

have a work-life balance. It really helped just to lower my expectations of myself, realise I didn’t have to work flat out at 

everything; it’s a marathon not a sprint! 


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The salary for training is good however travel payments (though reimbursed) can mean that you feel out of pocket a lot of 

the time. 

It would be nice if the NHS trust funding my post could take into account the widening access scheme and stop taking NI 

contributions and tax from my salary. This is a bit like paying into an involuntary savings fund which we hope to get back 

someday, but I would rather have the money now. 

Buying a car for the course has been a financial strain. However, not everyone has a car (a lot of people car share) but I 

chose to buy a car as you I didn’t want to find out I had my first placement far away and then quickly have to buy a car. 

Although I spend a fair bit of money on travel, I thing I’m very fortunate that I get paid to do what I love, and the salary is 

more than just decent. Would be nice to get the London fringe bonus but even without it, I still consider myself well off 

and am able to save a little every month. I don’t have dependants, though, so that simplifies things. 

Not having London weighting sucks, but we’re still being paid a band 6 salary to study! 

I live in South London so my lifestyle is fairly pricey relative to my salary however that’s my choice and I could live somewhere 

cheaper in Kent and still do the course. 

My financial quality of life has improved going from a band 4 NHS post to a band 6. However it isn’t a huge leap in take 

home income, especially if you have to pay for more travel. Definitely can’t complain though - not many careers offer paid 

training like this (hopefully it continues for future trainees). 

We don’t get London weighting, even though many of us live in London and have placements in London. Travel to placement 

is reimbursed if public transport is used but travel to university is not. 

It is great to be paid to be on the course, though it would perhaps be nice to receive some London weighting - many 

placements are based there as well as trainees living there. 

Salomons trainees do not get any London weighting and only get travel costs (petrol) for distances over and above the 

distance to Salomons which makes a huge distance when you are potentially having to pay out large amounts for petrol for 

commuting to and while on placement. 

It is unfortunate that we are not paid London weighting even when placements are in London. 

As travel expenses are only paid from Salomons (base) to the placement location trainees often have to pay for a lot of 

travel themselves without reimbursement. This can have a big financial impact. Although Salomons and Surrey trainees 

are both employed by Surrey and Borders NHS Foundation Trust, Salomons trainees do not receive London weighting 

(even if the both live and work on placement in London). This seems unfair. 

I think we are incredibly lucky to get a decent salary and our course fees paid for, particularly in the current climate. 

They matched my previous Band 6 salary, where I was a few bands up as I had been working at Band 7 for a while. So 

that was great! 

Therapy and London rent makes my financial situation challenging at time - but I recognise that both of these are due to 

personal preference! 

Living in London is very expensive but that’s my choice 

As a Londoner, I would love to be getting London weighting! Other than that, I really appreciate the privilege of getting 

paid to learn as a professional. 

I think we are very lucky to be paid to do this in the first place. 

It’s better than it’s ever been and looking up! 

It difficult living in London without the London weighting - not sure this is fair as a lot of the placements are in London. 


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Emphasis on reflection and reflexivity. 

Variety of placements and the opportunity to pick an area of interest for a placement in the third year. 

The wonderful location, friendly staff team, and amazing cohort of lovely people. 

The teaching style really suits me as there’s lots of opportunity for small group discussions and reflection. There’s not 

really death by PowerPoint which is nice. Being in the cohort is really nice too as you get to build good relationships. 

I think the course ethos itself, and how that is truly reflected in the approach to teaching and everything. The teaching is 

often interactive and leads to incredibly interesting debates, which foster critical thinking and honest dialogues with our 

own ‘self’ and others. 

Oh and just to brag little: We had a session on spirituality and mental health, with a Buddhist Monk. ...who was also a 

Shaman, and did a few shamanic exercises with us. Sceptic or not, I think it’s a really fascinating and enriching experience 

to have had!” 



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I like that the course gives an even mix of teaching on all different psychological models and don’t just focus on CBT. I 

like that there are lots of specialist placements available (e.g. Lots of systemic and psychodynamic placements, loads of 

IAPT placements, etc.). I’m also a big fan of the critical nature of the course and the emphasis on critical psychology. 

We’re encouraged to be reflective, adaptable and consider the broader picture of our client’s lives rather than having CBT 

or another approach drilled into us. I feel this will prepare me well for whatever setting I end up in. 

The level of personal development it has encouraged in me 

I am really happy with the course. It has a lovely ethos and the staff are passionate. My favourite aspect is the course’s 

stance on the role of clinical psychologists and how this shapes the teaching we get. 

My cohort, the teaching style (more discussion than traditional lectures), the fact that the course covers different modalities. 

The course values diversity. 

I think the teaching is excellent - we are lucky to have very interesting and inspiring speakers. The course encourages 

personal reflection and I feel like I grow personally, as well as professionally, be being part of it. 

We have a really friendly and supportive cohort 

The other trainees in my cohort! 

Lovely library staff 

Diversity of teaching 

Placements 

The wonderful people on it! 

The cohort. And the environment of Salomons, it’s a nice place to be. The library is such a bonus as you can access help 

really easily. 

I have really enjoyed the teaching, and reflective groups. 

The reflective and critical stance of the course. The strong sense of community - I have a very good relationship with training 

cohort which is enhanced by spending lots of time together in the middle of nowhere! 

They pay a lot of attention to the process of learning and really encourage critical thought and reflection, and are not 

afraid to be political at times. I think the attention to how they do things means that there is a really positive atmosphere 

at university - it doesn’t feel competitive and you can be open about things you find difficult - there’s a sense we are one 

big group which is something that I really appreciate. 

I like how much it gets you thinking about real issues and that the course encourages everyone to have their own perspective, 

it’s so helpful to learn from everyone else. Plus love my cohort!! 

My classmates, the opportunities for learning and reflecting, the opportunity to have a say in my research topic. 

Everything, I feel super lucky to be here and am enjoying all of it. Plus, the location of the course at Salomons is an extra 

perk as it’s beautiful. 

My course mates! It’s a very welcoming and cohesive group that I find it’s easy to be myself and learn. The campus is also 

beautiful which helps! 

We have a fantastic cohort and very supportive relationships between trainees. Perhaps because of location (we all meet 

out here in the Kent countryside so a very much thrown together on teaching days rather than dispersing across a London 

campus or corner). But in part I think it is also because the course values the group and helps us think about group 

dynamics. I think the teaching has been generally brilliant - reflective, active, engaging, political, varied, holistic.... 

I really enjoy the location of the course (although this is changing), the reflective elements, how much say trainees have in 

the running of the course and the variety in its approach to teaching. I also like that there aren’t exams, just course work! 

The peer group, the placements, the self-reflective aspect of the course, the awareness of broader social issues. 

The people I have met and the confidence I have gained. I have also gained a huge amount of clinical knowledge and skills. 

Clinical placements and teaching. 

I feel lucky to have been part of such an amazing cohort as we near the end of our training journey - they truly are the 

biggest source of support and friendship. Being located in Wales has also been a really positive experience for me in terms 

of how the NHS differs compared to England. 

Good use of psychologists across Wales. Study day each week. Cardiff is a nice city. Wales is a beautiful country. Service 

user and carer involvement 

the mix of learning and practical experience 

My favourite aspect is my cohort. They are very supportive and I have learnt so much from them already! 

The focus upon systemic approaches and reflective practice, the location and the people! 

My lovely cohort. They are the biggest source of support you will have. I also feel the balance of teaching to placements 

is good. The course is also moving to a portfolio thesis instead of a large chaptered thesis. This will mean a systematic 

review, an empirical paper and a critical view, with the expectation you will publish the systematic review and empirical 

paper. This is excellent news as it will help develop academic writing skills and increase your publication portfolio. 





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I think the travel times are important to bear in mind. If you really can’t stand travelling, I would suggest thinking twice. 

The reason they mention this at so many stages during your application (test, interview, etc.) is because it IS a big factor 

and can lead to stress and so on. If you are thinking of relocating, make sure you really think about this properly (potential 

loss of support, unfamiliar area) and ideally move some time before starting the course as the first teaching block can feel 

quite hectic. Either way - good luck with your application! :) 

The campus will be moving in a few years’ time, but this probably won’t be until 2018 at the earliest. We’ve also had 

confirmation that it will still be in Tunbridge Wells. 

If you want a course that is very rooted in clinical work and is reflective and gets you to look at yourself in a different light 

then it’s the course for you. It’s probably not the course for someone who wants to focus on academic achievements. 

I have been very lucky with the location of my placements (I have been able to walk to my placements). However, many 

trainees have long commutes and some have to do overnight stay. 

Seriously consider whether this is something that you want to do at this stage of your life as it has a major impact on you 

and those around you 

All courses are likely to have strengths and limitations, but on balance I feel this course suits me well, and has supported 

my needs excellently. 

Seriously consider whether this is the career for you as the training puts considerable amounts of stress onto trainees 

which can have serious knock on effects on one’s personal life. 

I’ve really enjoyed being a trainee at Salomons. 

It’s a fantastic course. Definitely consider studying here especially if you’re interested in a psychodynamic approach! More 

practically based training like role plays and stats labs would be a great improvement. 

Sometimes I do wonder if more of the practical ‘how to’ stuff would be helpful - but I think that overall the acknowledgement 

and reflection of the complexity and uncertainty of the work is in the long term going to be much more beneficial. 

It would be really nice if there was a better system worked out for placements and locations: however, I am not sure there 

is an ideal solution to this. 

I am really happy at Salomons, despite being tired and at times it feeling like it is a huge mountain to climb. Other people 

do have more gripes, but I think no-where is perfect. 

Salomon’s is a great course! I really enjoy it and would definitely recommend it to applicants. 

More skill/technique based learning, with theoretical models taught in a more systematic, structured way. 

It’s important to think about whether now is the best time to apply for the course. The course is a process of developing a 

new identity and really reflecting on your life and this is an exciting yet intense and exhausting experience. 




Yes 100% 

No 0% 


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Written selection screening test prior to interview. 2 interviews one clinical, one personal 


Teaching 

Placement 


Research 

1.5 days 

2.5 days 

0.5 days 

0.5 days 




Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



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80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



Coventry University 

12 responses (30% of trainees) 



100% 

90% 

80% 

70% 

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10% 

0% 



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20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 




Qualification 

Respondents 

PhD 8% 

MA 8% 

MSc 50% 

MRes 0% 

Diploma 25% 



None 8% 

Other 8% 


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90% 

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50% 

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30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 33% 





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I found the whole day to be a very positive experience. The staff and current trainees were very warm, welcoming and approachable. 

The interviewers were interested and put me at ease. I got a really positive feel for the course on the interview 

day. 

Although it was a long interview day, it was really enjoyable. It was great having opportunities to speak to current trainees, 

mingle with other candidates and meet the course staff and service-users involved with the course. 

The interview day was surprisingly good. The staff were very friendly and supportive. The whole day was geared towards 

getting the best out of you and you and encouraged each candidate to make the most of this experience. 

I actually came out of the interview feeling like I had enjoyed the day (quite a surprise to me!). The course team make 

every effort to make the interview day feel supportive and relaxed as much as possible. They also encourage trainees to 

support each other through the day. Although being there for most of the day can feel daunting from the outset, it gives 

you chance to relax, and for the course team to see you in several ways (interviews, group settings etc.) and means if 

something doesn’t go quite to plan in one interview it doesn’t mean that’s your only chance. 

Excellent. Very supportive and allowed the opportunity to demonstrate a wide range of skills. 

The interview process was really lovely, probably the most relaxing and comfortable one I have been to with staff making 

sure they could get the best from you. It seemed like they really wanted to get to know you. 

The interview experience was challenging but supportive and ‘warm’. I felt I left with a positive but genuine reflection of 

the course ethos. 

It was a full day interview with several different sections. It was difficult and personal, however the course team and trainees 

on hand made me feel very comfortable and at ease. The course team were very friendly. It felt like the panel wanted 

to get the best out of you. 

The experience was generally good. The interview was separated out in several different interviews (personal/clinical, 

research, group interview etc.). The course team was great and we got a chance to ask general questions about the course. 

Current trainees were also present on the day and sat with us and answered questions from their experience of the course. 

Very long day (9am - 4pm) but we were provided lunch. We also had a reflective session at the end of the day which was a 

great way to debrief/reflect on the day. 

I was impressed with the interview process for the course. It was a well organised day. The staff obviously tried to make 

you feel welcome and put you at ease. It didn’t feel like they were trying to catch me out with the questions they asked, 

and because of this I was the most honest and ‘myself’ I have ever been in an interview situation. I felt like they knew 

who I was by the end of the day. The format involved an academic interview, a clinical/personal suitability interview, a 

written task and a group discussion. 

I had a very positive experience of the Coventry and Warwick interview process. The programme for the day appeared intimidating 

and involved a variety of different assessments; however I was put at ease immediately by the staff. There was 

ample opportunity to speak with current trainees and multiple staff members came to speak to us as a group throughout 

the day, including the course director. I was made to feel that my needs had been thought of and that every attempt had 

been made to reduce anxiety for the interviewees. The reflective and cooperative nature of the course was also evident 

throughout the process and I particularly appreciated the reflective session run by a third year trainee at the end of day. 

Staff were also friendly and supportive throughout the interview process which enabled me to answer questions fully. I 

came away from the process feeling positive and feeling that the ethos of the course was most suited to me. 

The interview process was as nice and relaxed as it could be, despite appearing a bit daunting on paper as it’s a day long 

process. There are four parts to the day: a clinical/personal suitability interview, a research interview, a client-based computer 

task and a group discussion task. For each part there are two people on the panel, usually a member of the course 

team and a clinical psychologist that works locally, for the group task a service user is usually present too. I found all 

of the people interviewing me to be very nice and they took an interest in what I was saying and helped me to feel more 

relaxed and confident. In between interviews you wait with the other candidates as well as a current first and second year 

trainee, who I found to be helpful and gave me more of a feel for the course and the local area. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Psychodynamic 

Integrated 

Systemic 




A lot 

A fair amount 

A little 

Not much 







0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 




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I’m a first year, and we have teaching blocks on CBT and psychodynamic, and a teaching day on neuropsychology. Other 

approaches are taught in later years. There’s also teaching on working with specific groups/disorders. We also had the opportunity 

to do an 8 week mindfulness course, and there’s an intensive psychodynamic group at the end of the first year. 

The research teaching is great. 

The course offers a 10 week mindfulness programme to trainees. There is also the opportunity to engage in an intensive 

psychodynamic group at the end of year one. 

I think the main focus has been on CBT and Psychodynamic but I believe that is because it is the first year, I think we will 

look more at other topics in later years. Psychodynamic teaching has been really strong. 

CBT and psychodynamic are taught within first year. Placement offers the opportunity to cover ACT, mindfulness, schema 

therapy, neuropsychology (and lots more!) depending on placement allocation. 

The course is mainly CBT and Psychodynamic with workshops on other models in the third year. 

The first year has been mostly CBT and psychodynamic teaching but we will be taught different perspectives over the next 

two years. 

The teaching in first year has mainly focused on CBT and Psychodynamic models. The psychodynamic teaching in particular 

has been excellent. 

There could be more in depth teaching of CBT for those who have not come from a CBT background. I have had to do 

more independent study to increase my confidence in this model. Psychodynamic teaching was particularly good and I 

appreciated being able to watch videos of psychodynamic clinical psychologists in session with clients. Teaching had a 

good balance of information giving and interaction with imaginative methods. 

There is a heavier focus on CBT than any other model. However, we have had the opportunity for some teaching on ISTDP, 

which has been fantastic. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

We get notified of placement location 2-3 weeks prior to starting the placement. Teaching is geared up to help us with the 

basics prior to starting. 

Especially for the first placement, you have time in university thinking about starting placements, worries, procedures etc. 

We have a session before starting placements, and they guide you with the type of things you need to consider. 

A teaching block prior at the beginning of the academic year offers the chance for some basic preparation before commencing 

placement. 

We are given our next placement with very little notice which gives little time to prepare. Although the course try and take 

personal circumstances into consideration, this is minimal and there is little support when there is difficulty with this. 

We have regular IT/RP with cohort members that are working with a particular clinical group (working age adults, older 

adults etc.) which is really useful to be able to share difficulties. 

I felt that I had been provided with detailed information about the process of how placements would be assessed and the 

clinical handbook is comprehensive. Regular appraisal meetings also enabled me to feel supported by the course team 

and provided an opportunity to discuss any queries or difficulties on placement. 



■■ 

We have 2-4 week teaching block at the start of each year, with the rest of teaching falling on every Monday and Friday 

of the year. Therefore it is not possible to cover everything before starting a placement but the basics are covered in the 

teaching block. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 




directly. 



■■ 

Travelling to placements can be demanding as we cover such a big area but other than that it hasn’t been very demanding. 

Lots of support in place and deadlines are spaced out. 

■■ 

Placements cover a wide area, involving lots of travelling which can be draining. 

■■ 

I think starting the course can feel emotionally demanding- the course being very reflective and I think supportive, really 

help with the process of settling into the course & finding your feet. 

■■ 

■■ 

Fitting in annual leave around the course requirements (i.e. assignments) and placement demands has been tricky. 

Otherwise the balance of work to be completed seems to have been particularly thought out by the course. 

■■ 

■■ 

■■ 

■■ 

The amount of work increases significantly in the second year with several double deadlines. This means a lot of stress at 

key points in the year. It is also difficult to take adequate annual leave due to the restrictions. 

Travelling is particularly difficult as the course covers Worcestershire, Herefordshire, Coventry and Warwickshire. Some 

placements require travelling during the day for house visits and clinical meetings which is manageable but can become 

difficult depending on course demands. 

At times, being unsure of my identity as a trainee has been difficult. Juggling the two hats of “student” and “NHS employee” 

has been hard to adjust to and can be deskilling at times. I have found it challenging to strike a balance between 

my personal life and the demands of the course but I have felt well supported. 

The pace definitely picks up towards the end of the first year and appears to last throughout the second year (I cannot 

comment on the third year yet). The demands of all of the general academic components of the second year, as well as 

all of the thesis related work and arranging third year specialist placements, plus working on current placement as well as 

trying to have a life outside of that can be very stressful at times. 



Respondents 


“Buddy” 100% 

Manager 36% 


Librarian 46% 





Other 27% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Very 

satisfied 

Somewhat 

satisfied 

Neither 

satisfied 

nor 

dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 

applicable 

to my 

course 

The level of support you receive from 

the course: 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

I’ve been able to meet up with staff regarding my research ideas and service evaluation. Really supportive and appreciated 

the time they set aside to support me with my ideas. 

The buddy system is a great source of support. Appraisal tutors are often readily available when needed. The course is 

responsive to emails and there are plenty of opportunities to raise points for feedback within university meetings. 

The course staff are somewhat distant, and we have little contact with the staff. They are approachable at times. 

The course team are very prompt with returning queries. 

The multiple modes of support have been incredibly helpful both academically and emotionally including integrating 

theory and practice groups, the buddy system with a 2nd year trainee, peer led reflective groups and having 1:1 appraisal 

meetings with individual tutors. 

I have felt well supported by the course. My appraisal supervisor is very approachable and I find our regular meeting 

throughout the year (which we have to have) are helpful and more than just a box ticking exercise. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Interest 


Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

I’ve had really good experiences with placements so far. It felt like they had taken into account my previous experience 

and found opportunities to develop my experience in new areas. 

Great experience: i have returned from training from maternity leave and travel a significant distance to university, all the 

placement supervisors have been excellent at enabling me to work flexibly to meet my childcare responsibilities. 

Both placements in year 1 have been very different. However, it is my experience that 2gether Trust (Hereford) are highly 

welcoming of trainees and incredibly supportive with regards to personal and professional development. 

■ ■ The placements have all been very good and the supervisors are very helpful and knowledgeable. The course team do not 

ask us for input into core placements. Personal circumstances are taken into account sometimes, however this is not regularly 

updated and not done for each placement. 

■ ■ It is good meeting with supervisors before the start of the placement to discuss goals for placement. 

■ ■ My experience of my first and second placement thus far has been positive. I have felt well supported by my supervisors 

and have had my needs considered. The variety of placements has also been invaluable and I have been given ample 

opportunity to meet learning goals. 

■ ■ Placements in years 1 and 2 are decided for us by the course team. Personal circumstances are taken into account when 

doing this and they try to make it as fair as possible. However, as there are always some placements in Hereford this can 

sometimes feel unfair as trainees who do not live close by will be required to travel a fair distance and stay in a Bed and 

Breakfast for 2 nights a week, away from support networks, which can add to the stress of being on the course. 





Answer 

Respondents 

Yes 92% 

No 8% 

N/A 0% 


Answer 

Respondents 

Yes 58% 

No 25% 

N/A 17% 



Responses indicated that trainees live mostly in and around Coventry and Warwick with many trainees also 

living in Leamington Spa, Hereford and Worcester. 


Answer 

Respondents 

Yes 33% 

No 42% 

N/A 25% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■ ■ The course eases you in well in first year and it is easy to keep weekends free. This is less true of second year as there 

are far more deadlines. The course timetable makes it difficult to take all your leave or long weekends as we are unable to 

take Mondays or Fridays as annual leave most of the year. 

■ ■ The structure of some of the teaching is poor. They will sometimes put on half a day’s teaching or ask you to come in for 

an hour (typically on a Friday) and then state the rest of the day is study leave. This is unhelpful when you live far away as 

you have to spend money travelling in and it make take up half a day to travel and thus you lose the study day. 

■ ■ Achieving a work life balance is possible but is challenging. There is adequate study/ research time, however it is most 

beneficial when on placements where supervisors actively work to encourage boundaries around placement activity and 

academic demands. 

■ ■ In second year, with the increase in work, at certain points there is a significant impact on work-life balance. So long as 

you are organised, this is manageable. 

■ ■ Always start the assignments as soon as possible as it can become difficult to have a good work life balance if everyhing s 

left to the last minute. 

■ ■ The course gives us a good allocation of study days when assignments are due. I have not had to do any extra work over 

weekends yet as I have used my study days appropriately. 

■ ■ It has taken some adjustment to gain a good work-life balance with relocating for the course. Juggling academic and 

placement demands has been a challenge however there is time allocated for study leave which has been a real help. 

■ ■ In the second year it is a lot more difficult to have a good work life balance due to all the demands placed on us. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Do you have any comments on your financial quality of life? 

■ ■ If you live close to the university, you can claim back a lot on travel expenses. 

■ ■ It’s improved since payroll contacted HMRC about the access to training scheme! 

■ ■ Financial quality is good, unless you are on a placement which requires B&B. This causes significant expense which you 

get back a month in arrears which is very difficult. Also no allowance is given for food if staying away. Also mileage is paid 

at a lower rate than the NHS standard which makes it difficult. 

■ ■ Being able to claim travel expenses has been a huge help financially. 

■ ■ I am happy with my salary and the cost of living in the West Midlands is fair. We are currently also able to claim back 

some expenses for mileage, parking, public transport and B&B fees. 




■ ■ Placements are excellent; I enjoy the emphasis on reflective practice. Warm and friendly staff. Research methods teaching 

is outstanding. 

■ ■ Supportive course staff, placements and research teaching. 

■ ■ The psychodynamic teaching is excellent and the staff are very open and supportive 

■ ■ Being a small course, clinical skills is really useful as you can be very involved & hopefully feel able to ask questions. 

■ ■ Clinical placements and focus on becoming reflective which i think is really important. 

■ ■ The course team work to select friendly, approachable and diverse trainees - this creates a supportive atmosphere. 

■ ■ The cohort is small, which makes teaching easier and more personalised; also the course is very reflective and the cohort 

are very supportive. there is a wide variety of experienced psychologists who teach on the course, and give real world experience 

which is helpful. 

■ ■ Teaching. 

■ ■ The psychodynamic teaching (which surprised me as I was from a CBT background!) and the rest of the cohort make 

the training experience a pleasure. They are all very supportive and quite like-minded people which have helped us gel 

together well as a group. I like the fact that our cohort is relatively small (10 people) as it has been easier to speak during 

teaching sessions and to share opinions. 

■ ■ The reflective, co-operative ethos of the course- we have become a really close and supportive cohort due to the course 

providing opportunities to discuss experiences and challenges together. 

■ ■ My cohort is fantastic and a great source of support. Being a smaller cohort has meant we have gelled really well as a 

roup. 

■ ■ Some of the teaching has been fantastic. I have also enjoyed being encouraged to become a more reflective practitioner. 



■ ■ If you have a baby, part-time working is not offered as an option and in terms of work life balance this is something to 

consider. There needs to be more focus on NHS leadership in teaching but I think this is changing for following cohorts. 

■ ■ The course covers a wide geographic area, which can be a downside. This is important to remember. Also with a small 

cohort, if you are new to the area it can be difficult with getting to know people. 

■ ■ To be aware that the course covers Warwickshire, Worcestershire and Herefordshire so placements may involve long eriods 

of travel or overnight stays. 

■ ■ Overall, I really enjoy being on the course and have learnt so much. The downsides are the wide geographical area that 

your placements may be in, you may have to travel a lot! The second year also gets a lot more stressful. 




Yes 0% 

No 100% 


■ ■ Two interviews (group and research), a written test, and a formulation task. 




Teaching 

12 hours 

Placement 24 


2-4 hours 

Research 

2-4 hours 


Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 100% 

Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of East Anglia 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 31% 

MRes 6% 

Diploma 6% 



None 31% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 6% 





■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

This course felt like the best fit for me - my ethos and previous experience. The interview day was well organised and very 

welcoming. They made the day the least anxiety provoking experience that they could. 

A very good experience and although it was anxiety provoking they made it as calming as they could. I think it’s important 

to remember that when the panel are asking lots of questions that’s to give you the best opportunity to show them what 

you know and how you think. The trainees were around on the day and that was really helpful and settling. 

Well organised day and they put on some lunch for you. As you would expect, it’s pretty anxiety provoking but it’s over 

after a few hours. There’s two interviews and one numeracy and literacy test. 

Undeniably nerve-wracking but the interviewers did try to make it as comfortable as possible. Having separate research 

and clinical interviews gave you chance to demonstrate a range of skills and strengths. 

The day ran very smoothly and felt very organised. The staff team and panel were all lovely and encouraging. The other 

trainees were extremely helpful. After the interview I knew UEA was the course for me. 

I interviewed at two different universities and found the interview process to be very different that the two programmes, 

which is probably reflected by the different emphasis that they place on various aspects of the programme. It was very 

beneficial to spend time on writing a good application and preparing for the different interview components, as it prepared 

me for the questions that they asked. 

Friendly interview panels in both interviews. Felt more at ease having a link person who sat on both interview panels. 

The staff team and interview panels were really friendly and helped me to feel at ease. The questions were challenging but 

felt fair and reflective of skills I would use on the course. I had plenty of opportunity to speak to current trainees about 

their experience of the course, which was really helpful. 

A very friendly experience, they really just want to get the best out of you. 

A very good one! Very relaxed and encouraging 

For me, the interview day was busy with lots of elements but I felt it was well structured. Staff seemed to want to get the 

best out of you during the interviews by asking follow up questions. It was good to have a link person who was in both the 

clinical and research interviews with you. Having lots of trainees available to talk to helped to ease some of the anxiety 

too. 

Quite a long day but nice opportunity to talk to current trainees 

Well organised and efficient, but a daunting day. My experience is that people didn’t walk away feeling they had done well 

on at least one of the components; I think that’s just the nature of how they try to get to the real depth of your knowledge. 

So try not to get too disheartened on the day! 

3 interviews, all day. Opportunities to meet current trainees. 

There were two interviews: one research and one clinical. I found the whole process very supportive and encouraging. 

Current trainees were on hand to alleviate anxieties and ask any questions. I felt my research interview was a lot weaker, 

and really enjoyed the clinical one as it felt like an in-depth and interesting conversation. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 




■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

It’s only been 6 months so there is still a lot more to be covered that I can’t comment on yet. 

The course is very CBT focused. Psychodynamic teaching isn’t available. 

The first year is quite CBT focussed however we get much more teaching in other models and approaches in second and 

third year. 

There is a great focus on CBT, which has its advantages and disadvantages. However, I am still in first year of training, so 

this focus should shift somewhat during year 2 and year 3. 

So far (I’m midway through year 1) the vast majority of our teaching has been research and CBT. It has felt a bit limited in 

terms of other models. 

We have focused mainly on CBT during our first year, though I think other therapeutic models are covered as we go 

through the course. 

It’s very CBT and research heavy over the 3 years, though you have options of teaching streams in 3rd year to favour either 

CAT, CBT or Systemic. There’s less and less focus on reflective practice, epistemological stances or the individual as a 

practitioner, which won’t suit everyone. It’s quite an academic course, generally. 

Very CBT based, but opportunity to opt for a different stream of teaching (CAT, Systemic) in third year and teaching sessions 

on various other models are provided so that you can follow your interests in your own way if they differ from CBT. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


■■ 

■■ 

■■ 

■■ 

■■ 

You are well prepared for what to expect and what will be expected of you. They offer you lots of support. 

I have only had one placement to date but have found that the course teaching did not sufficiently prepare me for the 

complexity encountered on placement. 

The quality of my placement so far has been very satisfying. Teaching preparing me for the placement was also good. 

We have time to contact new supervisors before we start our placement, and meet with them if we wish. This helps to feel 

prepared for a new placement before we get there. 

My placements have been fantastic, but often the teaching did not link up for me with placements I was going into. I also 

felt that I lacked in teaching in clinical skills in the early days, when I needed a bit more guidance. I’m aware that the 

curriculum is being re-jigged now though so the hopefully issues of teaching linking with placement will be resolved. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





■■ 

■■ 

■■ 

There are lots of different responsibilities that you have all at the same time. Teaching block is also quite tiring. 

Balancing multiple assignments and demanding placements 

Multiple competing demands. 

■■ 

Balancing life with university and placement life can be challenging, especially at certain times. It is really beneficial to 

be organised throughout the weeks to ensure that work is done in time and that this balance is kept in mind. 

■■ 

■■ 

The course covers a large region so having to travel a long distance to university for teaching can take its toll! 

There are quite a lot of academic assignments and work to do after each placement. 

■■ 

■■ 

There seems to be lots of support systems in place on this course including the buddy system and access to a personal 

support tutor. I have found the lack of allocated study time hard to manage during the full-time teaching blocks. 

The course can be particularly inflexible to individual circumstances, and particularly about pregnancy/returning to work 

flexibly. Also can be particularly unhelpful if you’ve experienced a period of absence and need to extend training (there’s 

the pressure to get back on track with the rest of your cohort). The impact of this on the academic/research demands of 

the course can be extremely challenging. It all works absolutely fine as long as you don’t have any major life events getting 

in your way! 

■■ 

Travel to UEA as placements far spread 

■■ 

I had a particularly chaotic placement, split across two services, and at this time could not fit everything in to my working 

hours and ended up doing a lot extra - so managing research demands alongside this was tricky at this time. 



Respondents 


“Buddy” 100% 

Manager 56% 


Librarian 13% 





Other 0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

■■ 

■■ 

■■ 

All the staff members are very busy so it’s hard to get time with them. Some staff are better than others so it’s just bad 

luck if you end up with an unreliable staff member as your supervisor/advisor. Support with regards to placement things is 

more available than research and thesis support. 

Support systems are in place but sometimes difficult to access or inflexible in what they can offer. 

It is sometimes difficult to get hold of staff as they are so busy and many only work part time at the university. 

Personally, my needs have been quite limited and I’ve been met with support when I’ve had minor requests. I’m not sure 

that’s representative of the members of my cohort however who have had more significant difficulties. 

Poor for those with children or going on maternity leave. Ok otherwise. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

It can be difficult to get a fully varied experience on placement when you are only there for 6 months. It depends on the 

types of referrals the service gets (varied or similar types of presentations) and how flexible your supervisor is. 

I’ve thoroughly enjoyed my placements to date and would describe these as the best part of the course. Loads of exposure 

to complex client work and a range of therapeutic approaches. 

Quite a high workload required to meet the pieces of clinical work expected by the course and by the service. Sometimes 

so busy that there is no time to read or prep for sessions. 

I’ve had fantastic placement experiences, and really warm, supportive relationships with my supervisors and teams. This 

is where I’ve felt my competencies and confidence as a trainee have really developed. 





Answer 

Respondents 

Yes 100% 

No 0% 



Answer 

Respondents 

Yes 6% 

No 56% 




Responses indicated that many trainees live in Cambridge, Norwich and Peterborough, with some trainees 

living further afield in Ipswich, Huntingdon, Bury St Edmunds, Stamford and Kings Lynn. 


Answer 

Respondents 

Yes 19% 

No 81% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The course staff give contradictory information - we are continuously told to use our annual leave and not work on weekends 

but then in the next breath we are told to expect to work weekends! I think your work life balance is what you make 

it. 

The course frequently emphasise the importance of work/life balance but don’t always follow this up with a genuine understanding 

of personal issues or flexibility to personal circumstances. 

Generally work-life balance is completely manageable as long as you use your study days productively. However over 

Easter we have had a number of assignments all due in at the same time so I have had to work most evenings and some 

weekends to manage this. 

It’s about what you make it 

It’s very much up to you as a trainee to enforce appropriate work life boundaries for yourself; there’s a lot of pressure to 

be the best (while the course tries to encourage you to accept being ‘good enough’). There’s always pressure to do more, 

know more, try more; but you can have a good balance if you’re willing to be assertive and boundaried about it. 

Hard to maintain at times, but ok at others. Dependent on how deadlines fall alongside placements. 


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You can claim back your expenses when you drive to university. However, sometimes trainees have been given placements 

a long way away from where they live and the amount of expenses they can receive is limited. This makes it very expensive. 

Also, claiming expenses is quite difficult due to poor communication from Serco. You can end up waiting months for 

several hundreds of pounds and that is very stressful. 

I am an international student and thus self-funded, so my financial situation is different to others in my cohort 

Some regions within East Anglia will cost a lot more to live in than others - worth considering when ranking your choice of 

bases. 

Except for Cambridge, East Anglia has a reasonable cost of living which makes your salary go a bit further. You do have to 

change your work location for each placement, however, so you often end up out of pocket for your travel costs of getting 

to and from placements (which you won’t have a say in, in terms of location). This can be incredibly difficult with specific 

circumstances, which can sometimes be met with inflexibility. 


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The value the course places on our feedback and their efforts to act on this. 

I like the qualitative teaching. I like being able to select a placement base. 

Placements 

I really enjoy all aspects of the course. Teaching days and block are a good opportunity to catch up with others in the 

cohort. The buddy system is brilliant and the trainees in the years above are really helpful and supportive. 

The combination of clinical teaching, clinical work and emphasis on research 

Making some really good friends in my cohort. 



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The placements are great and you get a lot out of these. A lot of the teaching is really good as you get experts who work in 

the local area to talk about a topic they know well. The teaching of clinical skills is quite good and the OSCE’s help with 

this. 

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The relationships I’ve developed with a lot of my cohort have been incredibly strong, and will extend far past training. I 

think having teaching blocks means you really do get immersed in your cohort, who can be a great source of support. 

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Placements 

Direct clinical work. 



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The course offers a lot of support tailored for trainees who have limited/no clinical experience. The course is quite tailored 

to trainees with research experience over clinical experience. The course is not as supportive for people who have 

clinical experience but limited research experience. This make the thesis quite stressful, especially when you have an 

unreliable supervisor. 

I think the course could be improved by more accurately reflecting the complexity of client work in the teaching and being 

more flexible. 

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UEA is a great course. 

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Doing the clinical training can be challenging at times and I think being prepared to devote three years would be beneficial. 

It is also highly developing, both personally and professionally, and definitely worth the time and effort if you have a 

true interest in clinical psychology. 

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Be aware that it is a large rural region and sometimes placements are an hour or more away from where you live. 

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The course can be demanding at times with lots of deadlines all at once but just make sure you manage your time well it 

is doable! The course does not encourage a good work life balance as they are very focused on the academic side of things 

but try to not work weekends as that is time for relaxation. 

If you’re planning on becoming pregnant whilst on the course, consider carefully if you’ll be okay with returning to 

the course without flexibility over working hours. Also, the way of picking thesis topics is limiting if you have your own 

research interests; it’s a programmatic department and you select a pre-existing project that internal supervisors design. 

This might suit people who don’t want a lot of say over their topic (at least initially), but less so if you have an established 

research focus you want to follow. Check the staff interests carefully before applying if this applies to you! There’s no 

opportunity to seek external supervision in research. 

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Not very accommodating for those going on maternity leave 




Yes 0% 

No 100% 


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Two interviews, numeracy and literacy test 


Teaching 

Placement 


Research 

Not stated 

Not stated 

4 days 

Not stated 




Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 0% 


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Yes 

No 


CPD 


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Yes 

No 


CPD 


University of East London 




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old 

25-‐29 years 

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30-‐34 years 

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35-‐39 years 

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40-‐44 years 

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45-‐49 years 

old 

50+ years 

old 



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Qualification 

Respondents 

PhD 5% 

MA 8% 

MSc 40% 

MRes 0% 

Diploma 8% 



None 29% 

Other 5% 


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None 

Less than 

one year 


know 



Respondents 









Other 24% 





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Computerised selection tasks, followed by interview with two parts - an interview with Psychologists teaching on the 

course and from the region, and a group task evaluated by service users. The interview felt quite difficult, and I felt like 

nothing I had done prepared me for it- UEL seem to value the ability to think on your feet and think laterally. 

Very different to how it is now in structure and content so not sure how helpful. Found them very warm and friendly 

The interview process in the year I got on was good - it’s pretty nerve wracking but I felt we were treated well. However, 

the university changed the process the following year and it was problematic to say the least. This year will be different 

as the team requested feedback and have responded to it so I am expecting the process to be a better experience for this 

year’s intake. 

Fairly straightforward - vignettes, case studies etc. 

I interviewed in the old format which consisted of a clinical and research interview. I felt the course was trying to get the 

best of us. 

I know it’s changed dramatically in the years since I interviewed but at the time, it was as relaxed as possible, the panel 

seemed to want to get the best out of you and panel members were diverse in terms of gender and ethnicity. There were 

no ‘surprise’ questions and everything asked was easily answerable with a little bit of preparation around the usual areas 

asked in course interviews and a little bit of knowledge of the course ethos. 

It was the only course I interviewed at where there was diversity amongst the panel in terms of ethnic background. Psychologists 

are not immune to implicit bias so this is something important to consider for interviewees who do not fit the 

usual white British, middle-class, female box. 

It was the first year of a new interview format and the organisation was pretty chaotic which made the day harder. The 

interviews themselves were ok, my panel seemed quite encouraging. As it was a new format I didn’t have any idea of what 

questions might come up so it was a different experience than other interviews 

Very relaxed interview. It really felt like they wanted to get the best out of you. 

Although it’s changing dramatically since I got on - it was 2 interviews. I felt these didn’t give space for reflection or group 

skills. 

I thought the interview was fairly relaxed and straightforward and had a positive experience of interviews. However, I know 

that the interview process has changed quite significantly since I was interviewed. 

I quite enjoyed the interview and group task themselves, but the overall organisation of the day seemed quite chaotic - it 

was the first year they were trialling a new interview process, we were given very little idea about what we would be doing 

and when, and it sometimes seemed as though the current trainees guiding us had also been given different instructions 

(although the course team have listened to our feedback on this and trying to make it run more smoothly this year). The 

interviewers were friendly, and I felt they were trying to get the best out of me. The questions weren’t predictable, but I 

appreciated being challenged to think on my feet (and given a reasonable amount of time to do this in a conversational 

way with interviewers) and am glad I was chosen on the basis of my ability to do this rather than pre-learn answers. 

I interviewed the year before the whole criteria changed (we were the final year using the same criteria UEL used in previous 

years). My experience was somewhat nerve racking (as expected) but also very pleasant. The panel were nice and were 

interested in my answers, occasionally following it up with further questions and nodding and smiling (which helps you 

feel like you are on the right track!). The interview consisted of two separate interviews, one personal and one clinical with 

a break between the two. The break was perhaps not necessary as it raised anxieties but they did have a quiet room where 

you could sit by yourself which really helped! Overall a positive experience. 

Poorly organised and chaotic as the course trialled a new interview process; Online tests were time-consuming but well 

explained; experienced interviewers as very warm and friendly; Came away from the interview day feeling like I’d been 

given the opportunity to do my best. 

Difficult but I thought it was fair as you couldn’t prep answers as much. This year will be nicer as they’ve learnt from our 

year group. 

It was an intense day - with an interview, group task and an online task. I felt very disappointed following the interview, 

as I had prepped so much and didn’t feel that I got the chance to show my knowledge. The group task wasn’t as bad as I 

had feared it would be. 

When I applied the interview process just involved two 20 minute interviews, one that focused on my clinical experience, 

the other that focused more on research, but my understanding is they’ve changed the interview process over the last 

couple of years, so not sure I have any useful reflections! 

Fine - At the time was a simple 2 interviews, one on research and the other on clinical work. Staff were supportive, no 

attempts to throw you or go all “psychodynamic” with their manner in the interview. 

Unorganised (though I understand the process has now been changed to improve this); interview panel were encouraging 

and questions were relevant and reflective of the course, without being too technical or challenging; given the impression 

that the panel were interested in you as a person rather than technical knowledge. 



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I found the day somewhat chaotic and there was no welcome speech from a course tutor, however I know the team have 

worked really hard to improve the interview day, taking on board the feedback they received from the candidates last year, 

and there will now be a talk by one of the tutors. I found the interview itself to be quite a positive experience...normal 

nerves aside! The panel were warm and the questions were relevant and although challenging were not impossible. 

I was interviewed the first year that the interview format changed. The process was long due to having to do three online 

tests during the shortlisting process, but these were at least interesting and felt fair. As it was the first year of the new 

format there were errors in the information we were provided with on about what to expect on the day. This was anxiety 

provoking but the course has listened to this and this year’s interview days are much more organised. The interview day it 

had three separate parts to it. It felt like the 3 parts of the interview were assessing your thinking style, and did not have 

a direct focus on past experience. This felt a little strange as for many people it is not the kind of interview they have 

been preparing for, but the questions felt well considered and were certainly designed not to increase your anxiety levels, 

allowing you to relax into the process. The staff on the day did the best they could to help manage everyone’s anxiety, and 

the environment felt very friendly, but there was two weeks to cogitate on how the interview went, which felt like a very 

long time to wait for a result. 

Generally a good experience; I felt welcomed and that interviewers were genuinely interested in getting the best out of me. 

One structured interview followed by service user group task and situational judgement test. Our cohort was the first to 

have the new interview procedure and the pre-interview information was very vague. There were current trainees on hand 

to answer questions and show us around campus. 

It was relaxed and I felt the questions were relevant; however I think it has changed now. 

Nerve wracking but fairly straight forward 

Difficult sitting in a room with other interviewees but opportunity to go outside or leave the room. Generally short interviews 

that went relatively quickly but interviewers could have taken more interest in me as a person as opposed to just 

what I had to say in response to their questions. 

I found it more stressful than other courses as we didn’t have clear information before the day and it was quite a shock 

and overall felt disorganised. However, our year was a trial year and they have improved things since. The interview was 

quite think-on-your feet style and you couldn’t really prepare for it, which has its pros and cons. I liked the group task and 

the chance to do something different. I would have preferred a more reflective style interview personally. 

I enjoyed it but the course has changed how it does the application process now so it’s quite different. 

Quite full on - an interview based mainly on vignettes, a group task and an online test. There was a friendlier, more relaxed 

atmosphere than the other course I interviewed at. 

I felt supported and held in mind throughout the process. Trainees were there to chat with whilst waiting before/between 

interviews. It didn’t feel like the interviewers were trying to trip me up. It was genuinely a good experience. 

I enjoyed the experience, and found the interview panel warm and supportive. However, the actual process of the interview 

has since changed. I was a ‘buddy’ for the most recent interviews and heard good feedback. 

The interview process has changed since I interviewed but it was a straightforward process. The panel were receptive and 

asked further clarifying questions. 

There were 2 20 minute interviews - clinical and research. 

The interview process has now changed and current trainees act as allocated buddies for the candidates, which I would 

have found helpful during my interview day. The interview day also appears more organised with people signposting you 

where you need to go. 

The interview experience at UEL was a positive one; staff and current trainees were warm and welcoming and the facilities 

were nice. I had other interviews at different institutions and UEL was the best interview experience. 

I attended a single interview at UEL, which entirely confounded my expectations of the interview and selection process. 

But, for what will inevitably be a nerve-wracking experience, it seemed to be as supportive and well-organised as it could 

be. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 




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A good mix. 

Whilst CBT is used more frequently in the NHS the course has a very good mix of different approaches. 

I like the variety 

The teaching across the main models was more even than I expected. The clinical skills teaching includes four days to 

apply particular approaches actors spread over the three years. I felt the quantitative research method included too much 

self-direction in stats practical’s. 

As a first year I am expecting these to change shift more in the coming years (e.g. more consultation, more systemic 

teaching, more of the stuff I could not tick yet) 

The course provides quite a lot of theoretical teaching on CBT, Systemic and Narrative approaches but does also provide 

good overviews of a broad range of other approaches. This is consistent with the general view (and evidence) that the 

model of therapy is much less important than the therapeutic alliance in achieving outcomes. 

However, because of this more eclectic approach, there is much less specific practice-based learning for specific models 

that other courses. The expectation is that you will learn to apply these theories on placement; therefore the model specific 

skills you gain are dependent on the orientation of placement supervisors. That said, the course do their best to ensure 

people are placed where they can gain competencies in using a variety of therapeutic approaches. 

Critical thinking and deconstructing. 

I felt my first year of training was very biased towards social constructionist and systemic approaches; however this 

improved slightly in the second year. I do find that the university are very responsive to feedback and have taken our 

comments on board throughout the three years. People from the years below us may have a very different experience of 

the course content than us. I did, however, appreciate the political/social constructionist teaching, as I felt this has influenced 

the type of Psychologist I have become, but also felt this has helped me to think differently and more broadly about 

things. 

I really valued the broad mix of approaches taught during our first few weeks - although my placement was mainly CBT, 

I found it helpful to be able to include different ways of thinking from the beginning in my clinical work, and was able to 

pick up what I needed in terms of more in-depth CBT thinking from my supervisor. The social constructionist and ‘political’ 

teaching at the beginning of the course felt really important, and I was surprised to hear from trainees on other 

courses how little of this they had in comparison to us (although I appreciate that it’s not for everyone). 

There is a myth that UEL is anti-CBT. This is just a myth! We do have teaching on CBT for different presentations, perhaps 

not as much as other courses (or as much as we would like). The course is heavily socially constructionist and we do 

get a fair amount of systemic teaching. There is also a lot of ‘thinking critically’ for all the models and theories taught. 

Great mix. No model is overly dominant. Well-rounded. 

Diverse range covered which gives a lot of breath of knowledge. 

Teaching on lots of different approaches is nice - but sometimes I feel like I know a bit of each, but I am the master of 

none. 

Overall, focussed on systemic and social constructionist. Although we do teaching on e.g. CBT, there is not as much effort 

to teach us the theoretical underpinnings of these approaches. There is also a tacit understanding that you will learn specific 

clinical techniques while out on placement, therefore you get a half day reading from placement every week to allow 

yourself to brush up on how actually to implement the therapies. 

Though it can feel as though not enough time is spent on CBT (particularly when beginning in placement), learning about 

other approaches and ways of working is interesting, engaging and valuable. 

I have answered the above questions based on my experience towards the end of year 1 of the course. In the first year 

there is no teaching on research or stats or models of consultation but I do know these will be covered in the second and 

third years. 

The course does not have as large an emphasis on CBT as the other courses. This allows us to cover a wide range of models, 

all of which are very thought provoking and stimulating. UEL definitely encourages you to become a flexible Clinical 

Psychologist who is engaged with ideas on the impact of history, society, and politics on notions of mental health. All of 

this is pretty exciting. 

I feel trainees from other courses come away with more practical skills - I think UEL has a focus on critical thinking 

meaning we come away with less of these practical clinical skills, but an ability to think critically and carefully about the 

way in which we practice. 

Less focus on CBT than other courses but still enough to feel OK going into placement. I really like the fact that we have 

a greater focus on other topics like social constructionist theory and narrative approaches. 

There is a lot less CBT teaching on our courses than others although most of us need to use this in first year placement. 

However, I feel that we really benefit from the broader teaching and are introduced to a range of different approaches, 

with a particular focus on narrative and community approaches and social constructionism. The focus is less on teaching 

us skills than teaching us to think critically and reflectively in our practice. 


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Less CBT than many other courses which can make going into placement feel daunting, but it is worth the trade off to 

have more time spent on other areas 

I’d say the course is predominantly systemic, though different members of staff have difference backgrounds and areas 

of interest. The course introduces a range of approaches, which you gain greater/lesser experience in depending on your 

placement. Although this feel uncontaining at first, I appreciate it now as I feel I can go into most settings with just 

enough information to get me started and work from there - it leaves your options open. 

A bit more time on CBT would be useful for people who have not used it before. My pre-training experience was CBT, so I 

did not feel the need much. 

This is relevant to the teaching that we have had so far in the first year. 

Our psychodynamic teaching throughout the 3 years has been particularly excellent. 

I feel UEL offers a pretty good balance; although I would personally appreciate more of an emphasis on clinical skills in 

the first term in support of placement work. 


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Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 


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Would have appreciated more clinical skills to prepare for the earlier placements 

It depends what you mean by ‘prepares you’! There is a very wide range of placements available and it’s a complex 

process so it’s impossible to cover all bases. Some of the training occurs post placement (i.e. some LD training post LD 

placement) but this can’t be helped. 

I think they’ve really tried to take peoples family circumstances and preferences into account. 

It seems a lot of effort is put into a course time table is tailored to covering various placement needs; of course it is hard 

to satisfy and prepare everyone as there are many different placements around. 

Because of the limited number of placements available in the area, particularly in working with elders, people with learning 

disabilities and children and families, it’s just not possible for all trainees to receive all the teaching relevant to their 

placement before starting a placement. 

I find the course is very supportive in providing opportunities for you to discuss anxieties and worries about placement. 

The only challenge was that I found the first year very difficult as I felt we did not get as much guidance about how to do 

things e.g. conduct assessments, which made the first placement really difficult. However, I found this helped me to become 

more autonomous and flexible in how I worked, which I suppose are qualities they had hoped we would gain through 

the process. 

The course really accommodates needs such as trainees who have childcare and or other carer responsibilities, trainees 

who are unable to travel far distances etc. They also try to place you in areas that you have requested if this is possible. 

However, sometimes we are not told about our next placement until a lot long after the other London courses find out (I 

am not sure why this is). 

Thoughtful and well organised. 

Very helpful introductory overview and where to go if you have problems. Less preparation on the forms of assessment and 

paperwork. 

During the induction teaching block we covered a little bit on lots of different models. In the long-term this feels like it 

will be an advantage, being able to think about a person’s difficulties from lots of different perspectives. However at the 

time of starting first placement there had only been a couple of days on CBT and I felt quiet de-skilled when starting work 

with clients. 



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I’ve been very happy with my placements, although we don’t really have a specific preparation period for each one. 

Some practical seminars arranged prior to placement to practice initial therapy etc. - though I think more of this could be 

done; front-loading the course with CBT would feel more helpful in preparing for a CBT placement. 

The course does not do as much CBT teaching prior to starting the first placement as other courses seem to. However, not 

everyone is in CBT placements so it does seem more reasonable that in the first few weeks the course focuses more on an 

overview of a number of different approaches. 

There was time free in our timetable for us to arrange an initial meeting with our placement supervisor. We were also able 

to discuss the placement beforehand with our tutor and our buddy. There is also a lot crammed into the induction month, 

giving you a brief overview of many different models that you may come across during placement. I think they prepared us 

the best they could consider the diversity of placements and the limited time available. 

It can be hit and miss - in second year many of us started placement without having the relevant teaching e.g. starting a 

child placement but not having child teaching. 

More focus on clinical skills would help prepare more 

We had a role play day to prepare for introducing ourselves and ‘socialising to the model’ (CBT) and some relevant induction 

teaching. Most of the support was offered by placement supervisors. 

Felt quite unprepared going into first placement but I think this would probably be the case no matter what teaching 

we had, and I suspect it will always feel this way to some extent going into a new placement in a new area! Less CBT 

teaching than other courses can mean you feel a little less prepared compared to trainees from other courses in London in 

terms of CBT skills, but the trade-off to have more teaching on other areas is worth it 

The course prepares you very well for systemic placements. 

My first placement in an inpatient unit felt supported enough but there was no specific teaching on approaches to use 

As stated, I would prefer more direct training in clinical skills in preparation for/support of the first placement, Aside 

from this, we are well prepared. 


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oriented 


than clinical 

Even mix 


than research 


oriented 



this time 




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Qualitative 

30% 

Quantitative 

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0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 


at this time 


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0% 



time 




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time 


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Excellent 

Good 

Satisfactory 

Poor 




Very poor 






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University 

Placement 


directly. 





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It’s a great course and really interesting, but pretty relentless! 

I am a single mother with two children and training is very demanding on many levels so managing the needs of my family 

and the academic requirements of the course has been hard and exhausting. I don’t generally enjoy exams and there are 

several at UEL, there is very little time to commit to revision with everything else going on. 

Placement supervision 

The exams cover a lot of material but personally I’ve found them worthwhile. 

In the second year, there seems to be a relentless string of deadlines. This is also the year when many trainees will be on 

placements working with families and systems which seem to be much busier than placements focus on individuals. It 

was not uncommon to hear of trainees staying on placement late and/or taking work home on weekends. Given UELs high 

pass mark (60) and high marking standards its quite easy to become demoralised because you feel like you’re working 

incredibly hard but just scraping through. About the only thing that’s kept me going is the promise that the final year is 

less demanding, the support of my cohort and knowing that it’s possible to get through it all! 

Multiple deadlines - very frequent tutor meetings - clinical seminars - first year exams were extremely demanding. 

I found first year particularly demanding as I was attempting to balance learning about social constructionist ideas, 

completing academic work and starting my first placement where I felt I wasn’t given much guidance in terms of clinical 

skills. However, I found this easier to manage over time. I did find the final year to be very busy and demanding, as compared 

with other universities, we had to complete a group presentation, a reflective report, a case report, while attempting 

to complete our theses by May 2016. This was particularly difficult when on placement with other trainees who had more 

time for their thesis. 

The exams, they are incredibly tough and you are required to learn a lot of information in a very short space of time. There 

are aspects of this that seem unfair and unnecessary compared to other courses. 

Managing the lack of course organisation. 

Juggling the demands of assignments whilst in a busy placement. 

Having difficulties on placement is also difficult. 

Having to juggle so many things at once (placement, assignments, case reports, reading, university teaching, thesis ideas - all 

going on at once). But you gain more skills in being able to manage and sit with the competing demands and it is ‘doable’! 

In third year it has felt particularly difficult managing the demands of completing thesis work on top of placement and 

other academic deadlines. Managing a work-life balance around deadline time can feel tricky, but generally (pre-third 

year) it has been achievable! 

Examinations and practical reports, as far as I can tell, we receive far less support before submission in these areas than 

one might on other courses, e.g. having help with scripts, submissions. 

Adjusting to the expectations of the academic aspects of the course - knowing what is expected of you in essays etc., 

though submission dates are spread out which reduces the amount of stress/anxiety associated with them. 

Taking on board a social constructionist perspective has been challenging yet interesting, and has had an impact on my 

views while working in mental health systems. 

There is a lot to learn, but deadlines tend to be spaced out, which helps 

Balancing the amount of work in the 3rd year has been very difficult. I have felt extremely stressed to the extent that 

impacted on my health for several months. 

Work life balance is difficult throughout the course but it has only been during third year that it has felt unmanageable. 

The exams are particularly demanding 

Had difficulties with placement supervisor 

It’s all pretty manageable most of the time. Thesis is pretty all-consuming but I think that’s to be expected 

When there are difficulties in your personal life, very little is offered by the course to support your academic targets. There 

are no flexible deadlines or an adult learner model enforced to support your personal life, therefore the course becomes 

more demanding when you have personal difficulties as it is harder to manage both aspects of your life. 

Yes, deadlines and the run up to exams have been extra workloads on top of full time work, and one of those deadlines 

coincided with end of placement paperwork, which was quite a lot to manage at the same time. 

The run up to deadlines can be difficult, particularly when it’s a new type of assessment for the first time 

The course could be considered to take a ‘critical’ approach to psychology, which requires an ability to take a step back 

from practices and question them. At times this felt uncontaining as a first year who just wanted to get things ‘right’. 

It was also in conflict with the practices in placement (such as diagnosis etc.), which can feel unsettling. However, the 

course is structured with this in mind, with amble opportunity for reflection and discussion of these challenges. 



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Often as a parent, I have found managing deadlines, lectures, exams and placement a bit too overwhelming with no 

respite. 

I don’t think any one aspect of the course is particularly demanding but managing competing demands can be difficult at 

times, especially when working towards a number of deadlines. 

Managing workload near assignment deadlines and exams. Also, adjusting to new professional role in placement, as my 

background is in a very different profession. 



Respondents 



Manager 43% 


Librarian 54% 





Other 14% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


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Whenever I have needed support I have found the team open, caring and helpful. 

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There are 30 of us in the cohort and I feel the tutors know us as individuals and as a group. They are always asking for 

feedback on how things can be done differently / to support us. 

I have an external person tutor i.e. someone who is not part of the course who very much sees their role as completing 

mid-placement reviews and providing support if there are problems on placement. They did not feel they were able to 

provide support in other areas that the course indicated I was supposed to go to my tutor for support. This means that 

sometimes I get stuck in a loop between my tutor and course staff with each passing me back to the other if I need help 

on specific issues (e.g. my small scale research project). Eventually someone gives in and the support is brilliant if given 

reluctantly as everyone is so busy and has their own ‘caseload’ of trainees they’re assigned to support. I primarily lean on 

my cohort for support and tend to then only seek support from course staff when I’m desperate (which is often too late!) 

or I draw on ex-colleagues and qualified friends. 



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I feel it can sometimes be more talk less action. Some staff are very busy and can work towards being more approachable, 

flexible with times to meet, and bring in systemic ideas of ‘aesthetics’ in terms of process to this domain of their work 

being more therapeutic, warm and containing. 

The tutor team make it clear from the start of the course that their doors are always open, but the reality of seeking support 

from them can sometimes be quite chaotic and non-responsive. They seem to mean well though. 

Most of the academic staff are very supportive and helpful. 

Course staff are very approachable and supportive. There is always someone to go to if you need to. On the downside 

though they are very busy and stretched when following things up. 

Meetings with individual tutor have been helpful and supportive; placement supervisors have been very supportive and 

well equipped to assist my learning. 

In general the tutors including the course director are very approachable and supportive 

The staff are friendly and encouraging - a big help. 

When I have asked for support I have been pleasantly surprised. 

I had a particularly difficult placement with a very difficult placement supervisor but the university have been fantastic in 

supporting me, right the way up to the course director. They’ve always got back to me as soon as they can 

Good support but ultimately little flexibility given to deadlines for academic work when personal difficulties hinder your 

academic performance. 

I can’t imagine having more support, in fact we do have the opportunity to have an external independent mentor and I 

don’t think anyone has taken it up as there are so many people on hand to help. 

I think people have had different experiences of this. We each have personal tutors - some are internal staff, some external. 

Mine is external and hasn’t been great, but I have been very well supported by other members of staff 

They have been validating of my difficulties at times but feel are unwilling/unable to accommodate needs. 

I haven’t needed to access support from the staff. 

I have felt very supported by the UEL team across the 3 years 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Interest 


Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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Great experience on placement so far. Feel incredibly well supported. 

Placement experiences are wide and varied; I’ve been lucky (so far) with my placements and had excellent supervision in 

most of them. I’ve also had my personal circumstances taken into account. 

More could be done in aligning with trainee experiences over the ‘relationships’ with the courses. 

The question above is quite generic, given we are on different placements throughout our training it is very difficult to give 

honest answers within closed options. For two out of four placements I have had a good experience however for the other 

two they have been incredibly difficult. I am not sure how to outline this above? As a trainee you have to get used to not 

really being able to settle in and feel part of a team (in my opinion) as when you do you have to change! This can be very 

challenging. 

My placement this year was not ideal and the course became aware of this. 

My placement involved working with a complex client group - it was difficult to gain competencies in the basics of CBT or 

involvement of other models, when much of the work was about simply engaging the person in therapeutic work. 

Depending on how many of your competencies you’ve met, you get more say in what placements you would be interested 

in having in third year - the course works hard to try and get you placements that with what remaining competencies you 

need to get as well as specific areas of interest. There seem to a good range of really interesting specialist placements 

available, and the course tutors are familiar with lots of the services/supervisors so it’s worth talking to them if you want to 

find out more about what your options might be. 



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Very good experience of placements and supervisors 

The course team work hard with you to ensure that you get the variety of experience needed on the placement even if at 

first it may seem limited. 

In the first year the placement is decided for you, but we were asked about our nearest tube station and previous experience 

so this could be taken into account. I have been placed relatively close to where I live. I have learned a lot on placement 

and it has been a lot of fun exploring new ways of working with different client groups. There have been challenges 

at times, and everyone has a range of experiences from their placement, good and bad, but these at least help you to 

think about the type of practitioner you would like to be. 

I’ve had different experiences on placements so it is hard to give a general answer! Generally placements have been good. 

The location of the placements has sometimes meant for lengthy journeys, but nothing longer than 1.5 hours. Supervision 

in general has been good. 

I had a very difficult time on one of my placements but the university were incredibly supportive and that placement is 

no longer being offered. It can sometimes be hit and miss in terms of how you get on personally with your supervisor but 

I have almost always had fantastic theory to practice links and each placement has tested me - pushing my own personal 

and professional development. 

Excellent placements allocated to suit my preferences. 

Many of us who haven’t previously had IAPT training are in yearlong IAPT placements in first year, which isn’t ideal (but 

this is the same across the North Thames courses). 

I have really enjoyed all my placements and have appreciated the range of experiences I have been able to access through 

them. 



Answer 

Respondents 

Yes 0% 

No 100% 


Answer 

Respondents 

Yes 100% 

No 0% 



Responses indicated that trainees live mostly in and around London 


Answer 

Respondents 

Yes 0% 

No 100% 

N/A 0% 



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Not too bad so far, but it may be less balanced in second and third year! 

It’s very hard to keep a work life balance!! The course is very demanding and I have to be very mindful of planning ‘self-care’. 

Compromises are definitely necessary but I was prepared for that as it must be expected when doing a doctorate. This 

does not mean I never get frustrated with the loss of free time and doing things I like doing. 

I think this varies for different people depending on personal circumstances, the demands of particular placements, and 

support from individual tutors, particularities of working with external organisations for your thesis, etc. It also fluctuates 

across the academic year. I live in hope that things will ease off over the summer as they did in the 1st year. 

It comes in peaks and troughs. 

Work-Life balance is very up and down. There are times where it’s hard to maintain this, because there’s a deadline approaching; 

but then there are times where you get to take a break. It can be stressful, but you know there’s an end to it! 

I find the half-day study leave each week really helpful. The message that we got at the start of the course was that academic 

work was extremely important, I think this focus can sometimes come at the expense of clinical work, self-care and 

a work-life balance, which is frustrating and I think unhelpful for learning in the long-term, but I don’t think the workload 

or timetables themselves are any worse than other courses. 

It is very difficult and at times there is no work life balance (especially around assignment deadlines and exams). Although 

you try and maintain this as much as possible, in reality it’s hard. For future trainees, please know that the course 

is incredibly demanding and sometimes it feels like it will never end! 

Worse around deadlines. But overall good. 

It’s hard at times for sure and I’m sure it will get worse by third year. 

Generally good - has dropped off in third year! 

The demands of exams and report submissions make it very hard to have a decent work-life balance. Even with great effort 

I have had to curtail personal interests and meeting with friends/family due to constant evening and weekend working. 

Can be difficult to maintain work life balance prior to submissions but submission dates are spread in a way that there is 

a reasonable amount of time to space out your work - assuming you are able to manage your time well! 

There have been times when it is harder to maintain the balance e.g. around deadlines and exams but at other times so 

far in the first year it has been ok and the course tutors stress the importance of maintaining this balance. 

It’s always going to be a challenge - there are a lot of new things to learn. You just need to remember to put your books 

down occasionally! 

It has varied throughout the years. In the first and second years this was generally very good, with periods lacking in 

balance around exams. Third year has felt much less balanced - I’ve had very few weekends and have used most of my 

annual leave as additional study leave. 

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It’s mainly work but was more balanced year 1 and 2 

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Near deadlines and around the thesis your personal life may take a hit (definitely around thesis) but most of the time it is 

very manageable! 


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Expect to work evenings and weekends around deadlines and exams but otherwise it has been ok. We get half a day study 

per week and had a nice long break over Christmas with no deadlines! 

As a parent of a young child it is difficult given the extra time needed to be spent on academic assignments. 

This varies a lot depending on deadlines etc... Sometimes it’s good sometimes it’s really not! But the more difficult periods 

don’t usually last that long 

I think if you use the study days as they are allocated throughout the term, it is possible to have a decent work/life balance. 

In the week leading up to submissions I sometimes had to really focus on coursework, but often this was because 

I had been flexible with how I had used the study time. One of the things I hadn’t accounted for was how tired I would 

be after University days/being on placement - so although there is time for work/life balance - you might find yourself so 

exhausted that it is a struggle to sort out that balance! 

The balance is hard to achieve at times. But I think is a reflection of the course, rather than the particular university 

As a parent and doing training, I have struggled with work life balance. Unfortunately one cannot really change these situations 

There are busier and quieter times. 


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I feel very privileged to be paid to train, and considering what other healthcare professionals get paid I feel we are lucky, 

although London is a very expensive place to live. 

Again, this depends on personal circumstances. Mine are quite unique relative to other trainees I have encountered. The 

majority of my cohort seems to have few financial concerns and regularly take overseas holidays, eat out, etc. which is not 

something I can easily afford due to a mortgage and non-governmental student loans. 

I feel my financial quality of life is pretty good considering that I am getting a doctorate at the end of it, and have a lot 

less pressure on placement than I might if I were employed by the service. 

Living in London is expensive, but we’re relatively well paid. 

No fault of the course, but London is shockingly expensive for anyone on a Grade 6 salary (even with the London weighting) 

unless you have support from parents or a partner in a more lucrative line-of-work. 

Even with the London weighting the salary does not go far when living (renting) and working in London particularly with 

current London rent prices! 

Like many people, I didn’t have to move for the course and was already on band 6 before I started, so there has been no 

change really. Plus I get paid to study, a discount on my council tax, and student discount in shops. It makes me feel like 

I’m in a very lucky position. 

Inner city weighting helps. 

It’s pretty good as we don’t have to run a car or any other course related expenses. 

London is really expensive, but the trainee wage is more than enough to live off. 

London allowance helps, although London is expensive. House share, partner who earns well, support from family might 

be beneficial 






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I like the UEL ethos as it fits in with the way I see the world, however in reality some of the practices seem to be in opposition 

to this and that can be quite frustrating. 

Why do you allow CBT therapists to supervise? While it could be wonderful, personal experience says otherwise. Some (not 

all) CBT therapists are unable to provide the breadth and depth of knowledge (reflexivity and perspective) a trainee needs, 

particularly early on. 

Despite its reputation for deconstruction, UEL teaching hasn’t left me feeling unskilled. It’s not competitive amongst 

trainees and feels supportive. 

There is this bizarre dichotomy on the course between the general ethos and the academic structures. Some of this I 

believe is dictated by the university e.g. the 60% pass mark and there being no leeway on the word count for assessed 

work. Others appear to be (and this is only my impression) related to a group of individuals in the academic team who 

have considerable power and very exacting standards. How this plays out is that there is a general sense that how your 

academic submissions will be viewed will depend on who marks it rather than the quality of the work itself. This can often 

be seen in the variation in the marks given by the two markers and the final overall mark agreed. I.e. one mark may be 

considerably higher than the other but, in my experience, the final grade is usually pulled down to meet the lower mark 

typically given by one of these identified individuals with exacting standards without a transparent justification for doing 

so. Marks also wouldn’t matter so much if we weren’t aiming for a particular overall grade and therefore seeking to get 

better grades on pieces of work that play to personal strengths to create ‘buffers’ in case you fare badly on another piece 

of work! Personally, I’ve never felt so uncertain about how my work will be graded in my whole academic career and have 

never worked so hard to ‘scrape’ through. It feels like the academic structures add an unnecessary layer of stress, anxiety 

and sense of inadequacy to a course where you’re already constantly questioning your place. 

If you’re passionate about diversity, and real social change, and view the best form of therapy to be equality - this is for 

you. 

There are always things about the course which I think could be changed or improved, but I find the university are very 

responsive to suggestions and ideas. It’s seemed as though each cohort has had a very different experience of the course 

as a result of constant feedback and changes that are made. 

It is a really interesting course and you learn a lot, it can be demanding at times but it is well worth it! 

Relax on interview day and be yourself. 

Very little emphasis on current quantitative research in different areas of psychology, unless it’s criticisms of the concepts 

used in such areas. It’s definitely a course for people more oriented towards the “human sciences” rather than the “hard 

sciences”. 

Some aspects of the course feel slightly unorganised which can be anxiety provoking, but this is outweighed by the high 

quality teaching and interesting topics covered (some of which are very unique to the UEL course) 

I think the UEL campus and facilities may be somewhat lacking compared to some other universities, however the teaching 

and the supportive staff absolutely makes up for this and you’re only in university 2 days a week anyway. 

If you would like to feel more engaged with the world around you, you should go to UEL. 

The course isn’t perfect and I don’t think any course is - they can’t fit in everything and have taken a particular stancewhich 

is quite overtly political-and comes at the cost of other things. Think carefully about what you want from a course 

and whilst you won’t come out of UEL an expert in CBT (actually you won’t from any course, only CBT training!), I feel you 

will come out with a broad skill set which enhances your approach to being a clinical psychologist. I love UEL and am very 

happy to be here! 

A little more teaching on CBT, inpatient working, more ways of working with severe and enduring presentations as I felt we 

spent most of our time critiquing the approaches used. 

For PTSD- we deconstructed it and had a very brief lecture on why CBT for trauma is not ideal. But then got nothing more 

on PTSD teaching. 






Yes 100% 

No 0% 


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Online test, interview, course talk 


Teaching 

Placement 


Research 

14 hours per week 

20 hours per week 

3.5 hours per week 

Depends which year students are in 


Qualification 

Respondents 

Exams 100% 


Essays 100% 


Role Play 0% 

Viva 50% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Edinburgh 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 16% 

MA 13% 

MSc 52% 

MRes 10% 

Diploma 0% 



None 16% 

Other 3% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 38% 





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It was well structured and containing, which was helpful when I was so nervous. 

Having existing trainees to talk to during breaks between interviews helped to stop us getting too anxious. The set up 

was really nice and I felt it helped me give my best. I think the different aspects of the interview allow us to demonstrate 

competencies in all the areas required for training. 

It was positive in that the interviewers would probe you further which gave you the opportunity to think further about your 

answers. This gave me further opportunity to show my knowledge rather than letting nerves take hold and only getting to 

say the first thing that came to mind. There were members of staff and current students on hand to answer questions; 

they were friendly and supportive. 

I found it quite intimidating and impersonal. I arrived at a large Victorian-style halls of Residence with oil paintings of 

wealthy middle aged white men on the walls. It was towards the end of the day and the sandwiches had been eaten. The 

academic interview seemed designed to catch you out, with the panel using interruptions and exchanging glances. The 

clinical panel interview was much more as I had expected, straight forward questions and friendly psychologist faces! 

A little written test, a bit of feedback and off I went – convinced that I’d failed. In my feedback I suggested that they 

change venue. If we want to attract a different demographic to the profession then we can’t overlook the impact that this 

kind of post-colonial architecture can have on those with no experience of privilege and the trappings of power. 

Edinburgh have multiple components to their interview. These include a research interview panel, a clinical interview 

panel, a role-play and a written task. Although I have a lot of research experience I found the research interview the 

hardest, as I got little feedback from the pane (i.e. they were a little intense and scary). In contrast the clinical panel 

were very friendly and responsive, with the exception of one of the four panel members who was very blunt and a little 

intimidating. I had been the most concerned about the role-play, but actually this was a relatively enjoyable part of the 

interview. I had interviewed at Edinburgh the previous year as well, and found that the two topics for the written task over 

the two years were quite different. 

I welcomed by 1st year trainees who I chatted to at length and helped to make me feel more relaxed. They told me about 

the course and living in Edinburgh. There were also people available at the end to talk to. 

Agonising process due to the number of different components (Research, clinical, role play and written task), however 

surprisingly some parts were more enjoyable than expected. 

I found the interview experience to be actually ok! Although it was challenging, it felt like the interviewers were trying to 

give you every opportunity to get your knowledge and experience across. There were lots of parts to the process, which 

gave you ample opportunity to make up if you struggled in one section. The role play was a really good experience, and 

felt was an opportunity to demonstrate interpersonal skills. Trainees were present, which was good to get some information 

about the course and also some moral support. Overall it felt like the University wanted to make the process as painless as 

possible and give you plenty of opportunity to shine. 

Pleasant and weird, in a good way. Really felt like they wanted to know who I am rather than what I know. 

The research interview was hard. I came out thinking I’d blown my chance. The Clinical interview was very nice, and no 

trick questions - I felt I had a chance to show them me as a person. The role play was very well done, and the written 

questions were straightforward 

The interviews were very well organised. We were allocated a first year trainee who looked after us all day. The interview 

process was long but people were generally very friendly. The admin staff were very helpful leading up to and after the 

interviews and kept us well informed. The interview consisted of 4 parts (academic panel, research panel, a role play task 

and a written task). 

The interview was split into 4 sections: a clinical interview, a research interview, a role play and a written task. Prior to 

interview, there was time to talk to current trainees and to calm your nerves in a quiet area - which was good due to the 

anxiety I felt on the day. There was also an opportunity to feedback on your experience after the interview, which was a 

helpful way to end the process. The clinical and research interviews were fair in terms of questions asked, I struggled a 

bit with the research questions but felt like overall they wanted to get a sense of the way I thought about approaching 

research rather than wanting specifics about statistics (which had been my fear!). I actually enjoyed the clinical interview, 

perhaps as my experience beforehand had been in providing CBT therapy so it felt like familiar material. The role play 

was with an actress and we did a scenario designed to see how you interact with people, this was filmed which was a bit 

terrifying, but the opportunity to reflect on this afterwards was good. Overall, the process was quite intense, and long! 

However, I felt it gave me an opportunity to show different elements of my experience and knowledge and show a bit of 

who I am as a person and I found that was a good part of the process. 

It was divided into several stages before I even got invited to the interview, as well as at the interview itself. It felt they 

were looking for the best at absolutely everything: best degrees, most work experience, and most reflective, most intelligent, 

most flexible, fastest writer/thinker. It was certainly tough and a lot of hurdles to take, on top of managing the 

anxiety connected to this being my dream job and only getting one shot per year to get in. It was a lengthy process and 

nerve-wrecking at the end, when I was on the waiting list. 



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I found the clinical interview team very friendly and they tried to make you feel at ease. It seemed like they wanted to get 

the most out of you by asking lots of follow up questions which I found really and encouraging. 

I genuinely enjoyed the interview experience at Edinburgh, which is something I never thought I’d say! The role play 

aspect was great as it showed me that the Edinburgh course are genuinely interested in your character and the way you 

interact with someone in distress. The staff and panel all made me feel at ease and I felt that the panels really wanted to 

get the best from me. 

It was a very intense experience and I felt that I was better able to convey my experience in the clinical interview; compared 

to the research interview (although I was/still am a research newbie). The written/computer task didn’t feel useful 

and I was unsure how it measured any of my clinical or research skills. Instead it felt like a test of how quickly I could 

read and digest information, and write a letter. The staff at interviews were very supportive, and I found (particularly the 

clinical panel) to be encouraging. Having current trainees in the holding area when interviewees were waiting was also a 

nice touch. 

The interview process at Edinburgh was warm and friendly. There were a number of course staff and current trainees to 

welcome you and to reassure you on the day. There were four parts to the interview on the day, academic, clinical, roleplay 

and a written-task. This was a long process, but questions were fair and it felt like the interview panel really wanted 

to help you to do your best on the day. The opportunity to debrief at the end of the process was particularly helpful. 

I thought having other trainees there was helpful at making you feel at ease. It was also good to have an area where 

people could study or a group area to speak. I found talking about irrelevant things to the interview eased my nerves. I 

found the research interview more anxiety provoking. This could have been because it was the first out of the two I had. I 

also think it was set up to see how you perform under pressure without positive feedback. The clinical interview, the panel 

were a lot more friendly and provided encouragement through their body language and overall demeanour. 

The interview was well organised and facilitated with clear instructions for applicants throughout. I found the experience 

intense and tiring with four parts to be completed in one afternoon. The panels and Interviewers I found to be open, transparent 

and friendly. I enjoyed meeting some other applicants on the day benefiting from peer support and support from 

trainees already on the course. 

I was called up from the reserve list late on and was really pleased to be offered the opportunity to attend for interview. 

Because I was called on the last possible day, the preparation was probably less stressful for me than for those who had 

been trying to study for the interview for several weeks. The interview process was obviously pretty intense, but the course 

worked hard to make it as painless as possible, having current trainees there to chat to and different tasks to do that 

meant you were more likely to feel you did well in at least one part (rather than it all being down to one short interview). 

Everyone worked hard to make us feel at ease both during and between interviews. I found everyone encouraging. 

Lengthy and tough experience however the course went out of their way to make us at feel at ease and make this difficult 

experience easier. 

The interview process was naturally anxiety provoking and intimidating but overall, a good experience. There were current 

trainees and members of the clinical tutor team there to welcome and provide you with information about the whole 

interview process prior to it beginning which eased some nerves. There was space for people to sit and talk to each other/ 

current trainees or quiet space if you preferred to be on your own prior to being called for your interview. The interview 

process itself ran very smoothly and I transitioned from clinical to research panels relatively quickly which I found helpful. 

I found the interviewers were very polite and made me feel quite at ease. There was no pressure to answer questions 

immediately and I remember feeling there was space in which I could reflect/think prior to giving an answer. There was 

an opportunity to speak to clinical tutors/current trainees after the interview which was also helpful as a means of drawing 

the process to a close. 

Somewhat draining, however both panels were fair. Some people more encouraging than others. Helpful to have current 

trainees at interviews. Not sure I understood the merit of the written task as part of the interview process. 

I felt it was quite theoretically driven rather than asking questions about your own experience. It was more heavily focused 

on whether you knew the theory behind every aspect of what you do. 

I found the interview experience extremely intimidating although I could see there were efforts being made to try to make 

applicants feel more at ease- e.g. current trainees to chat to, refreshments available, a smiling administrator. I think the 

process has changed since I was an applicant but at that time there was a research panel, a clinical panel and a written 

task. The formal row of panel members seated behind a long table with one solitary chair in front made the power dynamic 

in the room explicit but the questions seemed reasonable. 

Really friendly and helpful overall. Was nice that they didn’t leave you waiting for ages. No set research paper which I 

found good too. Enjoyed range of opportunities to showcase readiness for training, felt like if you messed up a bit somewhere 

you could compensate elsewhere. Seemed caring and took time to debrief you. Clinical interview panel were super 

friendly, research/academic really pushed and questioned a lot, but seemed to just want to get best from you although felt 

a little scary at the time 

Was very good, they were very calming. 

It was daunting but I think it was a fair process. Edinburgh asks questions which allow you to demonstrate your knowledge 

and experience in quite broad ways. 

I thought it was challenging but fair. I felt the interviewers wanted to get the best out of you e.g. asking follow up questions 

and summarising your responses 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 







0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Mindfulness 






Other 




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Very CBT focussed. 

As I’m only in first year it’s difficult to comment about the availability of further training available through Advanced 

Practice Seminars in third year, but in first year the focus is certainly on CBT. However, the majority of our cohort has experience 

in additional therapeutic models from our previous experience and we have used this to inform group discussions 

and peer-to-peer learning. 

I feel as if there is not enough time devoted to developing clinical skills in any of the different models. CBT is covered the 

most, but even this is very minimally done, I don’t feel I’ve gained much more knowledge/ skills than I already had. 

The Edinburgh course seems to ‘teach to the syllabus’. There is a pragmatic devotion to covering all the bases, in particular 

the competency frameworks, but I never got the impression that we were being schooled in any particular tradition. 

The only exception may be that the in a sizeable dose of enthusiasm in the department for Acceptance and Commitment 

Therapy - and correspondingly, good opportunities to engage with 3rd wave behavioural theory. 

CBT is definitely the main focus of the teaching, particularly in first year. 

There is also a fair amount of time in the course on IPT. Access to learning on some models such as CFT and solution 

focussed therapy is dependent on the supervisors that you have. 

There are some topics on that list, that we have not had yet, but might come up in the future 

No 

There is a lot of ACT worked into the teaching, although it does not force you to go down an ACT route. 

The main focus of teaching so far has been on CBT theory skills, however there has also been teaching on psychodynamic 

approaches and the university has a big focus on ACT currently. We have also had teaching on CAT and a bit on DBT. 

Further on in training we have the opportunity to attend advance practice seminars on models of therapy other than CBT. 

It is in proportion to what you use in practice and what is required by the course. We are allowed to pick a further modality 

in third year which allows us to get in depth-experience of a second model other than CBT 

In the first two years, the course mainly focuses on the development of CBT skills however in 3rd year there is an opportunity 

to pick Advanced Practice Seminars which provide teaching on other therapeutic models e.g. schema. 

Too much time spent on assessment and formulation in later years when what we really need is how to translate a formulation 

into interventions. Quite heavy on ACT. 

While I am only in first year, teaching to date has provided us with an introduction to a number of different therapeutic 

modalities. The main focus appears to be upon CBT and Third-Wave approaches however I believe advanced practice 

models on CAT, Schema-Focused Therapy, ACT and Psychodynamic approaches are available in 3rd year. I believe that 

there will be a greater focus on systemic approaches later in first year. 

It seems challenging to provide CBT teaching to a group at the correct level/depth when the experience is so varied with 

some having worked as therapists for many years and others with no CBT clinical experience. Overall a very good grounding 

in the many dimensions pertinent to the placements at hand in a timely and effective manner. 

It is unfortunate that most of the teaching on therapies other than CBT comes in third year, as this doesn’t allow us to use 

these techniques in any of our core placements. I think some advanced practice seminars could be offered in second year 

teaching. Apart from that, the course seems to cover a variety of vital topics as well as possible given the time available 

First year is primarily CBT and we have opportunity to study models we are interested in further in 3rd year. There is also 

systemic teaching. 

Although the course is quite CBT orientated I feel that we got very little teaching on actual CBT skills. It was more 

focused on theory behind it and the models rather than the practical clinical skills of CBT. There seemed to be an 

expectation that your CBT skills would be developed on the placement but that was certainly not always the case. Some 

supervisors are not CBT orientated and take different approaches which are unhelpful when trying to learn your CBT competencies. 

In the 3rd year specialist placement I am in I have found that a good enough grounding in CBT has been useful but that, 

in comparison to the MSc course, it is not taught or evaluated with as much rigor. 

First year seems very CBT based- a lot more focus is on assessment and formulation, some treatment and role plays but 

a lot of that seems to be left to placement, I found it helpful having had CBT training from IAPT but everyone seems to 

manage well regardless of past experiences. More models come up in second year and particularly final year in advanced 

practice seminars 

It is very CBT heavy. It would be good to have more types of therapies covered but perhaps this happens in 2nd and 3rd 

year. 




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90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


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I am aware that the clinical demands of placement at Edinburgh are higher than some other courses, but I feel this is 

really important to develop competencies within each of the core areas. This can make placement a really busy time, but 

I feel much more confident in my clinical skills. I don’t think I would have had this confidence if there weren’t the same 

high expectations of trainees on placement. 

The teaching is set into blocks, as are the placements, however, as the trainees alternate their placement rotation it can 

often be six months or more before you apply the teaching to the relevant placement. 

The year is split into two in relation to which placement comes first, with teaching alternating between the two clinical 

groups. This is a little frustrating, as it means there can be a full 6 months between being taught about something and 

then having to apply those skills. In our first year a lot of time was spent on teaching us how to undertake an assessment. 

Although this was helpful, it left a few of us feeling unprepared in terms of how to actually go about applying the intervention 

itself. Prior to a placement you always have a block of teaching, however, which is helpful. The teaching involved a 

lot of role play in first year, so be prepared for that! 

I found the course to be supportive when I had a difficult relationship with a supervisor. 

The course gives you lots of information. However I do sometimes struggle with the diagnostic category led teaching as I 

feel this doesn’t represent the clinical environment that we work in within placements. 

no 

The teaching blocks, particularly at the start of 1st year are long, and you cannot possibly absorb it all. I tend to use to 

build my general understanding, then go back to the lectures on placement to find solutions to specific problems. 

I did my adult placement first, which was good for me as I came from working in an adult service and much of our initial 

teaching was on adult mental health. However, for those doing their intellectual disability placement first, that has been 

challenging as there wasn’t much ID teaching in the first 6 months. 

The teaching, especially at the very beginning, can lack a logical sequence and can appear slightly random: Everything 

we do matters and are very relevant but the sequence in which it is taught can sometimes lack structure. I wish we had 

gotten more ‘from scratch’-teaching as I had no clinical experience before coming on the course and did not know the 

most basic things that were expected. For example, ‘grounding strategies’ were suggested for a certain health problem but 

I had no idea what they actually are. I also did not know what therapy looks like, i.e. assessment leads to a formulation 

session, then goal-setting, treatment, staying well-plan. Otherwise, all teaching is very relevant. We get service users in 

sometimes which is helpful. We also get lecturers from all health boards and specialities which is also helpful. There is 

always time for reflection. It is great we get regular face to face teaching in Edinburgh with the whole group -- Videoconferencing 

is terrible for me- I am expected to travel 1.5 hours to my health board/the videoconferencing site when I live 5 

minutes down the road from the university in Edinburgh from where the lectures are recorded. None of the other students 

like videoconferencing either and would prefer to travel to Edinburgh. 

The course aim to provide teaching on the main things that you are likely to come across in a placement before you begin. 

However, there will also be a great deal of learning on placement which you may rely on your supervisor to guide you on. 

I felt that we were given the basics in terms of clinical assessment skills and the key models (CBT); I’m not sure how 

better the course could prepare you for the unknown of being a Trainee on your first placement. I think perhaps better 

communication between the health boards/supervisors and the course e.g. having some teaching dedicated to an intro to 

being on placement and what to expect. 

The course struck a good balance between theory and practical clinical skills during introductory teaching, where we had lectures 

on common mental health problems and skills workshops on assessment, formulation and CBT treatment techniques. 



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I feel a pretty good job was done. 

Because half the class goes to one core placement (e.g. adult mental health) and half goes the other that year (e.g. 

intellectual disability), it means you get half the teaching that is relevant to that placement after placement has finished, 

and miss out on vital teaching before placement starts. I have just finished my older people’s placement, and straight 

afterwards had a week of neuropsychology teaching which would have had a real positive impact on my practice in that 

placement if I had had it before. I understand that this is really hard to avoid though, as there are not enough placements 

available for everyone to do the same core placement at the same time. 

Each placement is very different given that there are so many variables involved (department, supervisor, other colleagues, 

previous experience etc.) it is therefore difficult to be “fully” prepared for going on placement. 

The course prepares you in a generic way. I guess it can be difficult to prepare all students for the different political and 

departmental conflicts that you can find yourself in. I think they could spend more time discussing managing these conflicts 

and providing supports. They also don’t prepare for the conflicts between the academics and the clinical supervisors 

where you can get stuck in middle. I didn’t think the course prepared you in terms of CBT competencies in first year. I 

think it got better during 2nd and 3rd year. 

I think the course aims to deliver teaching in blocks in the lead up to each placement but that due to difficulties finding 

adequate numbers of clinical supervisors, some trainees are lucky and get training in synch and some are not. 

You are encouraged to get in touch with your supervisor. I think it is good you get some teaching prior to going onto placement 

as it allows you to meet your class, learn some concepts, practice some skills. 


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90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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As I am research-aligned the academic demands have been much higher for me at the start of the course than it has been 

for others. This meant there was very little work-life balance in the first six months. Although this pressure is easing now, 

it was a difficult time to have additional pressures when you are still familiarising yourself with the course and working 

within a new health board. 

I’ve found it all manageable so far, but I’m still only in the first year. 

Particularly the lack of support and guidance around thesis selection and development. This is partly due to the practice 

of some Scottish boards requiring students to complete a thesis in their ‘aligned’ area - which in my case did not match 

the skills-set / research specialism of the programme team. 

During each placement we get assessed on a range of clinical competencies (approx. 50+), and then get an overall grade 

for the placement. This is actually quite demanding, as you are ware that you are getting assessed on everything during 

placement. The Uni has a Mentor scheme, however, where a qualified clinician from another health board acts as a mentor 

and you can go to them to discuss any difficulties that you are having. This has been incredibly helpful, as they are 

not involved in your assessment in any way. 

End of placement also seems to be a more hectic time. 

Negotiating a suitable academic supervisor 

Just the balance of clinical and academic work. 

Lectures are increasingly using self-directed learning materials. These are often dry, hard to learn from, and require a lot 

of extra time to cover the material. I’m frequently doing a lot of prep for these outside of hours 

My first placement has involved a large amount of driving, which I have got used to but initially was quite stressful. If 

you don’t drive, then this may be very problematic if given a rural placement. I have also found the inflexibility regarding 

attending video conference teaching particularly problematic. There have been many teething problems with VC teaching, 

however some issues are ongoing. If you are in a health board other than Lothian, this will be an issue. 



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Every aspect of it. Juggling ‘two courses in one’, i.e. placement and research along the way. However, I have found that 

Edinburgh is extremely good in making it a little easier for us, i.e. no exam, research pieces well-timed so that deadlines 

fall into periods when there is less work clinically, thesis is written as two ‘ready to submit’ research papers. 6 month 

placements can be difficult as you feel you are just getting the hang of the work you are doing when you have leave again. 

On the other hand, I love we are getting so much experience with different client groups and would not have it any other 

way. 

I have found the completion of my thesis the most demanding aspect. As I was aligned to complete my research in a 

clinical area that I was not familiar with, it was difficult to develop a project however my external supervisor helped to 

overcome this and the university were generally supportive. 

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Balancing academic work with busy placements. 

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Juggling clinical and research commitments at times has been the most demanding aspect of my training. Formulating a 

thesis idea was tricky as I’m an aligned trainee in a clinical area that I had no experience so struggled to have the awareness 

of the literature to identify a gap that I could potentially look to fill with my thesis. 

Learning via VC is really difficult. Although I was lucky enough to be based in Edinburgh for teaching, the VC component 

made group discussions tricky, and the emphasis was often on the Edinburgh based trainees to contribute, which may 

have made the other trainees feel left out and less engaged. Also, managing supervisor demands can sometimes be difficult! 

Initially starting different placements can be quite stressful as you’re adjusting to a new role within a different system 

and, for me, it took a bit of time to become familiarised with department rules, regulations, referrals systems, record 

keeping policies etc. However, this becomes easier as you progress as a trainee. I also found balancing clinical and academic 

work could be quite challenging and feel that times around hand-ins can be quite stressful as you’re trying to complete 

academic work at the same time as working clinically. Again, I found as I progressed throughout training I became 

better at balancing clinic and academic work. 

Travelling to Edinburgh from remote sites and use of video conferencing for lectures. Juggling placement and academic 

work can be difficult at times. 

Managing supervisors and any difficulties with supervisors is extremely problematic. I have found supervisors to be hugely 

defensive and not willingly to take the slightest criticism not matter how gently you put it across. I think the course can be 

quick to label trainees as ‘anxious’ and thus, don’t take their feedback as seriously because it’s down to the trainee being 

anxious rather than genuine difficulties within placements. There seemed to be significant discrepancies in my Board between 

the trainees as to workload. Some trainees had caseloads where it was possible to complete a significant amount of 

academic work on placement while other trainees struggled to find 20 minutes to have a lunch break due to the variation 

in workload and travel expectations. Having to complete rural west placements can be problematic as you can find one 

day a week is taken up with travel. 

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Doing the assignments is challenging as well as being on placement but doable if you are willing to put the time in. 



Respondents 



Manager 83% 


Librarian 57% 





Other 20% 




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Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


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My clinical tutor has been very good, meeting with me regularly to review the academic/placement demands and to 

support me with managing expectations. However, there is a feeling that the course staff cannot have much impact on 

academic demands placed on you by health board staff, when this is perhaps where you need them most. 

The various tutors/ placement supervisors and admin support have all been very supportive and approachable. 

Some of the health boards can be three hours travel from Edinburgh, meaning that no matter how much support is on 

offer, it is not necessarily accessible. 

I have two thesis supervisors, and one of them has been amazing in terms of support. Similarly my mentor has also been 

excellent. 

Access to course staff really varies from staff member to staff member. When you get the support it has always been good 

in my experience. 

The course seems to be set up in a way so you have lots of avenues for support for a range of potential difficulties during 

your time on the course. I have never had to use a support system, so am unaware of how well these work first hand however. 

Comments from our cohort that have been fed back to the course have been picked up on and actioned very quickly. 

Always available and appropriate! 

There are lots of ways to access support, so the university have provided well for this. 

The Mentor system is fantastic, i.e. the chance to discuss the course and my progress etc. with someone that is not 

involved in my training. It has helped me a lot. I am glad it was mandatory or I would not have used it. There are a LOT of 

managers and supervisors and people involved in my training. It is reassuring and overwhelming at the same time. Overall, 

I feel I could not get any more support. 

My thesis supervisors have been a good source of support throughout my training. Overall, the programme team are very 

approachable if you require any support. 

The course team at Edinburgh have been very responsive to queries and feedback raised by our cohort, where they have 

suggested solutions or alternatives in a timely fashion. Very impressed so far! 

It is very comprehensive, and there have been certain supervisors who would have been very helpful if difficulties had 

arisen 

I’ve found at times I have had to really fight for support whereas with other people haven’t had to. 

I discussed accessing support re. a road traffic accident I had experienced as an adolescent that I realised was still impacting 

on me emotionally. The course supported me through this process and made it easy for me to feel that this was 

OK. On the other hand, the processes of information sharing made it feel very exposing as it was not made explicit who 

this would be shared with. 

I really enjoy working with my research supervisor. She is knowledgeable and friendly and empathic. All helpful qualities! 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



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It appears quality supervision is very much dependent on the individual supervisors. 

This will vary wildly depending on your health board. The larger health boards have considerable geographical areas to 

cover and it’s important to remember that you may end up working in any area within that board, so consider if this is 

feasible for you or if you’d be prepared to move if necessary. 

The placement co-ordinator for NHS Lothian has been extremely supportive and accommodating and where possible 

seems to listen to our placement needs. It’s early days but so far it’s been very good. 

The placement experience is highly variable and depends almost entirely on local factors. 

Location can be difficult for lots of people in many different board areas given the large geographic area some of the 

boards cover, and therefore there can be lots of travelling involved. 

Varies a lot between boards. Fife is excellent! 

So far, after having just done one placement, my supervisors have been great. I have had a split placement (with 2 days in 

2 different services), which is logistically challenging, but my supervisors have been very supporting and good at gearing 

experience to my interests. 

Overall I have thoroughly enjoyed all of my placements. The majority of my supervisors have been great and I feel that I 

have really developed across the three years of training. 

While I have only completed one placement to date, this was an excellent experience. My supervisors took into account 

my previous experience and adapted my placement as a result. 

My placements have been fantastic, and I have learnt a huge amount. I have had fantastic supervision and have worked 

with some great teams and inspirational colleagues and clients. It has been a really positive experience so far. 

It seems to be dependent on your supervisor what kind of placement you have. 

I absolutely loved my first placement. The team were extremely friendly, helpful and welcoming. It made a big difference 

in terms of the experience I had and made me really feel comfortable and engaged in learning. 





Answer 

Respondents 

Yes 53% 

No 41% 



Answer 

Respondents 

Yes 34% 

No 63% 




Responses indicated that trainees’ place of abode is dependent upon their health board. Many trainees live 

in Edinburgh and the surrounding areas however trainees’ place of abode is according to their health board, 

across the whole of Scotland. 


Answer 

Respondents 

Yes 32% 

No 68% 


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Work life balance is something we all strive for but this has to be weighed up with the course we are doing: a doctorate 

level education will require some going above-and-beyond. It’s important to know your limits and to recognise when you 

need to have a break. Similarly, it’s important to know when you need to push yourself a bit harder. Expect to work some 

evenings and weekends throughout the course when it gets close to deadlines (even if you use your study day appropriately). 

It comes in peaks and troughs and there is very little that can be done to affect that. In terms of the bigger picture, it 

will depend on how far you have had to relocate. For me this meant a complete transformation and so a huge impact on 

access to social support. 

This has varied between placements. The placement that I have just finished has the longest commute (1-1.5 hours), but 

my supervisor has been excellent in terms of work/life balance. In contrast, during my previous placement I was working 

high numbers of extra hours due to the large caseload that I had. This resulted in a non-existent work-life balance, but 

despite this the placement was really good. I think that one of the main factors that counts towards work-life balance is 

whether you are able to use your study day productively, which in honesty I probably haven’t. 

I am in first year, so this although I am able to maintain a fair work-life balance at the moment, this may well change as 

academic pressures increase. 

Encouraged to work 9-5 Monday to Friday, but the expectations/demands of the course make this impossible. However, 

you still get a good balance - you just have to do a little work on some evenings or sacrifice a little of your weekend sometimes. 

As I have to live away from home during the week because of my placement location, I have struggled to manage my personal 

life due to being away from friends and family. However I have got used to this. 

This is circumstantial at the moment and has been much better in pervious placements. At the moment, the course is 

requiring a lot of work, research and clinical work at the same time. Personal circumstances may have also contributed to 

me being behind on research work. There is, however, always more that could be done and I am learning to balance this 

As with any course, there are times where you have good work life balance and others, usually as deadlines are approaching, 

that you require to spend more of your free time on academic work. 

Supervisors have always made sure to check in with me about this and I’ve developed ways as I’ve gone along of making 

sure that training doesn’t take over my life. 

At times much evening and weekend work required. 

Personally, mine feels really good, but I think I possibly too laid back about the academic side of the course! Third year 

may be less balanced as a result... 

I think that different people balance this differently but I haven’t found the workload to be too much or impact other areas 

of my life. 

I personally found myself working most evenings and weekends. When starting a new placement, I found myself working 

most evenings to read up on materials relevant to client group I was working with. Additionally, I would work evenings 

and most weekends on the run up to academic hand-ins. In third year, I have found I have had to work most weekends (at 

least one day) on top of my study days to complete my thesis which has not been ideal and I have not had a great work 

life balance. However, I think this is to be expected on most courses, at least over a short duration of time, and doesn’t 

necessarily reflect this university alone. 

Work life balance constantly fluctuates depending on the demands of clinical and academic work. There are times when 

the balance is good and others where it is nearly non-existent. 

While the course does speak about work life balance I feel they have also promoted you using your weekends, evenings to 

complete your work. I’ve also had to use A/L to complete work which all my supervisors where aware of. 

Fluctuates with deadlines, no exams helps as all on your own timetable 

I have a young family so it is a juggling act, military precision at points in order to keep everything working. It is not easy 

but I chose to do the course and it will be of benefit to me and my family in the long run. It is hard though. 




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Meeting the demands to get on the course (in terms of additional qualifications and experience) can often result in taking 

low-paying jobs/paying high fees. I have incurred a lot of debt in my path to the DClin, so although I am now paid well, it 

will take me a long time to be debt-free. 

The pay is appropriate for the level of work and training require. 

If you have spent many years as an assistant previously, it is a sizeable jump in pay bands to be a trainee. However I am 

aware that this is not the case for everyone, and indeed some people do come from roles where they have a pay decrease 

to be a trainee. 

Edinburgh rent is very expensive. Much cheaper outside of the city 

I don’t get miles paid for work travel because I chose to live out of my health board for the first two placements. This, 

along with having to maintain and buy a car, is very costly. Clinics are all over Scotland and can be in rural areas, sometimes 

an hour away from the office, one way. 

However, I think we are lucky with the salary we are getting and I am lucky I can afford to be living away from my health 

board. If I had to move, I know my quality of life would be lower.” 

I’m placed in an expensive city so the cost of accommodation is higher and this has affected my financial quality of life. 

Initially considered financial remuneration to be very generous however given level of responsibility and difficulty of cases 

and other demands this now seems fair. 

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Travel costs make a big dent in my finances, as I am unable to claim back train tickets for teaching (which is around £60 

a week for teaching blocks) or travel to Edinburgh. Luckily my last placement was much closer to home so I have found 

this much easier lately. My second placement was a long way from my house and my petrol costs were really high. Apart 

from that however I feel we are paid fairly and if my circumstances had allowed me to live in the city I would probably rate 

my financial QOL as good. 

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my whole salary goes on childcare! 


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Without doubt, my fellow trainees. We have been very lucky with our cohort, who are massively supportive. I feel I could 

go to any of them with problems/worries, and we are quick to celebrate each other’s successes. I feel I have made friendships 

which I will carry on far past the course completing. 

The Intellectual Disabilities placement has been the best part as I’ve been working in a really good team. 

The peer support from other trainees. 

Although we get assessed in more detail on our placements than other courses, we appear to have less academic work to 

hand in. This gives you extra time to concentrate on the assignments, which is really helpful. 

I think the course has set it up so it is easy to develop bonds with their cohort due to the initial 6-week teaching block, so 

my favourite aspect is probably the support from my cohort. 

Variety of academic topics, lots to learn 

Placements, and some exceptional supervisors 

The enthusiasm and experience of my placement supervisor. 


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The clinical work, without a shadow of a doubt! It’s the reason I wanted to do the clinical course and I have not been 

disappointed. 

Teaching with the whole course in Edinburgh--we have a great year & good friendships. Lectures from very good professionals 

all over Scotland. Working with so many different client groups and teams. Direct client contact. The mentor 

system, i.e. having somewhere I can discuss personal issues with regularly 

I have a great cohort that I hope I will remain friends with in many years to come. I enjoy having 4 days on placement as 

you are better able to become part of the team. 

The passion of the course staff. 

Placements. 

A very friendly and sociable cohort of fellow trainees! 

Placements and having choice with advanced practice seminars in third year 

Practical elements of teaching experience - role plays, group work 

My cohort is amazing. Such an interesting, supportive and lovely group of people. And I have really enjoyed my placements 

too. 

Our cohort is lovely and supportive. I think having blocks of teaching allows us to build good peer relationships. I think 

there is a good balance between placement and time on teaching with good amount of study time. 

Excellent teaching and support 

I have enjoyed all aspects of the course. Placements obviously form a significant proportion of the course but I have also 

enjoyed teaching and sharing my experiences with fellow trainees in my cohort. The staff are friendly and approachable 

and are there to listen and help when needed. 

Clinical work on placements. 

Times when teaching has been stimulating and relevant to practice. 

Peer support, interesting teaching, variety of placements , encouragement from course to have work life balance and not 

be too stressed or perfectionist 

The supportive academic team is a strength of the course. I also think the clinical and teaching balance is a great 

strength. 



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The development of clinical competencies through placement is excellent, given the constraints of time available for 

placements. The staff are friendly and our cohort is a good size. Don’t rank a health board or alignment if you’re not prepared 

to go there or to do it! Ranking low doesn’t mean you won’t get allocated there. Think carefully about the demands 

of a research-alignment and how that may impact your work/life balance in the first two years. 

The staff on the programme have been very supportive in my experience, and so far the work load seems very manageable. 

The teaching could be improved as I don’t feel any of it is in-depth enough; I don’t feel that my knowledge or skills have 

developed through the teaching. I have learnt through the placement experience and self-directed learning. I feel that 

Edinburgh is quite behind in terms of involving people with lived experience, having said this they do appear to be trying 

to improve this. 

On your pre-interview forms make sure that you tick only ‘alignments’ (specialisms) and locations that you know you would 

happily commit to for 3 years. The flexibility you demonstrate on this form plays no role in your selection for the course, 

however it will have a huge impact on your training experience! 

Although I have given some negative responses on the survey, I have actually really enjoyed my time at Edinburgh. I 

think the course is good, and I am really glad I was accepted here rather than to Glasgow. I am not sure how the Glasgow 

trainees manage to handle the clinical and academic requirements of the course plus having exams (which we don’t 

have). The course has been more difficult than I expected it to be: was a bit of a shock to the system, if I’m honest. A 

lot depends on your supervisor in each placement, though. My last supervisor was absolutely amazing; so supportive and 

helpful, so I am currently feeling very positive about the course. There is only limited funding for your thesis, however, so 

if you are having to pay participants the money will not cover being able to attend conferences etc. 

Be aware that a fair amount of the teaching after the first teaching block is done via video conferencing for the more 

distant health boards. 

It is a good course, nothing is perfect but I do feel the course listens to feedback and adapts as much as they are able 

to. However I think trainees seem to have a diverse range of experiences and feelings towards the course, probably as 

Edinburgh is such a diverse course where trainees are placed across Scotland in different areas and therefore can have 

very different experiences. 

Tayside, D+G, Grampian and Elgin trainees will often videoconference to lectures. The course is moving to more self-directed 

learning sessions. Be prepared for a lot of reading back to back papers and watching narrated lecture slides. 



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Bear in mind that for the Edinburgh course if you are in a health board other than Lothian you may have to do a considerable 

amount of travelling and use video conferencing for teaching (which does have an impact on the quality of the 

experience of teaching in my opinion). I also feel that having worked as a Clinical Associate in Applied Psychology, I have 

an advantage in already being familiar with CBT and that those without this experience have found the CBT teaching 

slightly limited. However, in saying that it is a doctoral course so some self-directed learning and learning on placement is 

to be expected. 

Expect it will be tough - and try to enjoy whatever aspects of it you can. Make sure you ask questions - You are a trainee 

and can get away with it. Raise any issues with the course - they do listen 

Be aware that dependent on your health board, you may be required to use VC for teaching. This is not ideal, however the 

course team and contributors have worked hard to make it a better experience. 

I think the coursework load at Edinburgh is fairer and easier to handle than at some other centres, and the face to face 

teaching has been generally really good. Placements have also been fantastic. And Edinburgh is a great city to live and or 

work in. Some negatives worth considering however is the VC teaching, the large component of E-learning, and potential 

travel costs and distances. These may not be such an issue at other more localised course centres. 

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I’m enjoying the course! 

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Only apply for health boards where you actually want to go. The three years come with a fair level of stress which is mainly 

mediated by having things out with work to remind you there is life after the doctorate. Being in a remote site isn’t always 

easy and can feel quite isolating at times. 

I think regardless of the course you choose it will come down to who your supervisors are as to whether you will enjoy your 

experience. 




Yes 100% 

No 0% 


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Candidates sit two interviews, one with an Academic/Research focus and one with a Clinical/Professional focus. The panels 

interviewing each applicant consist of representatives of the Programme Academic staff and Clinical Practise staff as 

well as representatives from NHS areas. 

There is also a short written task that each candidate receives information about when invited for interview as well as an 

interpersonal task. 


Teaching 

Placement 

Personal 

Study 

The academic teaching structure does not conform to this as it consists of teaching blocks 

spaced across years of training and interspersed with placements in linked areas. Further 

details about the academic teaching structure can be found in the handbook which can be 

downloaded from the university website (http://www.ed.ac.uk/health/clinical-psychology/studying/doctorate). 

Time on placements vary depending on whether or not trainees are on a teaching week, on 

placement full time, in their final year of training or on the Recognition of Prior Learning route. 

Further details regarding placement structure can be found in the handbook which can be 

downloaded from the university website (http://www.ed.ac.uk/health/clinical-psychology/studying/doctorate). 

Trainees have protected personal study time throughout their training. However, this varies depending 

on whether trainees are on a teaching week, on placement full time and their stage 

of training. Further details regarding personal study can be found in the handbook which can 

be downloaded from the university website (http://www.ed.ac.uk/health/clinical-psychology/ 

studying/doctorate). 



Research 

Dedicated time is available for research throughout training. However, the amount of time 

varies according to the progression of the trainees’ research in line with their stage of training. 

Further details regarding research can be found in the handbook which can be downloaded 

from the website (http://www.ed.ac.uk/health/clinical-psychology/studying/doctorate). 


Qualification 

Respondents 

Exams 0% 


Essays 0% 



Viva 100% 



Other 100% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Essex 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

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60% 

50% 

40% 

30% 

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10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years old 



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90% 

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50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 77% 

MRes 0% 

Diploma 0% 



None 23% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 46% 





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Overall I found the process challenging, but fair. I feel like they really had opportunity to get the most out of me, related 

to various aspects of my skill set and personality. Some questions in the individual itself were quite tough, but really gave 

me opportunity to really think. They helped me in making sure my answer was as full as possible, so I never felt tricked 

in any way. They asked questions about my research proposal (that had to be submitted before the interview), I felt these 

were all fair and supportive questions. The literacy & numeracy test was really tough....but I think there’s always a difficult 

aspect like that on any interview day! I appreciated the opportunity to meet other trainees on the course. 

I found the interview process quite long in terms of preparation (since we had to prepare a research proposal before the 

interview and I took the practice online test) but on the day found the panel were very friendly. I very much liked having 

one longer interview as I felt I had time to calm my nerves in the first few minutes. 

The interview day was quite straightforward in that there were no unexpected questions. All trainees were friendly and 

helpful. 

I liked the fact that there were two separate clinical and research interviews and that there was enough time for a range of 

questions to be asked. We had a literacy and numeracy test which was very difficult. 

I found the interview and role play less anxiety provoking than I expected. I felt the panel really wanted to get a sense of 

me as a person rather than focus on theory and psychological knowledge. There was a research proposal to be submitted 

prior to the interview which let me show my research skills in a way that I could prepare for rather than being put on the 

spot. The most difficult part of the day was the literacy and numeracy test - as the practise test did not match the actual 

test. 

I enjoyed the interview process. It was well run and i found the staff that interviewed me friendly and encouraging. 

The interviewers gave lots of opportunities for you to show the best of yourself. They were supportive and tried to help 

ease our nerves 

The interview consisted of a personal and research interview (combined into one) as well as a clinical vignette role play 

and a numeracy and literacy test. We also had to write and submit a thesis proposal prior to the day which was discussed 

in the research part of the interview. I understand the format has changed somewhat this year though. I enjoyed the personal 

and research interview as well as the role play based on the case vignette. The panel were friendly and engaged with 

me rather than having blank faces which I found helpful. I got the sense that they were looking to get to know me a bit 

rather than trip me up or make the process very stressful. 

The literacy and numeracy test felt incredibly hard and I thought there was no way I could have passed - but I must have 

done! 

The day itself was long and there were many tasks, however I felt the demeanour of the interview panel made up for this 

as they were really kind and welcoming. I felt as though they were trying to get the best out of me rather than trying to trip 

me up. 

I found all of the interviewers to be very supportive and kind in making allowances for nerves and anxiety. The questions 

allowed opportunities to discuss a range of academic and clinical knowledge, as well as personal reflections. 

It was a long day split into three assessment components (a clinical interview, research interview, and maths and literacy 

tests). Whilst this felt a little fragmented, I did feel it gave me the opportunity to overcome my nerves and felt I had performed 

‘better’ later on in the day. I understand the process has now changed in that the interviews have been condensed 

and a group task added. I found the staff on my interview panels to be warm and approachable and felt they were keen to 

set me at ease and help me to do my best. 

I like the fact interviews were divided in to a clinical and research part. Preparing a research proposal beforehand was also 

a good idea. Interviewers were very nice and tried to get the best from the candidates. 

It felt rather humane - I was certainly challenged at interview but that helped me provide better and more personal answers. 

The fact that the course asks you to submit a thesis proposal was a definite positive, as it felt the course cares about diversity 

and student’s own research interests. I was able to build on that thesis proposal and supported to pursue it. 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Psychodynamic 

Integrated 

Systemic 




A lot 

A fair amount 

A little 

Not much 








0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Mindfulness 






Other 



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I’m in my first year, so some of the models didn’t apply & will be taught later on. This year has focused on CBT (at Essex 

University) and psychodynamic (at the Tavistock). 

So far we have only had teaching on CBT and psychodynamic theory but I understand we will have more teaching on systemic 

therapy in the second year and teaching on integrative work in the third year. We have also had/will have teaching 

on other therapies including compassion-focused therapy, mindfulness and ACT. 

I’m still in my first year - so a bit unsure about how accurate my responses to this section are. However the psychodynamic 

teaching at the Tavistock is the biggest draw for me, but the more you learn you realise you still want to learn so much 

more. 

Year one is focussed mainly on CBT and psychodynamic. The psychodynamic teaching at the Tavistock is excellent. I 

understand second year is focused on CBT and systemic and third year other models. You also get to do a DIT Training 

course in second year. 

I am in first year, so I can’t comment on what models will be taught in later years. I understand that most courses focus 

on CBT in the 1st year so I expected this. What I like about Essex is that we get quite a lot of psychodynamic teaching 

in the 1st year. This is delivered by psychoanalysts/psychologists working at the Tavistock and is often excellent and 

thought-provoking. I also enjoy the fortnightly reflective group (which is almost like group therapy) which promotes reflective 

practice, self-awareness and allows the trainee group to bond. We will have the same facilitator for the 3 years which 

I think is great. 

Time spent on ACT and CFT are one day and I would have preferred more time on these topics. 

The first year is more weighted towards CBT, balanced out with Psychodynamic teaching at the Tavistock. The second year 

focuses much more on Systemic theory. 

Year 1 was predominantly focused on CBT with some psychodynamic teaching at the Tavistock Centre and year 2 on 

Systemic approaches. Most other approaches have so far been covered fairly briefly and sporadically, although we are 

encouraged to do our own reading around these. 

The focus on psychodynamic teaching at the Tavistock has been invaluable - I didn’t actually anticipate I would enjoy it as 

much! Even if I don’t explicitly use this model with direct work with patients, it has been invaluable in reflecting on transference 

and countertransference especially when working with individuals with very complex and chronic presentations. 

There is an equal if not bigger focus on CBT but even in the first year you are encouraged to consider integrating other 

models within CBT in your work with individuals. 


100% 

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30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


at this time 


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We had a teaching block (1 month) before starting first placement, so I felt ready by then. I was lucky as the psychologists 

I’ve worked with have been quite involved with the course, so they are on board with the type of teaching we have and 

applying this to placement. 

The course encourages you to have a meeting with your placement supervisor prior to placement starting which was 

helpful. However, I would have liked more guidance from the course about the different administration tasks required (e.g. 

placement contract). 

The course requires you attend a pre placement visit with you supervisor before starting and I feel that it depends on how 

‘paperwork’ orientated the supervisor is and how assertive you are in terms of meeting and planning to reach your goals 

over the placement. 



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The course tries its best to map relevant teaching onto the placements being undertaken at any given time. 

Some current restructuring in services means there can be some uncertainty about what a placement can offer. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

Qualitative 

Quantitative 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


applicable 

to me at 

this time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 


perspectives 


Poor 


Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





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Coping with deadlines is always going to feel more challenging, coupled with the fact that we initially didn’t have enough 

study days. However I felt the course were receptive to our difficulties to this and were able to generate solutions with us. 

Coping emotionally with the demands and stresses of placement has been difficult. I think these are all things that apply 

to training in general, not specifically the Essex course! 

I found the balance of completing essays outside university and placement times difficult to manage at first - we have to 

start our thesis proposal much earlier than some other courses too which was quite stressful. I do appreciate though the 

course does this to make sure you complete your thesis on time! I felt we should have been given more guidance/support 

when developing our initial proposals. 

The first year is assignment heavy and there is some pressure to get a thesis idea sorted early, which is good in that it 

prepares you and you have more time later on, but can feel quite overwhelming initially. 

The course involves a lot of different demands which can be challenging at times. It involves a lot of personal reflection 

which is helpful but can also be tough. 

Trying to balance clinical and academic work, particularly when deadlines are all together in April/May and there is a lack 

of study days. 

Attempting to know what ‘working at doctoral level’ means. 

Lack of re-submissions allowed for academic work -if this is not your strength then it is very anxiety provoking to fail a first 

submission as you can only have one more attempt - less room for error 

There are a lot of deadlines in first year, which is a challenge, but do-able. On the positive side this probably prepares you 

for managing your time with thesis etc. in later years/months. 

I felt forced into my thesis topic and received almost no support in my first year. In my second year this improved. I’ve 

found the research and academic requirements a challenge. We get very few study days 

Lots of coursework deadlines in the first year - and these are not evenly spread across the year which can make for some 

stressful periods. 

Many deadlines within a short space of time, sometimes with a lack of study days. 

The workload feels as if it is not very evenly distributed at times, with deadlines grouped together in a relatively short 

space of time, which can be stressful although does allow for some less pressured periods. 

Most difficulties have been around being a trainee in an NHS that is undergoing major cuts and changes in services, 

which are out of the course’s control. However, the course has been very responsive to feedback, flexible and changing 

their demands (i.e. from placements) and able to contain some of the anxieties that come with this re-structuring. I have 

felt very supported by my personal tutor and reflective group, and the small cohort has allowed me to quickly built close 

and supportive relationships with my classmates as well as to get my voice heard when things have not been ideal. 



Respondents 


“Buddy” 100% 

Manager 31% 


Librarian 54% 





Other 8% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


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My personal tutor has been amazing, my research tutor is incredible - she can make me feel like my research is the most 

exciting thing in the world & can motivate me so well. I’ve got a speech impediment, I found both of my tutors incredibly 

supportive to help me think about how I can manage this in oral assignments, placement and research interviews. 

Having a small cohort means you get lots of staff contact which has been really helpful. 

I have found all members of the course team to be extremely supportive when trainees (including myself) have had difficulties 

in our private lives. It is a small course with a small staff team and so it feels easy to get to know the tutors quite 

well. 

Generally, you have to be pro-active in reaching out for help, or giving feedback, but the course is very responsive to this if 

you do. i.e. following reaching out for support from my personal tutor, he has made an effort to check in and ask to meet 

regularly. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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I’m really lucky so far, my 2 placements have been very reasonable distances and really incredible work places. This is the 

best thing about the course for me, I’ve been able to have experiences that I wouldn’t have had otherwise (delivering in 

CBT in the context of dementia was a special highlight for me). We don’t have any say or flexibility at Essex with regards 

to placement allocations (I have friends on other courses who have a lot of this), I found this a bit difficult. We do get 

specialist placements in our final year and encouraged to think about this early on, so I’m excited for that! 

We don’t have any say in choosing our placements - we are allocated them by the course. I have had two placements in 

South Essex, which I found good in terms of my commute as I live in London. I have found both supervisors very supportive 

and conscious of both meeting the service needs whilst at the same time helping me with my personal development. 

I’m not aware of any option to do a placement abroad-we can apply to do a specialist third year placement at the Tavistock 

(although this is subject to an interview process). You also have the option to do one 12 month placement in the 

third year or two six month ones depending on your choice. 



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One issue I have with the 6 month placements is that it is difficult to do much long term work (e.g. 20 sessions of CBT). 

It can also be frustrating when placements are allocated as we are not told anything about what the process of this is. 

Lots of hot-desking is required, and travelling between locations, which can feel frustrating to not have a base. Hot desking 

also involves being very diplomatic and aware of organisation issues within the team. 

I have had two excellent placements so far which have both offered a range of novel opportunities for me to develop skills, 

competencies and confidence in new clinical areas whilst not being overwhelming. I think this is in a large part due to 

having had two very good supervisors. I know that other people on my course have not been this lucky though. The course 

offers no trainee input into choosing placements, which is a shame, especially as Essex covers such a large geographical 

area and a lot of us have to travel really far to placement. 

I have had four excellent supervisors who have worked in different styles, which has allowed for a range of learning and 

experiences. Some trainees in my year have said they have had supervisors who are more rigid or difficult to get along 

with. 

My two placements have varied in how they met my learning and competency needs (hence the ‘good’ rating as opposed 

to excellent). The first one was satisfactory due to system re-organisation, but following feedback the course ensured that 

my second placement has been excellent and did satisfy my learning and competency needs very well. Well. 



Answer 

Respondents 

Yes 54% 

No 31% 



Answer 

Respondents 

Yes 39% 

No 46% 

N/A 15% 



Responses indicated that trainees live mostly in Essex or East London. 


Answer 

Respondents 

Yes 8% 

No 85% 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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It’s tough; you have to make conscious decisions on this one. It ebbs & flows throughout the year, as at the moment I’m 

in a bit of a rest after an incredibly busy period, where I did have to give up a few weekends. It’s important to be strict to 

make sure you work when you need to, but give yourself some time off too. But really, I feel ok overall. I still feel like I’ve 

been able to see my family and friends. It requires impeccable organisation and time management skills though! You have 

to be able to plan when you will work for your deadlines, especially when this might clash with other personal events. We 

had a lot of deadlines around my birthday (when I wanted some weekends to do fun things) - I had to plan this well in advance, 

but I did it! What really helps me is that our lectures start at 10am and as I’m local to the university (and a morning 

person) I can get some work done before that. This helps me to get work done bit by bit so it all feels more doable. 

I found the work life balance difficult at times as we had a lot of teaching rescheduled and as a result lost many study 

days, around the time several assignments were due. This was raised with the course and some teaching was moved 

again, however, it was still difficult as we had three deadlines due in one month. 

When assignments are due it can be work heavy, but we have study days in the summer, the balance will be up and down 

during the year. 

You have to prioritise work, particularly when there are lots of assignments due in around the same time and less study 

days. Because the course does not have exams and only assignments if feels like you are constantly working to deadlines 

throughout the year. 

Essex seems to have more hand-ins than other courses. However I’m aware one of these modules has been dropped for 

2016 intake so will be less than we had. 

We get very few study days and have more academic work than other Unis 

Overall I would say it is good but there have been periods of many coursework deadlines when this has been poor. The 

deadlines and study days are not spread evenly across the year so there are times when you have to sacrifice many weekends 

for coursework. 

A lot of weekends are spent working (although I imagine this is true for most trainees). The placement area is quite large 

so there can be a lot of time spent travelling (although the course do try and take your home location into account if you 

ask). 

I have personally found it fairly easy to maintain a good work life balance (even with a long commute) although I know 

others have found this more difficult. 

The first year has had many deadlines grouped together. This is partly due to a course that will no longer run for new 

trainees next year, (so there will be three less deadlines for the new cohort!). Some of the deadlines are formative, which 

allow us to ensure we are on task and within good time, in order to submit our thesis and graduate on time. During times 

of deadlines, the work life balance has been hard to maintain. Furthermore, study days are offered on average every two 

weeks during term time. (During the summer time we have two study days though). This means that sometimes the balance 

is easier to maintain than others! 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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■■ 

■■ 

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Colchester is fairly cheap to live in (compared to where I’ve lived before), so this feels ok right now! 

I’m privileged to be paid for what I do (i.e. learn and train) and you also get the benefits of NHS and student discounts. 

There is very good reimbursement of travel costs and rent in Colchester is affordable on our wage 

Not getting London allowance makes a difference. Also the course does not offer travel expenses if you live far away (your 

journey to placement has to be further than home to University in order to be able to claim - meaning that those who live 

far from university don’t get any expenses paid). 

The course only reimburse travel expenses further from your home to the university (in Colchester), so for those of us who 

choose to live in London or elsewhere travel costs can mount up. 

I think we are paid a good salary, however I have accrued a lot of debt in the years leading up to the course (funding 

my masters, working voluntarily) which has a negative impact on my financial quality of life now. We are also no longer 

allowed to claim mileage for our home to work commute (which used to be the case) unless it is farther than our home 

to university commute, and even then we are only able to claim a reduced rate or mileage on these miles which makes it 

difficult for me living in London. 


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Reflective thinking, especially within a small cohort. I feel well supported to explore issues in a really safe way. The teaching 

is really interactive, with a wide range of local psychologists able to contribute on various areas. I really like having the 

connection with a range of local services, as I feel (and hope!) this will help me for my career once I qualify. 

I really like that there are only 12 of us on this course - it makes a huge difference in lectures when doing role plays/presentations. 

Tavistock teaching, reflective style of the course, support systems in place at the University - supervisors always available 

if needed. 

The integrative clinical approach, the critical research approach, and the links with the Tavistock and openness to psychodynamic 

ways of thinking. 

Diversity teaching at the Tavistock and clinical experience. 

The teaching at the Tavistock and the balance in teaching between CBT, systemic and psychodynamic. 

The variety of teaching. The additional psychodynamic teaching. 

My brilliant clinical placements. 

Psychodynamic teaching at the Tavistock 

The Systemic and Psychodynamic teaching is excellent. I also enjoy the focus on Epistemology and critical thinking in 

research methods. 

It’s nice to have a small cohort and to be encouraged to draw on different models in our work. 

Peers 

Links with Tavistock 



■■ 

■■ 

The link with the Tavistock which have been truly engaging and eye-opening- I never thought I’d be interested in psychodynamic 

approaches, which I now feel are invaluable in working with individuals as well as in supervision. I would have 

missed this in any other course. 

It’s also refreshing to see the diversity in the cohort, and to feel that difference and diversity is valued, respected and 

welcome. The small size of the course means that it is easy as a trainee to find your voice, express your opinion, and feel 

safe to be reflective and critical. 

■■ 

I also highly appreciate that the course has supported me to pursue my research interests. 



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Good course if you’re looking for reflective. This course is better for those who are able to consider their own issues and 

how this may impact both clinical and research practice. Essex also tends to pack everything in a bit more into the first 

year (as opposed to other courses) - be ready to have sharp organisational skills!! The first year involves quite a few visits 

to London at the Tavistock, so be prepared for this if necessary (you can also do specialist placement there in your final 

year....I won’t be selecting this, but you can have more time in London if you need to). No course is going to be completely 

perfect, there’s always going to be things that are difficult - but I still wouldn’t want to be anywhere else. 

I really like the mix of therapy teaching we have on this course, including the specialist input on psychodynamic therapy 

from clinicians at the Tavistock. I feel thinking about the different models has greatly increased both my clinical skills and 

ability to reflect personally. 

This is a very small cohort and sometimes it can still feel very competitive and exposing, so this is something to be aware 

of. 

I would say the course is more weighted towards social constructionist thinking, as well as qualitative research methods 

(although the teaching for this is fairly even and I think it varies depending on the interests of the year group). 

I feel that funding cuts affect the training experience, but I anticipate that this is to be expected in most courses and 

indeed most jobs in the NHS at present. All these changes highlight the need for courses and trainees to be more flexible 

in their expectations on how competencies are developed and achieved. I feel this course is making a good effort to be 

flexible in this way, as well as understanding and supportive of how these changes affect our learning experience. 




Yes 0% 

No 100% 


■■ 

One interview with academic, research and clinical components as well as a literacy/ numeracy test 


Teaching 

Placement 


Research 

Mondays, Tuesdays in year 1 and 2 and Tuesdays 

in year 3 

Wednesday, Thursday and Friday 

Alternate Tuesdays in year 1 and year 2, every 

Monday in year 3 

Inclusive of study days 




Qualification 

Respondents 

Exams 0% 


Essays 100% 



Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Exeter 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 50+ years old 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 30% 

MA 0% 

MSc 70% 

MRes 0% 

Diploma 20% 



None 0% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 11% 





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■■ 

■■ 

■■ 

Well organised day, with the interviewers wanting to get the best out of you. 

I enjoyed the “ethical” stance of the clinical interview. The research interview was tough. I wasn’t sure what was expected 

from the group, but found this an intriguing process. 

The clinical interview and group task was good, made me feel at ease and I felt I was able to show who I was as a person 

and professional. The research interview wasn’t as nice unfortunately, felt like they were trying to catch you out a bit and I 

did not feel at ease. 

The interview process at Exeter was very relaxed compared to other interviews I attended. It was by far the most enjoyable. 

The university offer a buddy system where candidates are paired with current trainees who are very useful in taking you to 

and from interview rooms, containing anxiety and generally making the whole experience more pleasant. The content of 

interviews felt similar to others I had attended with the exception of the lived experience group which was an unusual but 

very interesting experience in which candidates are encouraged to discuss a sensitive topic in a group. 

■■ 

Exeter have an excellent buddy system where a current trainee meets you as you arrive and makes sure you get to the 3 

interviews on time, helps you to find your way around and generally be helpful in keeping you calm for the interviews. The 

buddy system always gets good evaluations from applicants it seems. The interviews are obviously testing but I got a real 

sense that the interviewers want the best from those interviewed and don’t mind smiling, nodding and generally being 

curious. 

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I was really impressed by the experience of interviewing for Exeter and it was one of the main reasons I chose to study 

here. The buddy system is very well thought out where buddies spend the day and are expected to support you in whatever 

way they can. This was in contrast to other universities who I felt paid lip service to the buddy system but did not set it up 

appropriately. 

I was pleased that in both the research and clinical interviews questions were understandably challenging but did not 

catch me off guard. I had heard nightmare stories and was anxious about ‘caught out’ unawares. However, all the questions 

I felt were genuinely trying to get a feel for your skills as potential psychologists and felt both fair yet challenging. 

I appreciated having members of the lived experience group there as it felt as though Exeter were listening to the views 

of service users by having those people present during the interview. It also relieved some of my anxiety as I felt I could 

get across the kind of person I was as well as having to demonstrate my knowledge and skills. In that sense, if they didn’t 

think I was what they were looking for it felt like a fair assessment as I was being encouraged to get across my personality 

as well as knowledge/skill. 

I did find the group exercise challenging as I was surprised by how nervous I was speaking in front of others. It’s always 

a juggling act to be able to get across what you want to say but also listen and reflect on what other group members are 

bringing up. However, I think any group interview is inevitably challenging and as we work with challenging team dynamics 

on a regular basis as part of the NHS, I’m sure this task was appropriate.” 

The buddy system was great and really helpful. I found the Clinical panel really friendly and they helped to put me at ease 

and draw the best of of you. The research interview felt quite intimidating, despite the fact that that was the panel I had 

felt more confident about. I really valued the opportunity to talk with current trainees and that gave me a really positive 

impression of the course overall 

The interviews were challenging but fair. They generally covered the issues I expected them to so it was possible to prepare 

beforehand to increase key confidence on the day. 

The panels were generally warm and welcoming and had an air of wanting to help you give the best answers you could. 

Excellent - Exeter has a great interview process and buddy scheme 

I found the interview process quite tough, particularly the research component. Now I am on the course, however, I can 

see why the interviews were set up as they were. I liked that there was a group task component, as this allows you to 

show a different side of yourself. 












Systemic 


Not much 

A little 

A fair amount 

A lot 

Integrated 

Psychodynamic 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 


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■ ■ 

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There is an extensive amount of teaching over the three years on leadership, which can be quite over whelming, particularly 

early on when you don’t feel much like a “leader” or have much opportunity to do so! 

First year is dedicated to CBT and Systemic with some psychodynamic and neuropsychology also. Other therapeutic 

modalities are not covered until later in training. There is a strong emphasis on clinical skills and reflective, organisational 

practice. 

To me there seems a fairly equal spread of teaching across core skills for clinical practice, CBT, Psychodynamic and systemic 

are traditionally strong areas but neuropsychology and CAT now on a par. 

“One of the strengths of this course is I feel it offers a wide variety of models and is increasingly aware of trainee feedback 

in relation to wanting more from other models aside from CBT. I feel it strikes a good balance between the three core 

models: CBT, systemic and psychodynamic and the course listens to feedback from trainees in relation to the balance. 

The CAT teaching is also to be increased over the coming years as our year and others have valued teaching using this 

approach. 

As a second year I have particulalry enjoyed the emphasis this year on psychodynamic psychotherapy and the teaching 

has been excellent in how to apply this model. I would struggle in other courses which are predominantly CBT focused 

as I feel clinical psychologists are having to display skills beyond CBT with the changing role of the profession and the 

introduction of IAPT services. I would have liked more input for models such as CAT, solution-focused therapy and ACT 

however I think the course are listening to this feedback and the year below us is receiving more of this kind of teaching. 

It is also worth noting that the neuropsychology component of the course is also increasing over the next few years so I’m 

not sure how the teaching will change going forward.” 

There is quite an emphasis on competencies related to leadership, which is a really interesting and helpful teaching 

strand. 

More research than necessary probably 

I think the course has a really nice balance between the three main approaches: CBT, systemic and psychodynamic. As I 

came from a CBT background, I wanted a course that had a fair amount of teaching on psychodynamic approaches. Many 

courses don’t seem to, but I really feel that Exeter covers this area well. There is also plenty of opportunity to learn about 

other approaches too, such as CAT 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


at this time 


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■■ 

■■ 

■■ 

Sometimes teaching matches placements, sometimes it doesn’t, depending on timing. Occasionally we’ve had teaching at 

the end of the year which we wished we’d have the beginning! They are quite receptive to feedback however so changes 

are sometimes made for coming years. 

There is a long teaching block before placements; however there are two early placement taster days that are valuable for 

getting to know your new placement supervisors and the service/organisation you will be working within. All of the teaching 

has felt appropriate for my current placements which are learning disability and CAMHS in the first year. 

I have found the placement tutors (who often have academic roles on the course) to be excellent with regard to preparation 

for placements. Placement meetings with trainee, placement tutor and supervisor(s) are well planned and informative. 

We have a day’s introduction to the placement a long time in advance of starting which helps. The trainee handbook 

(https://cedar.exeter.ac.uk/handbook/) is very clear. 

I think the course try to dovetail the teaching as much as possible with the placements you are about to attend. 



■■ 

■■ 

■■ 

■■ 

■■ 

In the first and second year, trainees have a 6week block of teaching in Exeter University. In first year, the emphasis of 

this teaching is on assessment, formulation and preparation for the Child and Learning Disabilities placements. I think 

more emphasis on formulation would have been helpful in the first year but overall the course seem to structure the teaching 

well. For instance, most of the systemic teaching takes place in the first year so mirror your child and learning disabilities 

placement. The first year also has a strong CBT component which is helpful if you are placed in a CAMHS service. 

In second year, most trainees are on placement in adult mental health and older adults/neuropsychology or health. As a 

result, the emphasis for teaching shifts to psychodynamic psychotherapy and issues relating to risk, complexity and model-specific 

CBT. In this sense, I feel the course has mirrored placements well. 

In the third year, trainees chose their elective placements. As a result the teaching is structured into workshops from 

different models/approaches and skills, again mirroring the diversity of experiences on third year placements.” 

I think this is probably true of most courses but sometimes the timetabling of the teaching is not very well-matched with 

the work we’re doing (e.g., having research teaching just before our first placement and then teaching that would have 

been really valuable for that placement much later and just before our first research deadlines). 

We are given a fair bit of notice about which placements we will be on and we have the opportunity to meet with supervisors 

(‘Theory Practice Days’) before we start placements, which is really useful for discussing what the placement will be 

like and thinking about our goals for it. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 


perspectives 


Poor 


Very poor 




None of the individuals surveyed confirmed they considered themselves to have a disability. 


directly. 





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■■ 

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■■ 

■■ 

■■ 

There is a lot of academic work, group work, research project and travel time (depending on placement base e.g. East 

Dorset) to and from Exeter. There isn’t really acknowledgement that travel time can result in 4.5+ hours each week to and 

from Exeter. This precious time adds up! It can be hard to juggle all these and can be very tiring. 

Thesis work and how difficult it is to juggle such a huge piece of work with all the other demands of the course 

It is still a bit challenging maintaining a work life balance but I imagine that with the appropriate organisational skills this 

would not be a difficulty. 

It’s not unexpected but there are times when the juggling between clinical, research and academic pressures gets a bit 

tricky. This peaks and troughs and some prudent planning doesn’t go amiss. 

I have found it difficult to manage the expectations of the research component of the course with the clinical demands 

on placement. However, I have felt well supported by the course and my supervisors throughout this time. Unfortunately, 

due to the emphasis on high-quality research papers within the course my feeling is that some of the research team can, 

at times, forget that this is not a full-time PhD but a part-time PhD/clinical training course. However, the course is also 

well set up to get feedback from trainees; it is just difficult for me and others in my cohort to manage expectations of the 

research team alongside the daily demands of being in full-time work. 

It can involve a lot of driving as placements cover a big geographical area, and this can be tiring in the context of a busy 

timetable with lots of deadlines. 

Balancing the various things have to do - e.g. clinical work, research, academic essays - with having a life! 

University is not great at meeting individual needs. 

Trying to balance uni work and my life outside the course has been particularly tricky, but I think this is a typical experience 

of trainees on any course! I do find it hard to multi-task at times, which you need to be good at on training as you 

are often juggling more than one project/piece of work at a time. 



Respondents 



Manager 10% 


Librarian 0% 





Other 20% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

■■ 

■■ 

There are a number of support systems in place including academic, clinical, placement, research, and thesis supervisors 

as well as individual appraisers all providing their own level of support. 

I think the course are good at responding to requests for support but are mostly hands off if all is going well. I think this is 

similar to other courses from what I’ve heard and for those who have requested support the response seems to have been 

swift. 

I haven’t tried to access any specific support to comment on this. 

I personally haven’t needed any additional support yet, but I know some of my fellow trainees have sometimes had 

difficulty accessing support, whilst others have felt very supported (depends on the staff member I suppose). Staff have 

been good at getting back to me quickly about university-related things and have been available for meetings when I need 

them, which has been helpful 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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■ ■ 

■■ 

■■ 

Placements so far have been a very positive and varied experience. Commuting is expected in large localities and this has 

not been too much of a problem so far. 

The placements (3 so far) have all been excellent and enable me to meet the competencies as part of the placement 

rather than having to shoe-horn opportunities in. The choice of 3rd year specialist placements is extensive. Be prepared 

to travel as placements are in Dorset, Somerset or Devon with university obviously in Exeter. Placement areas are known 

before the course is started so where to live can be based on this if you have to move. 

“I have really enjoyed all of my placements to date and have been really lucky to have had excellent supervisors throughout 

this time. The only aspect I would like to improve is encouragement to be active in engaging with continual personal 

and professional development but not all trainees may be as keen to do this as we are juggling many demands. 

I feel the course provide really good support in helping you to access a third year placement that fits with your goals, 

needs and interests and have felt supported during these decisions.” 

There is no choice over placements until the third year, and so far mine have not been where I was told to expect that they 

would be (due to circumstances outside the courses control). So far, I have loved my placements and felt that I’ve had 

excellent supervision and learned a lot. 


■■ 


In first and second years, our placements are decided for us. Personal circumstances, such as disability and having 

children, can affect location of placements given. I feel like our previous experiences and competencies are taken into 

account to some extent when our placements are decided. We have a lot more say over where we are placed in third year. 

I can’t comment further on this as I haven’t picked my third year placements yet, but I do feel supported by my tutor in 

making these decisions 



Answer 

Respondents 

Yes 100% 

No 0% 


Answer 

Respondents 

Yes 10% 

No 90% 



Responses indicated that trainees live mostly in and around Bournemouth, Poole, Dorchester, Yeovil and 

Exeter. 


Answer 

Respondents 

Yes 20% 

No 80% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

I think there can be conflicting messages from the course work to “good enough” standard, keep up self-care, yet increasing 

demands with travel, conducting research in another county 2 hours away (dismissed opportunities to do this locally), 

academic projects (some summative, some formative), group work makes it difficult to maintain this at times! 

It is just really difficult to balance sometimes due to the amount of work and the stress all that brings, but I have been 

pretty good at protecting personal life time when I have been able to, third year has been particularly difficult in that 

respect though. 

With appropriate organisational skills this is manageable - I, however, struggle! 

Everyone is different of course and there is always something that needs doing but with some planning it is possible to 

have some kind of life. Study days can be carefully used across the year to ensure that precious times such as weekends 

and evenings can be kept free. At busy times weekends or evening study might be needed but rarely both. 

I think it is inevitable that this aspect of training is going to be difficult and this course is no different. Managing a worklife 

balance seems to be an ongoing struggle for many trainees. This is made more difficult if you are having to commute 

long distances. Fortunately, I do not have to commute very far to placement (15minutes) which makes it much easier for 

me to maintain a work life balance. I do work most Sunday afternoons but other than this I manage to keep most evenings/Saturdays 

free unless there is an impending deadline. 

I think it is realistic to expect to work on some weekends. Travel for placement can be tiring. In general I think it’s possible 

to have a reasonable work life balance and meet the course requirements. 

My work life balance isn’t great, but I knew this would be the case coming onto the training course. The course does promote 

self-care at times, but sometimes it is difficult to do this with all the demands that are placed on you by the course. 

I know my work life balance is better than some of my friends who are on other training courses though 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■■ 

■■ 

■■ 

■■ 

Research budget is £200. Travel for research is not reimbursed. You have to apply for a CLES grant which you may or may 

not get for £500 to cover travel/accommodation for third year project. Inevitably your own funds may have to be used. 

There is no money for personal therapy. This can cost £45-£55 a session. 

This might depend upon financial situations before starting the course and how life during the course compares. I’ve 

found that although we get mileage for some journeys, the miles covered result in garage bills that far exceed this income. 

We are very spoilt really - being paid at all whilst training, excellent teaching and facilities. 

I feel that what we are paid is justified but I am also very grateful to be paid such a good salary to receive excellent quality 

teaching, training and supervision. 

It costs me quite a bit to commute to my placements and Exeter (some of which you can claim back) so my finances 

aren’t great at present, but it is doable 


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We’ve had some excellent experiential teaching. Resilience, systemic, psychodynamic, differential diagnosis, health etc. 

Spending time with others from different backgrounds in your cohort to learn and develop with. Placement - has good and 

bad bits but ultimately is great. 

Placements, I have had really good supervisors and there’s also been some really good quality teaching, especially in psychodynamic, 

core skills and in third year I’ve really enjoyed and valued the CAT and CFT teaching. 

The variety of the teaching is wonderful, it doesn’t feel like there is one dominant model and the university is very good at 

preparing trainees to be integrative and adaptable to enter into the competitive and turbulent NHS workplace. There is a 

lot of emphasis on the added value of psychologists as leaders and consultants within the NHS. 

The clinical work on placement and the range of therapeutic approaches taught are particular strengths of the course. 

There is a strong emphasis on leadership and working in organisations and systems. 

My favourite aspect of the course has been learning about new models/approaches to working with psychological difficulties 

including systemic therapy and psychodynamic psychotherapy. I have also really enjoyed all of my placements to date 

and the high-quality supervision I have received during these. I feel excited going to work on placement most days which 

I think is really positive. I also value the leadership emphasis that the course has as it encourages us to think about how 

the profession within the NHS is developing and changing as well as looking forward to our futures are qualified practitioners. 

The Reflective and Organisational Practice strand, and the placements. Also Devon is beautiful. 

Taking clinical skills to the next level I.e. Having own caseload and responsibilities and freedom to plan clinical work 

Teaching 

The balance between teaching on the three main approaches and the opportunity to learn about others as well. I like that 

we get quite a lot of CAT teaching, as I know this isn’t the case everywhere. I feel like most of the time we are treated as 

adult learners. A good example of this is the autonomy we are given when creating our own timetables i.e. study days and 

AL can be moved around 



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Exeter is a great “all round course”. We’ve had a good balance of CBT, psychodynamic and systemic teaching. It’s quite 

forward thinking in terms of leadership, consultation. We’ve even had training in writing bids for commissioners! You 

definitely will leave with lots of skills equipped to do lots of different work, perhaps even beyond clinical psychology. It’s 

also very hard work, sometimes excessively- (when talking to others on different courses). More time for reflective would 

be good. More encouragement for personal development would also be advantageous. We’ve also had the occasional less 

than satisfactory teaching, Sometimes issues that previous cohorts raise roll over year after year after year. More lived 

experience input would also be good. But all in all, a great course (of course I am biased and can’t speak for other courses 

however!) 

I wish there was more communication between the research and academic/clinical teams, it often feels like the research 

team don’t realise how much other stuff we have on and communication hasn’t always been great. However we have 

raised this and things have improved which is good. 

There are numerous opportunities within the course to get accreditation / reach foundation level in particular approaches. 

Currently (I think) a foundation in systemic therapy can be gained during the course and experience on placement and 

report writing can count toward BABCP accreditation. I believe that the first year of the CAT practitioner training will now 

be embedded in the course and the increase in neuropsychology teaching may also influence future qualification. I’m not 

sure that all this can be done by one trainee but it gives an opportunity to specialise. 



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The only aspect I think the course could improve on is the way its research component is shaped and dealt with. Although 

research supervisors are very helpful they are also very busy and it can sometimes feel like their expectations of trainees 

is incredibly high in spite of competing academic and clinical demands. If you are a strong researcher and feel you can 

manage these demands than I would highly recommend this course as all other aspects are excellently organised and 

thought out. If you do not have a background in research it might be helpful to speak to trainees on the course that do 

not have PhDs to see how they manage these demands or take care to select supervisors who will support you through the 

research component. 




Yes 0% 

No 100% 


■■ 

Two panel interviews (3 on each panel including a member of the lived experience group): 1 X clinical interview, 1 x research 

interview and one group-based exercise/interview observed by course staff and facilitated by lived experience group 

members and current trainees. 


Teaching 

Placement 


Research 

1 or 2 days p/week alternating 

3 days 

33 days split throughout the year 

Inclusive of study days 


Qualification 

Respondents 

Exams 0% 


Essays 0% 


Role Play 0% 

Viva 100% 



Other 0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Glasgow 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

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30% 

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10% 

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20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 45-‐49 years 50+ years 

old old old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 11% 

MSc 33% 

MRes 0% 

Diploma 0% 



None 56% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 44% 





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I can’t compare my interview experience at Glasgow with my experience at any other course interview since Glasgow 

was the only interview I had. I can say however that it was actually a fairly pleasant experience. I seem to remember the 

questions being fair and quite general. The people on the panels were also friendly which helped an otherwise extremely 

stressful situation. 

It was definitely not as bad as I thought it was going to be. Both panels were really friendly and it felt as if they wanted to 


Interview covered all aspects of learning; role of clinical psychology, personal experiences, linking theory to practice, 

research knowledge, and role play. Quite thorough but environment set up to support interviewees. 

The interview questions were very fair and what you would expect. 

The interviewers were very encouraging. 

It was a very fair process and I felt that the panels gave me opportunity to be able to talk about my experiences and reflect. 

I particularly thought the research interview was well planned out. I appreciated not having to do anything written as 

I think I wouldn’t have been able to concentrate. 

Friendly, welcoming and asked questions that meant I could demonstrate my skills and abilities from my experience. 

I found the research/academic panel friendly and encouraging. I found the clinical panel slightly intimidating as there 

were 5 interviewers as opposed to 3 in the academic panel. The questions were what I was expecting. I enjoyed the role 

play aspect of the interview as it gives you an opportunity to show your personality. 

I felt that the course tried to create a relaxed atmosphere and there were current trainees available to speak to which I 

found helpful. I felt put at ease and encouraged in the interviews. 

The interview was reasonably straightforward and the process was clear. The staff were supportive and encouraging and 

the questions were reasonable. I felt I had good opportunity to demonstrate how I was a suitable candidate for the course. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 








0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 

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Now that I am coming to the end of training, I think it would have been nice to have felt proficient in a therapy other 

than CBT (maybe comprehensive ACT training or the possibility of becoming IPT trained) however hopefully I will have 

opportunity for that when I am qualified. 

Very CBT based, although many other topics covered, even if only introductory. Greater depth needed for other areas 

The course is very CBT focussed 

As it has to be CBT focus I understand the big focus in first year. I found that too much time was spent on assessment 

and formulation without much time spent on intervention. 

We are taught IPT but it would appear there is not many supervisors qualified so you can use it on placement 

The course is quite CBT heavy, but there is the option in 3rd year to select alternative therapies in teaching blocks. 

In first year it is mainly CBT focused but there is some training on IPT too. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 




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No. 

Advance notification, opportunity to meet with supervisors prior to placement starting. Difficulties are more so related to 

supervisor availability due to service cuts (e.g. LD) 

I don’t feel we had a lot of opportunities to practice assessment and formulations skills within class and role plays before 

starting placement. 

I have been fortunate in relation to my placement as I have received a lot of complex cases. There is some disjoint between 

lectures and clinical practice but I think it will take time for it all to be relevant. 

It might have been helpful to know where our placements a bit earlier. I also felt that a lot of consideration given to my 

placement whilst taking into account my personal circumstances which was very helpful 

There isn’t really any preparation, you are assigned your placement and off you go! 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Mainly Qualitiative Even mix Mainly 

Quantitative 

I don't know / not 

applicable at this 

time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 


perspectives 


Poor 


Very poor 






directly. 





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Not particularly, the course overall is very demanding. 

Exams, expectation to complete systematic review and major research project at the same time. 

The number of exams and deadlines can be quite demanding 

The hand-ins seem to bunch up and there are a number of exams but it’s manageable. 

Managing placement and course work alongside exams. 



Respondents 



Manager 75% 


Librarian 50% 





Other 13% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

The clinical team on the course are extremely supportive and encourage trainees to seek them out in all instances. 

Provision of university advisor, as well as clinical tutor, to provide external support. This individual is typically within the 

department, but who does not have any involvement with coursework/research or placement. Clinical tutor usually efficient 

in responding to requests to meet up. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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I have stated that the physical environment in placements can be “poor” but this is a reflection of the NHS in general. 

Desk and clinic space can be difficult to access and you can find yourself “hot desking” which I do not personally consider 

to be good for productivity. 

Alignment allows for increased development in specific areas, and this includes a great deal of support from the health 

board team (e.g. older adult, camhs). However, should you not want to pursue work with this population post qualification, 

your opportunities for other placements are reduced on the program (e.g. older adult aligned trainees must complete half 

of their training within older adult teams and audit and research both must be with this population as well). 

Unfortunately as the placements are all over the place there is some inconsistencies between trainees in terms of petrol 

pay, whereas other trainees can walk to placement. Need to be prepared to drive. 

My supervisor in the NHS has been exceptional. She is approachable, supportive and also kind. I’ve learned so much from 

her 





Answer 

Respondents 

Yes 33% 

No 44% 



Answer 

Respondents 

Yes 67% 

No 22% 




Most trainees live in Glasgow, Glasgow, Edinburgh, Lanarkshire. 


Answer 

Respondents 

Yes 22% 

No 78% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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There are ups and downs depending on deadlines etc. 

This is encouraged by the course and the provision of a study day helps you prioritise/balance commitments. Exam time 

and research deadlines will require extra weekend study days at times. 

Other course members are fantastic and it is a very sociable course - helps that the lectures are based well for socialising! 

There are be some particularly busy times but on the whole the work life balance is fairly manageable. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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Perfectly adequate for a training program. 

Could be improved in terms of how much need to pay for petrol. 


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Peer support and meeting a good bunch of people. 

Placements - health boards offer a really good range of specialist placements 

I like how the course week is divided up to include a study day, placement days and then lecture days. It provides an opportunity 

to check in with peers to see how they’re getting on. The course also works hard at the outset to facilitate class 

cohesion. This includes encouragement to set up study groups and reflective practice groups. This is really important for 

not only helping exam prep but also having that space to share placement experiences and course anxieties. 

I think weekly teaching is nice as you get the opportunity to check in regularly with your peers 

Peer support, current placement staff and supervisor, mix of lectures and placement during the week. 

Working with my clients 

Placement 

Receiving a really good standard of training whilst being employed for three years and paid. 



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Communication between academic staff and trainees leaves a little to be desired. Delays in feedback of exams and 

coursework are common, although this is something the course have taken on and have said they are willing to address. 

If you have an idea for the research you would like to do, you are best to seek out potential supervisors yourself. Once the 

research abstracts are published, supervisors may be more likely to choose a trainee to supervise who is willing to follow 

their own ideas. 

Allow individuals to swap localities - ‘swap day’. 

Do more of intervention teaching - particularly more on psychodynamic, and even more on 3rd wave therapies. 

If your placement is in greater Glasgow and Clyde you will have excellent opportunities for placement especially in third year. 





Answer 

Yes 0% 

No 100% 

Respondents 


■■ 

Clinical and academic interviews. Role-play scenario 


Qualification 

Exams 100% 


Essays 100% 



Viva 100% 



Other 0% 

Respondents 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Hertfordshire 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 74% 

MRes 0% 

Diploma 11% 



None 21% 

Other 5% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 16% 





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It was a very friendly and supportive experience. At other interviews I felt I had to be someone I wasn’t, but at Herts I felt 

able to be myself for the whole interview day. 

I really liked the interview process. Staff and current trainees were really lovely and made us all feel at ease despite it 

being an all day interview. Really felt like the interviewers were trying to get the best out of us. Communication of what 

the interview would involve was excellent so we know what to expect. 

I found the interview process for Herts less anxiety provoking than expected. The interviewers really tried to get the best 

out of me and it felt more like a conversation than an interview. There was also a group task and written exercise. Both of 

these seemed manageable- definitely not what I was expecting 

It was a really tough day though went by in a flash! 

The course team were lovely and I felt they wanted to get the best out of me. The individual interview was demanding but 

the interviewers were warm and ‘human’. 

I liked the range of activities during the day- the written exercise, interview and group task. I really felt they were able to 

see lots of different sides to me. I prefer this method compared to one individual interview. 

I could not have asked for a better interview experience! I was very lucky in that my group on the day did the writing exercise 

first, then the interview, then finished with the group exercise. It felt like I got the hardest parts done first, so that by 

the end of the day, it felt like I had genuine friends in the group exercise. Everyone was very friendly and I felt supported 

and encouraged. 

It was a long day but the multiple components were a useful way of demonstrating different skills and abilities. Also 

allowed me to feel more relaxed by the time of my individual interview. 

Interviews were conducted in a way that made you feel welcomed. There was a sense that the staff really did understand 

how stressful the experience could be, and there seemed to be space to recognise this within the interviews. Naturally, 

there were some challenging questions, but these were delivered sensitively and you were given the time to think these 

over, not feeling overly rushed. I found my interviewers were receptive, interested and supportive in their style - I felt comfortable 

(alongside the anxiety!), and it was nice that there was room for my sense of personal and professional identity to 

be explored...Something that I did not get from other course interviews. 

The interview was overall a supportive and interesting experience. I interviewed at three places in total, and all three were 

comparable in the types of questions they asked and the areas covered. However, I felt that Herts asked more questions 

that tapped into the personal side of things than the others and I left feeling that they had more of a genuine sense of 

‘me’. Overall, the interview was a supportive experience even though it was nerve-wracking! 

I had 3 interviews and this was by far the nicest, and the only one where I felt I was able to convey why *I* would make 

a good clinical psychologist. They seemed interested in me as a person, and in my experience and opinions. Of course, 

there was a lot to do (written task, group task and individual interview) and it was nerve wracking, but the trainees who 

helped out on the day were incredibly supportive, and there were no nasty surprises (as there were at other places). I left 

feeling like I belonged on this course. 

I really enjoyed it. It was well organised and everyone was really friendly. Having now started training with the course the 

interview reflects how the course is. 

Felt like they were trying to get the best from me - like they were looking for reasons to mark me up, not looking for reasons 

to mark me down. Well organised and empathic about the anxiety on the day 

Very welcoming and well organised. I found the admin staff were particularly helpful and organised which made a massive 

difference to my anxiety levels on the day. The interviewers were also very encouraging and I really appreciated being 

asked to give feedback on how I had felt the interview went at the end of the interview. 

I found the interview process very intense, but I was pleased that they considered lots of things rather than relying just on 

interview performance. 

Having interviewed at other courses I felt that at Herts that the team were genuinely interested in me, who I was as a 

person and how this may impact upon my capacity to train. I felt like the interview process was difficult but was designed 

to get the best from me and I actually really enjoyed it. 

A day of group task, written task and personal interview - a good mixture. 

Friendly and welcoming 

Everybody was really welcoming and friendly, which created a very positive impression of the course. 

There are several components to the interview process- written task, vignette, group task and interview. I felt that by the 

time I got to the actual interview I was relaxed. There are current trainees there too so you can ask them questions 

Very containing, partly due to the presence of current trainees. Well organised and course team members were friendly, 

for example around the group task. Personal interview was as good an experience as it could be and I felt the interviewers 

wanted to put me at ease in order to see the best of me. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 


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Appropriate amounts on each. Would have liked more PCP teaching, given the link between the course and this model 

I think my training is teaching me to be an integrative practitioner. The teaching doesn’t feel too ‘top-heavy’ in one 

approach. Rather, we are encouraged to explore a range of approaches and have the freedom to test things out during 

simulations. I understand that as part of our training we have to cover CBT. I would like more of the new wave approaches 

thought, for instance ACT and DBT.” 

They do a very good job here of mixing up the teaching--each year, you have two topics that are covered in depth and two 

that you really only touch on. Then in the next year, those topics switch. So, for example, this year we have CBT in depth 

and next year, we’ll just have a couple brush-up lectures on it. Psychodynamic, on the other hand, only gets a couple of 

sessions this year, but will be covered substantially next year. It gives for a good theoretical grounding whilst also allowing 

you to keep perspective into how the modalities sit with each other. The course offers the unique opportunity to work with 

Personal Construct Psychotherapy, with world renowned researchers and practitioners teaching on the course. With the 

social constructivist/constructionist philosophy, I also feel that this opens up an appreciation of therapeutic models you 

may have shunned before. The course allows you to make the most out of service limitations (e.g. confined by particular 

approaches), by reframing your understanding and the possibility of using therapeutic models in new and different ways. 

The Systemic, social constructionist/constructivist (inc. PCP) and CBT teaching is all exceptional. The course has access 

to a simulation centre (a ‘fake’ hospital with recording equipment pre-installed), so using actors as clients, our teaching 

has really come to life and we have been facilitated to trial out different approaches in novel situations - in safe and 

reflective spaces.” 

It is difficult to answer these questions in a truly representative way that covers the whole course because there is more 

teaching on certain models as time progresses so as a first year I can only report on what I have experienced. We have had 

quite a lot of time given to PCP, which isn’t on the list. 

There are 4 key therapeutic models taught - CBT, PCP (personal construct psychology), psychodynamic and systemic. This 

breadth was one of the things that attracted me to the course. Social constructionism underpins pretty much all of the 

teaching, so we are always challenged to consider alternative ways of seeing the world. 

As a first year there will be teaching on other topics which I haven’t experienced yet. 

Additionally, we have had teaching or interactive workshops on narrative therapy, personal construct psychotherapy, community 

psychology, and philosophy. We have regular small-group peer-led discussion. We have had teaching on different 

methods of qualitative research. We get lots of skills-based learning, including simulation. We also do PBL, where in 

smaller groups we can choose what we want to learn about, as well as about group processes, leadership and reflection. In 

the final year we get to choose what models to have teaching on for blocks of sessions (so we could choose advanced CBT, 

systemic, CAT etc etc.) and we choose the topic for advanced workshops.” 

organised by therapies not by diagnosis 

you get choice in the third year over what models you study 

Coming from a CBT background, I really welcome learning about other therapeutic modalities, and think this is a real 

strength of the Herts course. 

The third year involves choice advance therapeutic workshops. We get to choose 3 models, of which we have 4 fulls days. 

We also get to choose advanced sessions in other areas. We have more teaching than any other course. For me this was 

great, we get more teaching, thus exposed to more topics and models. Yet what this means is that we get less research 

days than other Unis 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 




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It’s fine. We get the contact details of our new supervisors with enough time to arrange to meet them before placement 

starts. 

We’re beginning to think about third year placements now and so far communication has been good. 

I think everyone feels nervous on their first placement and feels that they haven’t been prepared enough, but looking 

back, it was fine. We are given time during the intensive teaching block to go out and visit our placement before it starts 

to get the lay of the land. We have a lot of supervisors in the course team to help facilitate any issues and my placement 

supervisors have all been very keen on the course and on training. 

Cohort are split in half with placements switching every six months (e.g. half on adult placements, half on older adult 

placements). Teaching is timetabled to ensure that trainees in both halves are adequately prepared. Understandably, there 

will always be some teaching that individual trainees would prefer to be timetabled earlier/later depending upon their 

placements, but generally this is well managed. Regardless, most learning happens on placement anyway and supervisors 

are supportive and understanding of your level of training. 

The course prepares you for placement very well. There are continual themes that crop up in teaching every now and then, 

such as leadership, which allow you to review your progress and reflect on the future possibilities (i.e. how will I now develop 

and demonstrate these leadership skills on my new placement?). The simulation experiences prepare you for a whole 

range of encounters; from the complex presentations, to unique settings, and to managing ruptures in the therapy room. 

Overall, I think the course team try to make it as useful as possible and I have found that lectures have come at a useful 

time for the work I am doing in my placement. 

I have found placements very supportive so have had no problems, but there have been times where the teaching has 

come after I have had to use a skill or method on placement. 

clinical skills simulation is very helpful - we had a clinical interview with an actor! 

due to logistics you do 2 sequential 6 month placements in a year, but have teaching for both placements spread throughout 

the year (because you swap placements with the other half of your cohort) - you start you first placement knowing 

little and then are still learning bits for that placement once you’ve finished it. It’s a bit annoying to be taught stuff you’ve 

taught yourself or that would’ve been useful 6 months ago, but this isn’t the course’s fault and I don’t see a way round it 

We do quite a lot of CBT in the first block of teaching. If one hasn’t done any CBT before this is a solid grounding for your 

first placement 


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oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




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dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


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90% 

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70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




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90% 

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50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


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70% 

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30% 

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0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 


perspectives 


Poor 


Very poor 








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0% 


University 

Placement 


directly. 



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The process of finding a thesis supervisor could be easier, and fairer. 

Balancing the workload at times but there is so much support available that this stress quickly dissipates. Assignments 

are evenly spaced out so don’t feel too overwhelmed. 

Managing time- definitely a juggling act. There always seems to be something to be working towards and there were a lot 

of deadlines in the first year 

Juggling lots of things in the second year is a challenge at times. 

Our assignments are generally spread out fairly well to avoid us feeling overloaded which I appreciate it. At times things 

feel heavy and like it’s too much, but it generally passes and calms down a bit. It wouldn’t be clinical training if it was 

plain sailing! 

Honestly, no. I am challenged for sure, but I love every minute of this training. The course team are incredibly responsive 

to feedback and if we suggest that deadlines are too close together, for example, they listen. It can be emotionally 

challenging to move from one placement to the next so quickly, but I felt supported all the way. I genuinely love it and 

feel they could ask a whole lot more of me before I felt it was getting ‘too’ demanding. 

Occasions when there have been multiple conflicting demands across placements, research and assignments. 

Deadlines can naturally be challenging and demanding - and this has become particularly evident during periods of transition; 

so during the end of a placement, where lots of documents are required, clinic letters, etc. 

There are points where there are several deadlines close together and these periods can be very work-intensive and require 

working at evenings and weekends. However, there are also quieter times, which means it’s possible to take this time back 

later on. Sometimes the subject matter can be emotionally draining or intense because it’s totally new, which is to be 

expected. The course set up multiple tutors and buddies to help support you through this and I have found these relationships 

to be genuine and useful. 



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It is a demanding course overall. I think I was so focused on getting on the course, I hadn’t really considered that doing a 

clinical doctorate is probably going to be quite hard! And there are other aspects that I hadn’t really considered, like the 

upheaval of changing placement every 6 months, and the travel (it’s quite a big catchment area). But, it’s a very supportive 

course, and there are lots of people to turn to if you’re struggling. 

As with all the courses there are periods in the academic year where you have lots going on and various deadlines to meet. 

I have found that Herts are really receptive to feedback so as to switch things around to make it easier for the following 

year of trainees. 

I have ended up on placements with long commutes, so sometimes it has been a juggling act to meet all the research, 

clinical and academic demands. But no more so at Herts than any other course. 

I have found it hard at times to have enough time to get research done but they have now changed the timetable to introduce 

research earlier in the programme. 

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No not especially 

balancing placement, uni and research 

Right now is tricky - juggling thesis and new placement and other on-going assignments 

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There are quite strict rules concerning days that annual leave can be taken, and can mean that trainees do not get their 

full quota of yearly annual leave. 

The course is generally demanding. The factors for me that I have found more stressful have been related to supervisors 

on placement rather than aspects of the course. There are several times during the training that you have a lot of course 

work this can be stressful, but I doubt it is any different from other courses. We also do something called Problem Focused 

Learning- 5 sets of groups tasks that follow each placement (formative, adults, older adults, LD and CAMHS) which 

involves a presentation where you present on the topic and also group process, followed by a reflective essay. This was 

very difficult for me, the group dynamic was very challenging. It also felt that we have very little support from our facilitator 



Respondents 


“Buddy” 100% 

Manager 39% 


Librarian 39% 





Other 11% 

Under “Other”, responses included: 

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Research buddy, clinical tutor, my cohort, cohort from Year 2 and 3 

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Research buddies, PBL Groups, PBL facilitator, academic tutor, clinical tutor 

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I have been able to get a professional mentor, but this has not been through the course, but through an organisation for 

LGBTQ+ therapists 




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Very satisfied Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


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The support I have received throughout my training has been excellent. I have formed really good working relationships 

with some of the course team and feel as though I would always have someone to turn to if needed. This covers academic, 

clinical or personal issues. Knowing I’m supported during more challenging times is invaluable. The admin team deserve a 

mention too- they’re friendly, approachable and invaluable. 

Everyone here is so nice! There can sometimes be some schedule juggling because a few tutors work part time, but everyone 

is very flexible and they all try very hard to accommodate you. I never feel I can’t get help if I need it and I have more 

than once just popped into a tutor’s office for a quick chat about something that was niggling at me. 

The staff are very understanding and open to conversations around your experience. They will often seek honest feedback 

and come back to you, having clearly considered the trainee experience and offer opportunities to work through any challenges 

together 

In my experience the course staff are great and always make time for you if you ask. 

The course team is lovely, and there’s loads of support in place. I have particularly valued the buddy system. It’s a small 

cohort, so you do get to know people quite quickly. 

Most of the course staff are really lovely and approachable, although some are less available than others. We have a good 

relationship with all the tutors, we can have a laugh, and they are willing to talk through anything with us whether it is 

personal or course-related. The admin staff are also brilliant. 

The support I have received has been excellent 

very friendly course team - happy to talk anytime they can 

They’re great when they’re available, but they’re so busy that getting hold of the course team can be hard and that can 

add to the pressure you feel you’re under 

The course team have been excellent. I have been able to speak to my personal tutor when I have needed to. Access to 

internal thesis supervisor has been more difficult- they are understaffed 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Location 

Competency needs 

Experience needs 

Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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Each of my placements has provided an interesting and useful learning environment, and I have learnt a lot from all my 

supervisors, each of whom has been very different in style, orientation and outlook. 

I’ve been really lucky I think with my placements. Generally I’ve had excellent supervision and have not had to travel very 

long distances. I don’t think this is the case for everyone in my cohort, though I know that the team really try to accommodate 

people’s requests. I’ve had a broad range of experiences in different settings so far that have really contributed to 

personal and professional development. 

Placement supervisors have so far all been quite experienced and knowledgeable and very interested in my development. 

I felt like I learned an immense amount on placement and I was treated with respect. I have loved feeling like a “real 

professional” and know that I was able to do some real quality work with clients. 

There are efforts made to place you in a convenient location if possible. 

I have had a really good range of placements and have been able to apply a range of models and cover all the competency 

areas, which leaves me open to choose whichever final year placements I am interested in. 

It’s difficult to rate them collectively. I have one supervisor who was very supportive and I have had two supervisors who 

have been amazing. The course team can be helpful when the relationship you have with the supervisor is difficult. For 

our final year we are able to put forward our choices, yet there are limitations in regards to your competencies. Despite me 

not being able to do my LD placement in the second year I was still able to have my choice (Gender Identity Service at the 

Tavistock) as they were able to also provide me with some LD experience. 





Answer 

Respondents 

Yes 90% 

No 5% 



Answer 

Respondents 

Yes 26% 

No 63% 




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St Albans, North London, Bedford 

North-West London, East London, Essex, Hemel Hempstead, Cambridge, Hertfordshire 

north London, Hertfordshire 

North London, Essex, Hertfordshire 

Most are in the London area, but there are a couple of us in Hertfordshire (live here for this course! It makes you life so 

much easier!) and one out in Bedfordshire. 

Hertfordshire & London 

London 

London and Hertfordshire, but I live in South Cambridgeshire 

Mostly Hertfordshire, Essex or north London 

South / central Herts, North London, South Essex 

London, Hertfordshire, Essex, 

Half in London, some in Hertfordshire, some in Essex, one nearer Northampton. 

London & Herts 

north london or hertfordshire 

London (Finsbury park), but not everyone - people live as far away as Cambridge. Don’t feel you have to move to London 

and if you do youo’ll be fightig over the same placements or have a rubbish commute - move to Bedford and have the joy 

of rolling out of bed to your placements 

North and West London, throughout Hertfordshire, and a few in Bedfordshire and Cambridgeshire. 

I moved to Hertfordshire for the course, and probably only two others did. A few others lives in Hertforshire before the 

course started. The majority of the trainees live in London 




Answer 

Respondents 

Yes 16% 

No 84% 


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Actually, it is much much more manageable than you sometimes feel it is or it’s going to be! It is very doable (even with 

kids)! 

Course do emphasise maintaining work-life balance. This is important as it is hard to take annual leave particularly during 

term-time. 

I found it difficult to begin with as I felt I did not know as much as everyone else. The induction block was intense and I 

found myself constantly unable to switch off as I felt I needed to know more 

I try to maintain as much of a work life balance as possible. During busier times parts of weekends and evenings are taken 

up with study. But I signed up to do a doctorate which I knew would be busy and I don’t mind too much. I think it differs 

for everyone and how you approach things. My cohort are encouraging of each other taking time to relax and have fun 

which helps during the times when we all feel ‘bogged down.’” 

Particularly if you live nearer to Hatfield, your life is golden on this course. There are great opportunities for getting involved 

with the wider university events and even fun classes, it’s an easy jump to London, and the area is just beautiful to 

get out in. 

Work life balance was generally good in first and second years. It has become more difficult to sustain this balance as 

thesis deadline approaches! 

There are definitely times where you will be working longer hours than at other times. I tend to use any opportunity to 

send off an email here and there, and try to stay on top of the smaller jobs, so that chunks of time remain for those important 

deadlines. 

The work-life balance varies with the workload, so you go through busier and quieter periods. I have found this took some 

getting used to but works out fine. It is definitely helpful to pre-plan annual leave, as it is quite difficult to take it in a 

more flexible way due to restrictions on when it can be taken and managing deadlines. It is possible to take enough breaks 

if you plan ahead. 

I have family commitments, but have managed ok. 

It is better than I had imagined it would be 

Mostly I’d say it’s really good actually, but poor at the moment due to so many deadline all at once - thought they have 

changed this now for the year below. 

The level of work is as I had expected for a doctoral level course, and tends to fluctuate according to deadlines. I do feel 

that if the course could relax its rules on the taking of annual leave, this would improve work-life balance for trainees. 

There has been variability in how people mange this. I very much enjoy the studying, so I probably do more than others. 

I have always worked an studied funding all of my degrees myself. I have found I have a bit more free time than I have 

done previously as I don’t have to do paid employment at the weekends 




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Having previously worked in London with the London allowance, there is a pay cut coming to Herts but there are advantages 

to being a student so I make the most of them. 

“I’m just happy that I get paid to do something I love when others don’t. 

It’s not mega money but I feel privileged to get a regular income at all.” 

It will always be an irritant to those of us who do not get fringe London weighting here, but there is also talk that this may 

change in the future, so good luck! 

You don’t get London weighting, but for accommodation, Herts is nearly as expensive as London, so there is a bit of a 

financial disadvantage. 

It has been frustrating having a very long commute to placement and not being able to claim back miles, 

I earn more than I did before, but not as much as if it was a London course. I think we are well paid as trainees and I’ve 

been able to save. 

I took a pay cut to train and so my financial quality of life has declined but is manageable 

Yes, we don’t have London weighting, but the region is large and diverse - if you can move to a cheaper area, do so, and 

you’ll be fine financially. 

“I haven’t been on what someone might call a ‘proper holiday’ whist on training, though I have volunteered at some festivals. 

Other have been on several holidays abroad. I think this is more down to finances than other factors. Living in this 

area is very expensive. Despite being paid more than I have been previously I have less money in my pocket after bills etc. 

I pay 700 rent, which is massively different from the 300 I paid previously. 

I also pay for therapy which takes a chunk out of your wages. this is not compulsory, but for me it has been an essential 

part of training 


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I love that they encourage thinkers, and that all views and opinions are considered voice-able and hear-able. I have enjoyed 

all the theory and debates and opportunities to challenge. 

Everything - it is a fantastic course with lots of discussions and interaction rather than didactic teaching. As all the cohorts 

have teaching on Thursdays and Fridays, you have the chance to mix with other cohorts which is really nice and another 

source of support. Having a small cohort of 15 means we all get to know one another really well and use each other for 

support and knowledge. The university are really keen to get our feedback on all aspects of the course and do act on this 

feedback, which makes us feel really valued as trainees. The simulation centre is a great resource for clinical skills training. 

Research staff are great and always helpful in answering our queries particularly around the small-scale research project. 

Also, there is only one exam in the first year which the course are really supportive with. I found this much less anxiety-provoking 

and intense than doing written exams.” 

placements 

“I can’t recommend Herts highly enough. 

I feel well supported in a nurturing environment. The buddy system is encouraged which enables different cohorts to integrate 

with each other. At times it feels like a big family; we gather to say goodbye if a staff member leaves for instance. 


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The course philosophy really fits with me and I enjoy the balance of teaching, PBL, simulations and reflective groups 

(amongst the rest of the different ways in which we learn). The variety certainly makes for an interesting training experience. 

The course isn’t easy and at times it can feel really tough. I think the small cohort size has been really important for me; getting 

to know my cohort well and feeling comfortable within the group has positively impacted upon my training experience.” 

What I really love about this course is that it is so individualized. You can really make it what you want it to be--you can 

get as involved as you like, or stay off the side a bit. If you are keen on research in particular, you can find people here 

who are equally passionate and will help you explore even further. If you have a special interest, you can follow it. You’re 

really encouraged here to think for yourself and start developing into a quality professional. 

The course philosophy encompasses an openness to lived experience and diversity. I feel that this is evident in the team’s 

responses and the general atmosphere. This is a very reflective course and this is one of its greatest strengths. 

It’s hard to pick one aspect! I think the general level of support and understanding of the demands faced by trainees has 

been fantastic. The course has lived up to my expectations, and the course team are very open and responsive to feedback. 

I feel that the course philosophy is really important in training thoughtful, ethical clinicians who work with people, not 

labels. We are challenged to critically evaluate taken for granted knowledge. I feel that trainees are valued as individuals, 

and supported in developing personally as well as professionally. It’s a small cohort, so you get to know people in your 

cohort really well, and you get to know trainees in other years as well. 

That the course team and the 3 years of trainees are all well integrated, supportive and friendly. 

As a small cohort there is plenty of opportunity to speak/listen - I get as much from hearing my cohort colleagues as the 

lecturers often. There are good opportunities for simulations (watching yourself back on video) which is a great way to 

learn. The teaching on epistemology, diversity and research is really helpful - the course teaches you to be a critical thinker 

rather than just teaching practical skills. 

The course tutors, who are lovely and have really made an effort to inspire and encourage our individual interests. 

The course team and teaching Simulation and opportunities for reflective practice Problem based learning 

small cohort (around 15 people) so good fun in lectures as we can all be chatty and learn from each other 

The thoughtfulness of everything 

The course really helps develop your reflective/reflexive skills. This seems daunting at first, but really helps you develop 

great communication skills. 

The overarching epidemiological approach of social constructionism. I also feel that i have had a lot of autonomy over my thesis 

This course doesn’t tell you what to think, but how to think in various ways and from different perspectives. I couldn’t 

have asked for a better fit for me personally. 



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It’s a truly great course, and one that invited and allowed me to change for the better. 

The course is very interactive in lectures rather than didactic. There is a lot of group work 

Be aware that you will need a car. A couple of people in my cohort have managed without one so far by getting lifts and 

requesting certain placements. It does make life easier though and some mileage is claimable. 

The placements are spread out quite a bit so be prepared not to be travelling around London every day. 

This is an incredibly reflective course and on which uses a lot of social constructionist theories--if this is not to your taste, 

you may want to avoid it because a lack of interest in either can sometimes drag the rest of the group down. When you 

have a passionate, involved cohort, there is nothing like it. 

This has been a fantastic experience and I love it here at Herts. 

Herts really goes beyond teaching models. It really gets you thinking about social and political issues and our roles within 

these as psychologists and how this might affect our practice. It’s such a thought provoking and enjoyable course. 

Every year there is an inter-cohort event where we learn about a particular topic or issue - this year the event focussed on 

refugees, and last year it was a community HIV service. We have also visited community psychology service MAC-UK, and 

were visited by a service-user led theatre company. So the broader experiences available on the course are really rich and 

very often thought-provoking. 

Don’t live in London if you want a short commute to placements. It won’t happen. 

The research team are really enthusiastic, and Herts is a course that values the contribution of qualitative research methods. 

As someone who enjoys learning about both qualitative and qualitative approaches, I personally would value having more 

dedicated research teaching on the programme, increasing the overall quantity of quantitative research methods teaching. 

This course felt right for me. I would advise applicants really thinking about what they value and how much reflective 

space, clinical teaching, models, etc they want over location. 






Yes 0% 

No 100% 


■■ 

Written exercise, group discussion, one interview incorporating clinic, research & personal development. 


Teaching 

Placement 


Research 

15 hours 

18.75 hours 

3.75 hours (fortnightly) 

3.75 hours (fortnightly) 


Qualification 

Respondents 

Exams 100% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 100% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Hull 




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90% 

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70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 0% 

MRes 0% 

Diploma 0% 



None 100% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 40% 





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It was a good, well organised experience- A little nerve-inducing but the environment was supportive and the process was 

clear. 

The interview was much better than expected. The interviewers were really nice and tried to make you feel at ease. There 

was a professional panel interview and a service user interview. The professional panel interview involved a presentation 

and preparing a critique of an article. 

I thought the interview process was really well thought out; there was an academic panel and a service user panel. The 

academic panel required us to present our dissertation (a very useful way of easing us into it!) answer the interview 

questions, then comment on a paper we had been required to read beforehand. This meant that I felt more at ease going 

into it because I knew I could prepare for two thirds of it, there element of surprise would only e minority! The service 

user panel was then a very useful way of having us think as we are so often required to do clinically. I thought that this 

was also invaluable in maintaining the ethos of our course in being service-user informed and gaining contributions from 

experts by experience. All in all, it was a very containing process that accessed the key skills we’d be expected to show 

and develop through training. 

The interviews were very well organised. We had two - a “professional’s panel” and a “service-user panel”. We were supported 

by current trainees, which was extremely reassuring. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 








0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 

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It’s hard to have a good idea of the time devoted to different topics so early on training, many answers are largely based 

on information passed on from others. However in the first two terms we have learnt lots about CBT and how to do it in 

practice, focused a lot on community and wider context factors and have a good amount of varied specific teaching. It has 

been a really good balance of teaching and helpful for clinical practice. 

The main focus of the course is CBT and systemic therapies. 

I understand why there is so much CBT teaching on the course; it’s one of the models we are expected to be competent 

in on completion and it appears as a NICE guideline recommendation for a fair amount of mental health difficulties. However, 

we have received general CBT teachings and then disorder specific e.g. CBT for eating disorders, CBT for psychosis. 

Whereas, when we are taught in another model (CFT, CAT etc) we receive a general overview and don’t have as much time 

dedicated to its application in specific areas. 

The course attempts to cover too many therapy models at the expense of devoting time to important core clinical skills, 

knowledge and legal frameworks. I am now near the end of my training and I feel underprepared for a qualified psychologist 

role as a result. 


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90% 

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70% 

60% 

50% 

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20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 




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I felt prepared for the first placement but it may be different for other placements. 

Again, I understand to the difficulties faced in organising placements for 45 trainees, twice yearly, and that staff are conscious 

that we get a wide variety of experiences yet still cover the core competencies. However, the teaching will often not 

marry up with the placements trainees are on. For example, I had a 9 month older adult placement in my first year, and 

only received older adult teaching towards the end of that placement and then in the year following this. This meant that I 

lacked confidence in the clinical work I was undertaking and did not feel prepared to work with this population. I am also 

aware that this situation is not uncommon. 


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90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 






directly. 





■■ 

■■ 

■■ 

■■ 

The sheer amount of academic work to do on top of teaching and placement without regular designated study days has 

been a lot. 

Yes the academic side as there are many academic assignments and exams. Just overall trying to balance all the competing 

demands of placement, university, research and personal life. 

There never feels to be a break from academic work or clinical assessments, which has meant that I have never been 

able to put 100% focus into my clinical work (on placement), even for a short period of time. There always seems to be a 

looming deadline that is niggling in the back of my mind. 

Exams. We have one in the first year of our training and two in the second year of our training. We get study leave in the 

week of our exams, but apart from that are on placement and in teaching. This can make revision fairly tough as we have 

to fit it in as and when we can. 



Respondents 


“Buddy” 100% 

Manager 40% 


Librarian 20% 





Other 40% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 




■■ 

■■ 

■■ 

■■ 

■■ 

Overall the support has been really good. 

Support was initially fantastic but has dropped off a little in recent years due to staffing pressures; it will hopefully increase 

again once this has been remedied. 

In times of crisis, when I was going through bereavement, the course staff were incredibly supportive. They allowed me 

compassionate leave, extensions on my work and were continually understanding throughout the entire process. However, 

it can sometimes be hard to get hold of staff, particularly where their time is split between clinical work and university 

work. I understand to this, but it doesn’t detract from it being difficult at times. 

Staff are good at checking in with individuals, both for general support and if they know that a trainee is experiencing 

difficulties at any given time. There is a wide variety of support staff to reach out to (each trainee has a clinical tutor, 

personal tutor, and thesis supervisor) and we are encouraged to speak to other staff members if we feel more comfortable. 

Course staff support at Hull has been mixed. I’ve had some really helpful support, but it has been patchy and inconsistent. 

I have come across two main issues. Course staff have sometimes come across in recent years as disinterested and 

defensive in response to trainee’s who have reported difficulties. Conversely, I have also experienced course staff to not 

have a particularly clear idea of the line between pastoral care and support, and personal therapy - and to conduct meetings 

with trainees as if they were for purposes of the latter without permission. 

Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

My first placement has been brilliant- it was in line with the interest areas I specified and the environment is really supportive. 

The quality of my placements has been excellent and I have been able to choose placements based on my interests for 

the final year. You don’t have to travel too far if you don’t want to. 

My answers to the questions above are in relation to the first 4 placements, as the placements completed in our final year 

are our own decision. 

Regarding experiences on placement, they have been varied. This variation has allowed me, however, to distinguish that a 

placement is made or broken by the level of supervision received and the relationship with the supervisor; or that has how 

it has been in my case! A team can be lovely and supportive, and the patient population could be the one you’ve wanted 

to work with, but poor supervision will mean that you can never quite flourish. 





Answer 

Respondents 

Yes 80% 

No 20% 



Answer 

Respondents 

Yes 60% 

No 20% 




Responses indicated that trainees live mostly in and around Hull with some trainees also living in York, the 

surrounding areas or Leeds. 


Answer 

Respondents 

Yes 20% 

No 60% 

N/A 20% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■■ 

■■ 

■■ 

■■ 

A study day each week, or every two weeks, would probably be helpful. Otherwise most academic work HAS to be completed 

outside of traditional working hours in evenings and weekends and it’s very hard to have a good work/life balance 

when this is the case. However the workload does fluctuate and sometimes it is better than at other times. 

Rated poor but anticipate this is an inevitable part of any clinical training course. 

My own work-life balance is not at a level that I would be able to maintain for longer than the 3 years the course requires. 

Knowing that I only need to persevere with work taking a majority overhaul in my life for 3 years makes it manageable. 

The course tries to advocate a health work-life balance, however this tends to be difficult to achieve due to the combination 

of travel to placement and pressure of work. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

The salary and living costs make it fairly easy to have a comfortable life quality. 

Hull is very good value for money. 


■■ 

■■ 

■■ 

■■ 

The supportive environment created by staff and trainees, the teaching and placement and how these link together. 

I would say clinical placements, with which I have been very fortunate, and the support from the staff team and other 

trainees. 

This would have to be the clinical work, particularly on the placement that I am on now. It’s this part of the course that is 

the reason I applied; not the research or the doctor status, but being on the front line of people’s care. 

Graduating 



■■ 

■■ 

■■ 

■■ 

More timetabled study time would be helpful for managing work/life balance. Apart from that, the course has been brilliant 

so far. 

Being the only course which takes undergraduates there seems to be a sense of compensating with more assignments and 

exams than other courses, however this is being looked into with some assignments being dropped this year. 

None. 

The Hull course is poor at communicating with, and listening to trainees, and has a tendency to seek feedback as a formality 

rather than in order to take trainee perspectives on board. 





Answer 

Yes 0% 

No 100% 

Respondents 


■■ 

Undergraduate application from York or Hull University. Short-listed interview schedules unavailable at time of writing. 


Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


IOP 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



IOP 


Qualification 

Respondents 

PhD 31% 

MA 23% 

MSc 46% 

MRes 8% 

Diploma 23% 



None 23% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 33% 


IOP 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The interview was straightforward; it’s just one interview with a panel. 

It was straightforward. I had attended the interview the year before so I knew how to expect. IOP’s interview questions are 

typical interview questions, no surprises, no trick questions, no follow up questions. The only downside is that you only 

have that one panel interview of 20 minutes to prove that you’re worth getting on. 

It was very focused and quite short, I think just 6 questions. 

I found the panel very friendly. 

My interview experience at the IoPPN was a very positive one. The staff were very friendly and the day had a very nice flow 

to it. The clinical director gave a talk during the lunch that was offered, and I thought his humble approach and way of 

highlighting the benefits of choosing this program really had an impact on choosing this course over my other offers. 

It was very pleasant, the interview was only 25 minutes and they asked roughly the same questions as they ask every year 

so it was easy to prepare for. Everyone one the panel was very friendly and I found out I had been accepted on to the 

course the day after my interview (because I interviewed on the last day of interviews). 

The interview was brief and straightforward. Personally I would have liked a bit more of a conversation but I understand 

they ask the same questions to everyone to make it fair. 

I really enjoyed the interview process. The panel were obviously trying to get the best out of me during the interview. 

The brevity of the interview compared to other courses was a little nerve wracking as it felt like you had to get as much in 

as possible in a short amount of time. 

The support staff were really communicative both before and after the interview and having current trainees to chat to at 

the interview day itself was a really nice touch. 

Very good - fairly brief and relatively straightforward interview, no very unexpected questions but enough to make you think 

on your feet a bit. The panel were friendly and encouraging and provided feedback over the phone soon afterwards. The 

lunchtime talk and tours were also helpful. 

I found the interview process really good, it was excellent to have the informal lunch with a talk from Paul Chadwick 

(course lead) and an opportunity to speak to trainees on the course. We were also offered a tour of the campus and the 

facilities available to the course which was really interesting. All these aspects made me feel the course really wanted the 

interviewees to feel as if they are choosing the course as well the course choosing/interviewing us. The interview was fairly 

quick and the questions were fair. I felt I was given opportunity to say all the information I wanted and ask any questions. 

Not what I expected. Friendly and fairly straightforward. I felt like the interviewers really wanted to get to know me and 

ensure the course and I were a good match. 

The interviewers were warm and friendly. They asked a series of (expected) questions on clinical and research work. I liked 

the fact that it was a straight-forward 45 minute interview rather than a whole day of assessment and evaluation. 

Straightforward, friendly, efficient. I’m not quite sure how they could be confident of my aptitude based on a fairly traditional 

question and answer format, though. 

The day was well-organised, and my interview panel was running ahead of schedule so I had my interview earlier than 

planned. Had a talk from the course director, lunch was provided, and I availed of a campus tour. Trainees were around to 

chat and settle our nerves before the interview. The interview itself was fairly quick and painless, the panel were friendly 

and asked follow-up questions, and I felt they were genuinely interested in my answers. 


IOP 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 


IOP 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 


Although the course is predominately CBT focussed there is varied teaching, and emphasis on neuro, and family therapy 

as well as good introduction to other therapeutic approaches. 

We have a lot of CBT teaching on this course, however I find it has been very helpful for me. It would have been good to 

have devoted more time on at least one other approach, to balance it slightly as currently majority is CBT and we may 

have a very small block of teaching on another model for example systemic therapy. Also would have enjoyed exploring 

more of the critical approaches including social constructionism and to be encouraged to take a reflective critical position 

on mainstream therapies such as CBT. 

The course provides a lot of teaching on neuropsychology, you also gain a foundation level in systemic therapy by completing 

the course. 

I like the fact we mainly learn CBT approaches but also hear from practitioners about other approaches that we can then 

pursue on placement ourselves. We also have a fair bit of teaching on family therapy and have the opportunity to participate 

in an MBCT course. 

Whilst the IoP has a reputation for being CBT focused and this is certainly true on the first year, time is also given to other 

modalities and approaches, especially systematic approaches and mindfulness. 

Lots of CBT as is to be expected from the IoP, but other approaches also covered, especially neuro and third wave approaches. 

Good systemic teaching, not much psychodynamic. 

It is well known that IoP is predominantly focused on CBT but other areas are discussed and also on placement you are 

often given opportunities to practice other therapeutic models. I personally feel it is helpful to have a core skill in which 

you feel confident and then learn a smaller amount about other areas that you could, if interested, seek further training 

for once qualified. 

It is a little CBT heavy but I believe they are trying to introduce a balance. 

Mindfulness and neuropsychology are covered in some detail. Other things get some mention in passing, or covered briefly. 

It is well-known that the IoPPN prizes CBT above other modalities; however we do have teaching on a wide range of other 

therapies. Recently, we have begun to share teaching sessions with family therapy students and the course has increased 

the amount of family therapy training offered. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


■■ 

■■ 

■■ 

■■ 

We start on placement very quickly in the first year whereas other courses have more teaching beforehand. This has its 

pros and cons depending on each person. 

I am generally satisfied with preparation for the placements. In first year we only had two weeks of teaching before starting 

placement which was good as it enabled us to learn straight away from practice. However it was quite overwhelming at 

time and I think spending a bit more time on teaching and clinical skills beforehand would be helpful, as this would also 

create a stronger base with the cohort if we had more time together initially. 

IOP has a fantastic range of placements on offer and the course are always open to negotiation if you feel they have chosen 

a placement that is not well suited to you. 

Prior to the first placement all trainees experience a full-day workshop focused on practicing clinical skills in a number of 

vignettes. We were recorded doing this and then received feedback from the facilitators and our peers which really helped 

to build my confidence ahead of starting clinical work. 


■■ 

■■ 

■■ 

■■ 

The teaching attempts to correlate with the placements you are on as best as possible which is helpful for being able to 

apply what you are being taught. The course have also been very responsive to feedback from trainees about where teaching 

is placed in the timetable. 

The course is also very supportive if you have any concerns about placements and we complete a mid placement review 

with the course to discuss our progress.” 

The first year is trickier - trainees are sent out very quickly on a wide range of adult and child placements (some highly 

specialised), and I think that makes it hard to ensure everyone is equally well-prepared. You’re probably better prepared 

for IAPT than for a Tier 4 CAMHS service, for example. 

Transferable clinical skills, the basis of what we do, is a focus of the first few weeks of teaching. Specific skills and topics 

are not matched up with our placements, however, e.g. we have teaching on intellectual disability in spring of first year, 

whereas our ID placement doesn’t happen until either autumn/spring of second year. 

IOP 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




IOP 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

Qualitative 

Quantitative 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


IOP 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 



IOP 





directly. 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The placements - university links. I think it’s difficult to be transparent to the university when things at placement go less 

well than expected. 

Neuropsychology has been hard for me, as I have never worked in this area before. 

First year is a challenge as you have lots of coursework to do in addition to teaching two days per week and being on 

placement three days per week, meaning you have to be very organised and sometimes use the odd evening or weekend to 

keep on top of things.” 

The first year can feel very busy and it can be a challenge to balance all the competing demands around teaching and 

placement. However, the work load is manageable and second year provides more time to focus on the research aspect of 

the course. 

It’s busy and full-on but no more than expected and definitely manageable if you’re organised! 

The first year is challenging in terms of the heavy teaching timetable and trying to set up the thesis. However this is good 

preparation for the following years and it does get easier, in my opinion, to manage these demands. I felt lucky that I had 

not had to move from another geographical area to the course as I think this would be another challenge/demand on top of 

learning how to be a trainee! 

A lot of work is expected. Being organised is a must! 

Keeping on switching between one day teaching (covering lots of topics), three days on a varied placement, and one day 

on research: the constant changes in focus make it harder. 

Juggling research, placements and teaching. Having to remind my various supervisors about the other demands on my 

time. Revising down my expectations for myself, and becoming okay with producing work that is not “perfect” in order to 

get it done. 



Respondents 



Manager 17% 


Librarian 17% 





Other 17% 


IOP 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

■■ 

■■ 

■■ 

The personal mentor is a great resource, as well as the reflective group as everything is confidential. However, I have to 

say that other people from my cohort have been the biggest source of support. 

There were some issues with the personal support tutor arrangement for me, but it was not the courses fault and as soon 

as I flagged this up they were very quick to respond and allocate me a new personal tutor. 

Very supportive whenever needed 

I’ve had excellent support for practical and personal issues. I’ve found I need to actively seek this out, and I don’t think 

it’s always clear who you should go to. 

I accessed support on one occasion and was encouraged to seek further support from my colleagues, which I felt unable 

to do at the time. I have needed to seek support outside the programme (partner, friends, personal therapy). 


IOP 

Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



IOP 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■ ■ 

■■ 

■■ 

In relation to placement allocation this is all decided for us in the first two years but then we have two electives in the 

final year. We are allowed to choose these and have a lot of choice. The course are really supportive with finding us a 

placement we want (for personal interest or competency need). 

I think placements vary quite a lot, so the placement allocation process involves a lot of luck. Some placements have 

great supervisors, others are much less involved with you. Also, IOP offers a big amount of specialist placements which is 

great on the one hand, on the other hand if you end up doing all specialist placements from year 1, you may miss the opportunity 

to practice more generic skills. This doesn’t happen to most trainees, but it does happen to a sizeable minority. 

“Core placements (adult, child, LD, older adults) are decided for you by the course. You do not have a choice. There a 

small handful of specialist neuropsychology placements that 2nd years can do instead of an LD placement as you can 

acquire the same core competencies however you have to have had prior neuro experience and have a particular interest 

to get these placements. 

In the 3rd year we can pick 2 electives based on our interest and experience/competency needs” 

My scores on these questions vary hugely depending on the placement I am referring too. 


IOP 

■■ 

■■ 

I’ve had some excellent supervision, and the opportunity both to learn and consolidate key skills, and to try out a broader 

range of things. 

Some have offered more learning opportunities and been more enjoyable than others, but generally the placements have 

been excellent. Very lucky to have placements within national and specialist teams. 



Answer 

Respondents 

Yes 0% 

No 100% 


Answer 

Respondents 

Yes 100% 

No 0% 



Responses indicated that trainees live mostly in East Dulwich, Peckham, Hackney, Clapham and Brixton. 


Answer 

Respondents 

Yes 0% 

No 100% 


IOP 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Generally it is a good balance. We have two days towards writing up time in the final year as well as a writing week. Clinical 

work is almost always completed in standard 9-5 days. 

It’s tricky, but that’s expected. If you’re organised you will have time to have a life in the weekends. Most of the people in 

my cohort use the whole of their holiday time to travel. 

Peaks and troughs! Sometimes I have felt that the placement workload forces you to stay late, which is not often appreciated 

by supervisors and they may have a discussion about being boundaried with work time, however very often this is not 

reflecting on the amount of work they expect from you! 

If you are an organised person you will not have any problems. 

Fine if you’re organised 

I think it is a personal thing however I feel i have managed to have a good work life balance and still complete the requirements 

of the course. With the deadlines for IoP being at the end of the three years it means you can manage your own 

time 

A lot of demands are placed on you with research requirements in the second year. 

It eats up quite a bit of my time, but I expected that. People seems to vary quite a bit in how much they do outside of 

normal working hours. 

It depends on how demanding your research project is and whether you’re enjoying it! I work six days a week currently (in 

2nd year) but I like my research project so I feel I can still achieve a nice work-life balance. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



IOP 


■■ 

■■ 

■■ 

It is London after all. However London weighting is a big plus, and I feel much more comfortable than what I used to as 

an assistant outside of London. 

Fine, helpful to have the inner London weighting 

I can’t complain about being funded and paid to train. 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Access to excellent placements and supervision 

Excellent and varied teaching. 

ideal size of cohorts facilitates a very intergrated group, while they are many people to learn from and make new friends 

with. 

All placements in a limited geographic location.” 

The excellent high standard of teaching, the number of trainees on the course, working within SLaM, the academic work 

preparing for publications. 

The availability of such a diverse range of placements 

The placements are brilliant and being able to choose both placements for the final year is a real bonus - it allows you to 

specialise or gain experience in an additional therapeutic approach 

The quality of placements is exceptional and having teaching from leading experts is a rare opportunity. 

Really high quality/specialist clinical placements and research, lots of elective placements and research opportunities to 

choose from, really supportive course team, the other trainees! 

The teaching has been excellent and being able to implement this in different placements which are so varied and often 

based in services that are world renowned. 

There is a good balance between clinical work and research. Although there is a lot to do, I enjoy both aspects. 

Really interesting range of placements available, some with excellent supervision. 

It’s a privilege to be on clinical training, full stop. I love the variety in my week, and I like working in an environment 

where research is valued as much as clinical work. 



■■ 

■■ 

■■ 

The course is open to feedback from trainees and tries to incorporate this in to the programme for example changing our 

diversity teaching and service user/carer involvement. 

I think diversity teaching needs improvement. 

I think it’s a great course and would recommend people to apply, there is sometimes a belief about what sort of individual 

the IoP course is looking for (masters, PhD, massive research background) however I don’t believe I fitted that mould and 

I love the course and the opportunities available. 


Lancaster University 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 56% 

MRes 0% 

Diploma 0% 



None 31% 

Other 6% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 13% 





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Really friendly and it was clear that interviewers were trying to get the best out of the candidates. I was nervous but I felt 

they understood this and were very sympathetic. Found the interview questions allowed me to talk about my full range of 

experience. 

Excellent! I felt that the admission policy was transparent and open to all those who were thinking of applying to Lancaster. 

Staff and facilitators were friendly but the interview felt like a long day with two interview panels and a test. I believe the 

interview structure has since changed. The interview venue is very nice. 

It sounds like a cliché but I felt like they really did want to get the best out of you, there weren’t any ‘trick’ or super 

technical questions. It was more just about them getting to know you. There were several components to the interview so 

if you felt like you messed up one part you had other opportunities to do well. 

I found the selections day to be reasonably enjoyable for the Lancaster University course. It was tiring because there were 

several different components to the process including two interview panels, a presentation and a general IQ test so and by 

the end of the day I was finding it increasingly difficult to concentrate on the tasks. However, the benefit of spreading the 

process over several different tasks was that it enabled me to relax more into the process and I feel that my true personality 

came across, whereas, in previous interviews because of the short-time frame I often found it difficult to relax, anxiety 

took over and this was reflected in my interview responses. 

The interview process was different to other courses I had been interviewed for. The course seemed much more interested 

in my personal experience of work placements so far, as well as how they had impacted upon my learning and development 

and what I had learned about them. They seemed to be interested in finding out about me rather than testing me on 

current legislation and although nervous during the interview (as expected) they did their best to put me at ease and get 

the best out of me. I didn’t feel tested on knowledge (e.g. of mental health conditions, research or therapies) per se, but 

I had to think about my previous experiences and what they had taught me. The interviewers were very open about what 

they were looking for throughout the interview, giving me a list of the competencies that they scored, which put me at 

ease. 

I felt the course worked hard to be inclusive (e.g. using the test to determine who to interview), rather than dismissing me 

outright because I didn’t tick the right box (e.g. experience as a psychology assistant). I felt they provided ample opportunities 

to talk about my experience, and what I would bring to training 

Really relaxed. Focused on me as a person. Clear that the interview panel wanted to get the best out of me. 

Excellent - inclusive and encouraging 

It was an intensive day, but current trainees were on hand to support us all and everyone was really friendly. The competencies 

the panel were looking for were also made really clear and the whole process was very transparent. 

It is intense but brief. Very varied in the activities they ask you to do. Questions are all about competencies and require 

thoughtfulness and reflection. No need at all to ‘study’ up on psychology before the interview, reflect on your experiences 

and how they help you meet the core competencies. 

It was really tough but it felt fair and genuine, as though they were trying to get the best out of you and recruit the most 

‘human’ trainees. 

I found the interview process quite fair. It was stressful as it is a very long process, however I think that the course staff at 

Lancaster makes it as enjoyable as possible. The activities used to assess our competencies were really down to earth, and 

the questions asked by the course staff were asked fairly and seemed to be aimed at giving everyone a chance to do well, 

even if you didn’t have years of experience in the field. 

The interview was a very challenging but enjoyable process. The individuals on the panels were very kind and facilitated a 

positive environment in which I felt I could do my best. The interview had several different parts, including an interview, 

problem solving task, response to a challenging video, presentation and verbal/numerical reasoning test. It provided lots of 

opportunity to show skills and competencies. 

The interview was very well organised, there were loads of information distributed to applicants in advance of the day. 

Trainees were very helpful as hosts. All panel members were very kind and allowed me to express the best part of myself. 

There were loads of fruit, drinks and cake on the day, which was amazing. 

I found the selection process very comprehensive. It was half a day which allowed me time to relax and do the best that I 

could do. Everyone was very friendly and welcoming. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 

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I think it’s a good spread of topics with a chance to develop skills in most areas in order to develop as a clinical psychologist 

I feel that there is equal time devoted to different psychological therapies and models. It is not CBT dominated. 

While all trainees end up being accredited in CBT, the teaching is definitely broader and you cover many other therapies 

even halfway through first year. There are a lot of reflective days which are great. 

Although Lancaster cover a lot of topics, I find that really beneficial, as I can then choose to spend more time focusing on 

the 1 or 2 areas that particularly interest me. I’d rather at least know about the different models, than assume there are 

only a couple of models to work from 

Sometimes it feels that the breadth of approaches covered is at the expense of exploring approaches in depth. However, 

it enables us to have an introduction to a number of different areas, which is helpful in discovering the approaches which 

we feel most aligned to. 

Very balanced I think. 

Personally, I would have liked more teaching on ‘PD’, ‘Psychosis’ and trauma during the adult teaching block as I don’t 

think the teaching is symptom specific. While I think it is good that it isn’t completely specific I do think no teaching 

on the above does not equip us for the presenting issues in clinical practice and how the history of the diagnosis has 

changed and continued to change. 

I think the course could be do more to help us develop our critical skills in relation to research. 

We are provided the opportunity to learn about a variety of approaches and models. Teaching relating to different models 

continues throughout the 3 years, and so you are continually learning more about each model. 

Lancaster places a great focus on reflective practice, communication/clinical skills and personal reflection/development. 

They give a broad overview of many different models so that trainees can focus upon the model that they feel best suited to. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

There is a teaching block before each placement commences which I feel prepares you well for the placement 

I would like to see some teaching on what supervisors on placement expect of trainee’s before coming on placement. I 

would have found this useful. I understand that this ultimately differs between individual trainees, because their experience 

before coming onto training differs tremendously. 

The teaching for each placement is quite broad and conceptual rather than giving step-by-step practical techniques to use 

on placement. I think some people found this difficult but it allows you to develop your own way of working rather than 

just being spoon-fed. 

Very focused preparation with relevant teaching and workshops 

Great teaching block for 5 weeks prior to starting child placement. 

I have had a lot of experience before training so I have always felt relatively prepared. Not sure how i would feel if I had 

little clinical practice 

I think the course is really well structured in preparation of placements. We usually have a month (or three weeks) study block 

before the start of each placement, where we are in teaching at least three days a week to try and prepare for placement. 



■■ 

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Teaching prior to each placement has been very good, although I feel that the teaching prior to the learning disability 

placement could have provided a better idea of how to adapt models/approaches for working with this client group, rather 

than provide a general overview. 

There are two to three week teaching blocks before each new placement which covers information relevant to that client 

group / service. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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Managing a number of projects at the same time, particularly some of the lengthier assignments and managing this with 

demands of placement has been difficult. However, the allocated study time really helps with this. 

I have found being able to juggle multiple roles and mind-sets difficult. For example one day you are on placement doing 

clinical work, the next day you find yourself doing intense research and the next day you find yourself thinking about 

policies and social issues. I am uncertain whether you can really be an “expert” across multiple roles. There is a danger 

that clinical psychologist become too stretched and know a little about lots, but without feeling really competence or 

confidence in one thing. 

Balancing competing demands at busy times, e.g. when finishing a placement or approaching a deadline. 

Because there are no exams on this course there is more academic assignments and research than on other courses, 

which can be demanding when there are overlapping projects or getting close to deadlines. This will be managed differently 

by each individual, however, and the course staff are very supportive and practical when it comes to advising you. 

Balancing placement and research 

Thesis time! 

Juggling placements and assignments is extremely difficult at times, particularly during second year. 

I find the majority of the demands placed upon us as trainees difficult to manage. As a busy mum of two young boys it 

feels impossible sometimes trying to manage the workload. I have had many opportunities to discuss this with my clinical 

tutor and have always felt supported and understood. I also feel that the course staff would do what they could to support 

me in managing the demands. 

Pretty much all of it is tough for me! 

We have a lot of assignments at Lancaster compared to other courses, so around deadlines, the course can be quite demanding, 

especially when different assignments overlap. 

Yes, several aspects of the course have been very demanding. The academic workload alongside the clinical work has been 

hard at times, particularly at points where there are deadlines approaching. 

There is quite a lot of coursework on the Lancaster course, but there is a lot of support in place to help us. 





Respondents 



Manager 47% 


Librarian 80% 





Other 27% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

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I feel very supported by the course staff. However big or small a problem may be, they are always there to listen. 

Fantastic support from staff, especially so when many of them work on a part time basis. 

Lancaster offers a very supportive learning environment. 

■■ 

The course is ridiculously supportive, they are always checking in to make sure everything is going alright and making sure 

your learning needs are being met. 

■■ 

For me it has felt really helpful and supportive if not a little pedantic at times (e.g. academic bureaucracy ) 

■■ 

■■ 

■■ 

I have been very lucky in having an excellent clinical tutor who always supports me when things get difficult. The clinical 

director is also really supportive and approachable when needed. 

The course is incredibly understanding of our personal situations and encourage us to share our difficulties and seek support 

if this is required. I have received excellent support and know that I could reach out to any of the DClinPsy team and 

receive the same consistent support. 

The DClinPsy staff at Lancaster University seem extremely passionate in encouraging our professional development. They 

are also very supportive regarding the wellbeing of trainees and have many support systems in place. 



Placements 


Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 




0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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I enjoy the variety we have had in the different placements, although location has sometimes been a problem, having to 

travel quite some distances. I understand that this is difficult for the course to co-ordinate when allocating placements 

and I have had a mix of locations which has meant it has been fair overall. 

The course does it’s best to facilitate placements which meet the trainee learning needs at their stage of training. However 

a big issue to resolve is the distance to placement. For example, if you declare that you don’t have a car and live in 

certain city you may be advantaged, because the programme is too accommodating and may well find you a placement 

that is a short walk away on public transport in the place where you live. This luxury may not be offered to those who have 

a car, where they many often drive up to 90 minutes to placement. A slight sense of injustice, but I understand that this 

can be difficult to balance. 

Lots of opportunity to spend time with team members. Excellent supervisors. 

I have always felt supported by the course and they always seem to try and allocate placements according to your requests 

and needs 

It is difficult to offer an overview of placements as they can vary so much. I’ve had a good experience so far overall. I’ve 

enjoyed some placements more than others, but I wouldn’t say any placement was bad. 

Placements are well organized and assigned by a member of the clinical team. All placements have been a good learning 

experience. 





Answer 

Respondents 

Yes 19% 

No 63% 



Answer 

Respondents 

Yes 50% 

No 38% 




Responses indicated that trainees live in and around Lancaster, Manchester, Liverpool and Lancashire (Preston, 

Chorley, Bury, Blackburn). Some trainees also live in Cumbria or Yorkshire. 


Answer 

Respondents 

Yes 6% 

No 94% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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I still manage to do my hobbies at the weekend, although sometimes these are limited when we have a heavy workload. 

Most of the time I am able to maintain a good work life balance though. 

It’s a challenge! One of the biggest challenges of training. But with the right attitude and motivation you can do it. 

At certain times I have worked at weekends in order to meet deadlines but this has been rare. Overall I feel that a reasonable 

work/life balance is comfortably manageable. 

The course obviously takes up a lot of time, but the staff are very aware of this and encourage you to seek a good work life 

balance. My cohort has been incredibly social and I think we’ve all helped each other to have a life outside of the course. 

Although I rated work life balance fair rather than excellent/good, this may reflect my own struggles with work life balance 

rather than the course 

It’s better if you use your study time effectively! 

It’s possible to do all the University work on study days if you apply yourself. If you have done an MSc while working you 

will probably find it quite similar, if not a bit easier! 

I’m not sure you can have a good enough work life balance as a trainee. It’s hard. 

I think the balance can vary at different times during the three years. I have generally found the course manageable and 

managed to maintain a good work-life balance so far. 

There are times in the course where work-life balance is disrupted, particularly around times of deadlines/end of placements 

etc. where the workload increases. Generally though, work life balance on the course is good. 

The assignments are constant. I have worked most weekends and evenings since starting the course. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

■■ 

■■ 

■■ 

Good. It’s a bonus having a student identity, because you don’t have to pay council tax and are open to all student offers. 

I would have welcomed this as an Assistant Psychologist, especially as I was earning 18K. 

We work hard but the pay is generous considering the high-quality free teaching we are receiving. 

I think we get a great wage for what we are expected to do. All expenses are paid for. 

Considering the course is based in Lancaster, which is a really cheap city to live in (e.g. cheap rents), the salary is really 

good. However, in places like Manchester or Liverpool, where rent is a bit more expensive, and expenses to and from 

placement are not covered (the course only covers expenses if you live in Lancaster, or close to it), then it could get quite 

tight. 

Financial quality of life is good; however the course has been expensive for me. I have had to relocate; there is a considerable 

amount of travel and other expenses which are generally covered by my salary. 




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My favourite aspect of the course is the placements. I have really enjoyed the different placements and feel I have learnt 

the most from being able to apply my skills practically to consolidate the learning from the teaching sessions. 

I enjoy the balance of teaching. It introduces you to multiple psychological models and approaches. It’s not CBT dominated. 

Throughout the course, there is a attitude which says, we want you not only to become competent clinical psychologists 

who can work effectively in the NHS, but in doing so we will support you in becoming confident in being the 

clinical psychologist that you want to be, without losing a sense of self. There is also a strong emphasis in not accepting 

the status quo in clinical psychology and the course actively encourages trainees to think critically and offer new perspectives 

and cover new ground. 

The cohort, the course staff, and the personal and clinical development. 

The course lets you develop into the clinical psychologist you want to become, rather than fitting you into a mould. Plus 

the people in my cohort are awesome. 

Clinical placements and the chance to utilise skills learned during teaching. I also really enjoy teaching days, which are 

usually very collaborative and evoke interesting discussions. 

Good tutors 

Having external facilitators for teaching, which means we hear a range of perspectives 

Very, very supportive 

Learning about a range of models 

Being encouraging to think and become my own person 

Social constructionist stance of staff and the program 

Learning lots of different things and meeting different tutors that are passionate about their work. 

My cohort is also really helpful and completely supportive. There has never been any animosity or competitiveness. 

What I love about Lancaster is their open and supportive attitude. They encourage us to become the clinicians we want to 

become and are very supportive when we want to do things a bit different from the norm. 

The positive atmosphere and ethos of diversity and respect. Everyone (trainees/staff/service users involved in the course) 

is approachable and willing to work together. We are encouraged to be reflective practitioners as well as reflective individuals 

in all aspects of our life. 

The support systems in place are amazing, you are never alone. Lancaster is full of course staff who are pioneers in their 

fields. Lancaster encourages us to be very curious and reflective thinkers. I really like how there is no ‘main’ model e.g. 

CBT, and that we practise eclectically. 

The focus on reflective practice and clinical skills 



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I think the Lancaster course is very unique compared to other courses. It starts with the admission policy. It is one of 

the only courses which actively seek out to candidates who may not view themselves as a “typical” trainee, with “typical 

experience” and from a “typical background”. It is a course which actively promotes diversity within the profession 

and truly believes it! I think the course has a good range of teaching on difference psychological models and approaches 

across different clinical specialities. It’s not dominated by CBT! The only downside is that Lancaster trainees are in danger 

of feeling that they know a little about a lot and never really feel competent or confident in one psychological model or 

approach. Above all, the strength of the course is its emphasis on critical thinking and encourages trainees to offer new 

perspectives and cover new ground where other courses may feel that this is too radical. 

Lancaster is an inclusive, person-centred course that I would whole-heartedly recommend to any applicant. 

Don’t let it being in Lancaster put you off (no offence to Lancaster). It’s very easy to live in Liverpool or Manchester, everyone 

hooks up car pools. It’s an amazing course. 

Lancaster is very hot on critical thinking, teaching is challenging in a good way. I think it’s a good place for you if you are 

open to questioning and adding to your knowledge. The course team are a very smart, friendly and approachable bunch. 

I’ve loved it so far. 

I could be biased but Lancaster is an amazing course. I have felt supported throughout training. Be prepared that no 

matter how much you think you appreciate how tough it is, it is actually really, really tough. Working full time, frequently 

changing jobs and being continually assessed to doctoral level standard is difficult so it is important that you pick the 

right course for you. 

It is difficult at times being reminded to look after yourself and self-care is vita and then being reminded to get work in on 

time and cross your t’s and dot you i’s! It can feel like inconsistent care! 



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■■ 

I would just like to share that although the course does not require you to have access to a car, this is quite fundamental 

for placement. It is very difficult to travel to placement at times as they can be in very rural areas where transports are 

not great. Although the course will try to accommodate you if you don’t have a car, sometimes this is not possible for the 

geographical location of placements. So, this is something to bear in mind when applying. 

The course is generally excellent, although I would emphasise that it is hard work. Individuals must be prepared to juggle 

several responsibilities and tasks at the same time. The course is excellent preparation for the job and a good level of 

challenge. 




Yes 100% 

No 0% 


■■ 

There is a screening test shortly after the application deadline, where applicants who meet the minimum criteria are invited 

to take an online test. The test for 2015 entry had a week’s window so applicants don’t have to take time out of work 

and can do it in the evening or weekends. Successful applicants are then invited to the selections day. Our Programme 

Administrator keeps the Lancaster DClinPsy really up to date, 

■■ 

full of information and very transparent in what the interview processes are. 


Teaching 

Placement 


Research 

7 hours 

21 hours 

7 hours 

7.5 days 


Qualification 

Respondents 

Exams 0% 


Essays 100% 



Viva 100% 



Other 0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Leeds 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 11% 

MA 0% 

MSc 39% 

MRes 0% 

Diploma 11% 



None 33% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 39% 





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It was a lovely interview; I really got a sense that the staff and service users involved in the interview wanted to know 

about who I was. It was helpful to have so many trainees around to answer questions. 

I really enjoyed the interview - when I’d finished I would have genuinely gone back in and done it again! The course team 

and trainees ensured everything ran smoothly and it was super clear what was happening. The formal panel asked really 

clear questions with follow-up prompts to make sure you gave a full detailed answer. It really felt like they wanted to get 

the best out of you and not try to trip you up. The informal service user panel was relaxed and let me show a bit more 

personality. 

The course tried to make it as relaxing as possible and tried to get the best out of you which helped reduce anxiety. 

It was a supportive and friendly experience, and I found that the panel really wanted to get the best out of me. The interview 

had multiple components, which allowed me to show different sides to myself and also if one section was a slight 

weakness I could balance this in other sections. It was actually quite a nice process to go through and I thought allowed 

me to show my best. 

Quite friendly. Very structured. Current trainees helped out in waiting areas. Service user panel. 

Leeds has a wonderful interview process. It tries to minimise the pressure as much as possible. The interview panel’s felt 

like they really wanted to know me as a person, not a tick-box of experience 

Leeds try to make the process as welcoming and stress-free as possible. The service-user panel just felt like having a 

friendly chat and they were just trying to see the best of you. The academic panel was more formal but not intimidating. 

Welcoming and fair. It felt as though the interview panel wanted me to provide the best answers I possibly could 

Really good. Made the experience as relaxing as it can be and that they wanted to get the best out of you. Trainees and 

staff on the day were very friendly and welcoming 

The course team provided a very welcoming environment to put all interviewees at ease. it was half a day with two interview 

panels and opportunity to ask questions of current trainees and staff in between the panels. 

I thought the selection event felt as relaxed as it could, the staff were welcoming and friendly and there were current 

trainees throughout for us to talk to. Although there were a few different components to the day, it didn’t take very long, 

there was less waiting around than selection events elsewhere. I thought the questions were fair and actually quite enjoyed 

the service user panel. 

Seemed to want to get the best out of me and other trainees, supportive process, current trainees were present to give a 

‘users’ perspective of the course which was helpful. Process seemed fairer than other courses - only an hour long interview 

with another separate service user panel rather than a whole day - much closer to jobs in other industries. 

Lovely experience; friendly, non-intimidating, wanting to get the best from me, appropriate interview style, set-up and 

pace. 

Nerve racking as all interviews are! This said, the interview process felt less like jumping through hoops than other courses 

(which had included group tasks and exams). The Leeds interview felt thoughtful- you are under pressure and do need 

to perform, but with this you do get the sense that they want to get the best out of you. 

They really do want the best from you and invest in you on the interview day through their genuineness and efforts to 

make you feel supported. Ahead of the day they sent sufficient information and took the time to ‘give back’ to us during 

the interview by telling us about the course. 

The tutors available on the day were extremely welcoming and seemed to really want to put candidates at ease. There 

were trainees there to chat to who were very friendly and supportive. Both members of the service user panel and professionals 

panel seemed to want to get the best out of you; they weren’t trying to trick you and wanted you to feel as relaxed 

as possible. Overall it gave the impression of a really friendly and supportive course. 

It was a good experience. Current trainees were around to put you at ease and the interviewers were warm and friendly. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 


The course tries (where possible) to accommodate your preferences in learning more about different models so even if a 

model you’re interested in isn’t covered much in teaching, you could request a placement to learn more about it. 

The course are committed to teaching a wide range of models and helping us explore different approaches in teaching and 

out on placement - there is a real sense that all approaches are respected, but they still ensure we have a good grounding 

in core CBT skills. 

In Year 3 you get to pick a therapeutic modality and so if you feel that you want some more of a certain approach you can 

pursue this. 

Leeds puts an emphasis on reflective practice. As a course they provide a wide range of opportunities to learn different 

models and in the final year trainees pick which model of therapy they would like to learn more in depth about. As I’m 

currently a first year trainee the majority of teaching has been focused on CBT and neuropsychology. 

As a first year I’ve mostly had teaching on core clinical skills, CBT, working with children, neuropsychology and biological 

basis of mental health problems, research methods, PPD and mindfulness. Plus a bit of ACT, CFT and working with 

specialist groups (e.g. psychosis, health). I know that there is quite a bit of psychodynamic teaching in year 2 and in third 

year you can choose teaching on either CAT, psychodynamic, systemic or third wave therapies. 

Difficult to be certain as still in the mid-point of training. 

I’m only part way through first year, there has been an emphasis on core skills and CBT, I anticipate that this will broaden 

out further in second and first year 

In the first year the focus is largely on core competencies and CBT which is why I have not received as much teaching in 

other, intervention specific, areas. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

There is a 5/6 week teaching block at the beginning of first year which covers a lot of what you might need to know. They 

dedicated a lot of time to understanding the paperwork and have clear “handbooks” on protocols. First placement has a 

staggered start over three weeks to help you settle in and pre-placement visits are encouraged. 

Well supported and prepared. From year 2 you exert preferences in relation to placements and the course supports you to 

do this in a way that facilitates your development. 

The 4 week teaching block at the start was helpful for learning/practicing core clinical skills. I think it’s inevitable that 

you can’t be fully prepared for placement, especially as half do child and half do adult for the first placement. The staggered 

start to placement helped with transition. 

Thought put into this with clinical tutors and with preceding placement supervisors. 

Teaching prior to placement could be much better organised so that it is more relevant to the placement we are going on. 

There is a lot of role play at the beginning, before placement, some of which we get informal and formal feedback on. 

Although this seems uncomfortable at first, you quickly get used to it and it is a valuable experience in practising some 

clinical skills before placement. The placement planning meeting works well to structure what you want to get out of 

placement and address any worries. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





■■ 

Not really; while the workload can be high at times I have found there to be so many support systems in place that this 

feels really manageable. I’m really enjoying training at the moment! 

■■ 

■■ 

The first term has very few study days which can make it difficult to find the right balance at first. 

Trying to juggle the work when there is lots on can be difficult 

■■ 

When deadlines are close together it can be stressful however if you are organised (unlike me!) then this should be less 

so. 

■■ 

■■ 

Transfer viva for the thesis although I’m not sure every course does this 

All 

■■ 

■■ 

■■ 

■■ 

There isn’t a great deal of study time in the first year, it works out to one day a fortnight over the course of the year but 

isn’t set in stone so sometimes you go a while without one then have a few in a row. so can be difficult to juggle the 

demands of placement, essays, presentations etc. but that is the nature of training, it’s not unmanageable and study time 

increases over the summer and in other years 

Balancing thesis demands with placement can be challenging especially at transfer-viva time in second year, however, I 

recognise this will help dramatically when it comes to the final write-up as much of the work will have been done already. 

All aspects of the course are demanding, as would be expected, but all the demands are manageable. At least when they 

are on their own. What I find particularly demanding is having to juggle multiple demands: placement, essays, thesis etc. 

There’s always something requiring attention! You have to be very boundary to be able to say, “okay, today I’m not going to 

do any work” because really, there is always something that needs doing. 

I find juggling the different plates (academic, clinical, research) challenging at times. Different aspects require more time 

and attention at different points so learning to be flexible and hold these demands in mind, continuously adjusting the 

priority. 

■■ 

Balancing work and personal life when a few deadlines come at once can be tricky. 



Respondents 



Manager 53% 


Librarian 18% 





Other 12% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

■ ■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The staff are a lovely group of people. I’ve found them to be genuine and down to earth. I’d feel comfortable to approach 

any of them for support if I needed it. 

We all have a academic tutor and a clinical tutor from the course team, but the course emphasizes that you can approach 

anyone that you feel comfortable talking to. The course has a strong PPD strand with regular reflective groups, experiential 

mindfulness sessions and group work, and we are having a course away day in the summer. We were also given personal 

reflective diaries to use as we wished. 

(Two of the questions above are the same - ‘access to course staff for support’) 

When I have needed additional support, the course staff has always been available. 

Leeds provides a lot of different support structures both internally and externally to ensure trainees have the support they 

need. 

I have needed support at various times both in terms of personal issues, health issues and assignments. The staff are very 

approachable and flexible. I didn’t feel judged at all. 

I know that the support is there and we have been told in no uncertain terms that if we need to discuss anything there is a 

general open door policy. On top of this we are encouraged to meet with our mentors termly and are timetabled to regularly 

meet with our placement and academic tutors. 

Leeds provide a great structure of support with the freedom to choose what you’d like to utilise according to your needs. 

I make use of all the support systems (staff, buddy and professional mentor) whereas others only use their mentor, for 

example. I don’t believe there is a form of support that I am missing which is very containing. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

My first placement was an hour’s drive away but in return my second placement is only 15 minutes away. There seems to 

be more flexibility on placement choice than on other courses. 

The experience very much depends on the placement. I have had ‘excellent’ supervision and ‘very poor’ supervision on 

different placements 

We are fortunate in that our preferences are sought before placements are allocated and our needs considered as much as 

possible in allocations. 

Leeds provide a wide variety of placements across West Yorkshire. The course team try to take travel time and any requests 

regarding preferences in to account when allocating. 

I have only had one placement but my supervisors were excellent - very welcoming, supportive and laid back. It seems it 

quite common for trainees to have two supervisors on one placement each with different interests. 

Generally positive experiences, difficult to summarise as it can be different according to which placement you are on. Can 

be hard to give honest feedback about placements as I perceive that the course are keen to maintain good relations with 

local supervisors so are more likely to take the supervisors side rather than the trainees. 



■■ 

I am only just beginning my second placement so the above was hard to rate and biased to the nature of my first placement. 

We are expected and encouraged to let the course know ahead of placement allocation what our different needs are 

(competency, experience, interest etc.) and they are accommodated as much as possible. An ongoing conversation also 

happens between me and my clinical tutor regarding this to help me to make requests that will give me the best opportunities 

for developing myself as a clinical psychologist. 



Answer 

Respondents 

Yes 28% 

No 61% 



Answer 

Respondents 

Yes 83% 

No 11% 




Responses indicated that trainees live mostly in and around Leeds with some trainees also living in Manchester, 

Clitheroe and Doncaster. 


Answer 

Respondents 

Yes 0% 

No 94% 

N/A 6% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

I think that at Leeds you’re able to make of this what you want. The course is supportive of a work life balance but if you 

wanted to choose to work more then there’s plenty to do! 

Difficult during the first half of first year - few study days available as they are trying to fit in teaching and training. I feel 

like this is getting easier as I adjust to the demands of the course and placement more. I only really have to use weekends 

when deadlines are looming and only work in the evening maybe once a week. Course are keen to ensure you take all your 

annual leave and they have an ethos of “good enough” for essays and projects - they only want you to pass, not to achieve 

the best you can! 

I think people manage their time and work load differently so it depends on the trainee but it’s rare that I do work at the 

weekends or in the evening. 

The course have spent time thinking about how to make the course as balanced and supported as possible. Leeds for me, 

in comparison to other courses, avoids unnecessary stress and burden and keeps the wellbeing of their students at the 

heart of their processes. 

I don’t find myself working weekends or evenings much at all as I plan ahead & make use of study days 

Work life balance is generally good but it’s important to organise time effectively to ensure this. 

It’s obviously hard work, in the first year I’ve been juggling placement, literature review essays, group presentations, reflective 

reports and thesis planning. However I find if you use study days well I don’t have to do too much outside of working 

hours. I only work weekends and evenings in the few weeks leading up to deadlines and even then I’m not working all 

weekend or every evening. I’ve found it challenging but manageable. Our cohort socialises together a lot. 

Can be hard to achieve in the midst of training! The course tries to promote this, but I think it’s impossible to get the 

balance I would like whilst studying for a doctorate. 

It waxes and wanes, depending on work load, it’s mostly ok but less so at the moment with imminent thesis deadline.... 

The course encourages a work life balance. This said, in the first year at least there are not enough study days to complete 

coursework- so you do have to do this in your own time (to keep my evenings free I use annual leave and often weekend 

days to work). Everyone finds their own balance, there’s a myth that someone managed this course 9-5, but I have no idea 

how this could be possible! 

I think the nature of the course demands a lot of your time and it’s about making it work in the way that best fits you. 

I try to run it like a marathon, consistent and steady. However, there are inevitably times when it is more skewed, work 

demands are more intense and thus social activities may be harder to do, although this is time limited. 

The course has been a very social one so far and we aim to do some social events across all three years. There are times 

where there are more deadlines, than at other times, but this seems to balance out across the year. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■■ 

■■ 

■■ 

■■ 

■■ 

The NHS Trust we work for has ensured we are not taxed on our pay (Widening Access) which means we get a nice healthy 

pay slip each month! They also reimburse you for travel costs to and within placements. Leeds itself is a pretty cheap 

place to live. 

Leeds is very good value for rent and housing prices 

Now that we don’t pay tax it’s even better! 

We get a good wage and travel costs to placement are refunded if you live in West Yorkshire. Leeds is not a particularly 

expensive place to live especially if you get a house share or have a partner to share with. 

I feel enormously lucky to be paid to train, particularity when considering recent changes in other professions. 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The staff and other trainees make it an excellent place to train. It’s supportive and challenging in equal proportion. 

The course ethos emphasises reflective practice and personal & professional development - I really feel like I am being 

encouraged to “grow” - cheesy as that sounds! 

I’ve really enjoyed my training experience at Leeds and would highly recommend it. My favourite part has probably been 

developing friendships and learning with people who are interested in similar things to me. 

Supportive cohort, diverse placements and a feeling of choice, and avoidance of unnecessary stress and processes. 

Variety of teaching, research and clinical work 

The variety of experiences provided by differing placements. Working alongside fellow trainees in teaching & socialising 

with them outside of University. 

The Leeds course is a very reflective course which puts an emphasis on teaching a wide variety of models across the three 

years. It’s a very supportive environment. 

Our cohort gets on really well and socialises together a lot. The staff are supportive and the teaching environment is 

relaxed. Having a firstly small cohort (16) means the staff really get to know you and you get to know the other trainees 

quickly. 

Supportive attitude of the course 

The general ethos: this is a compassionate and challenging course. 

Not being indoctrinated into one way of thinking or practicing, but rather being taught the skills and given the freedom to 

explore these and our personal interests to become the clinical psychologist that is most true to ourselves. 

The supportive network that they provide. 

The emphasis on personal and professional development. 



■■ 

■■ 

■■ 

I am really pleased with how supportive and friendly all the trainees and course staff are - I’m so proud to be studying at 

Leeds :) 

Reflect on your experiences & how you may do things differently in the future 

I’m glad I chose Leeds, its hard work but I like the course ethos, it’s very reflective and I don’t feel I’m being pushed 

towards a particular model, it’s pretty eclectic. I think the staff try really hard to match placements to your interests and 

competency needs as far as possible and second year placements seem to be more diverse here than other courses (e.g. 

forensic, health and neuro placements available in addition to LD and older adult) 






Yes 0% 

No 100% 


■■ 

Two interviews: one professional panel and one service user and carer panel. 

For the current year please indicate below how the course is organised during term. 

Teaching 

Placement 


Research 

20% (average across all three years) 

55% (average across all three years) 

Personal study is used for all academic and 

research tasks: 25% (average across all three 

years) 

Personal study is used for academic and 

research tasks: 25% (average across all three 

years) 


Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 100% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 

Personal Therapy 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Leicester 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 




Qualification 

Respondents 

PhD 0% 

MA 14% 

MSc 43% 

MRes 0% 

Diploma 0% 



None 43% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 29% 





■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

All the course staff were very friendly throughout the process. The whole application process was smooth and they kept 

you up to date. The interviewers clearly wanted me to do well and even gave us a list of the competencies they were looking 

for. I was worried about the interview beforehand as I had not worked as an assistant but the questions allowed me to 

draw on a whole range of experiences from working with clinical populations. 

The interviewing process at the University of Leicester had a very supportive and friendly feel to the day, despite the 

necessity of the formal aspects of the assessment tasks. The day was conducted as an assessment centre format. We 

were required to engage in four tasks spread across the day and therefore this lasted from 09:00 in the morning until just 

before 17:00 in the afternoon. These tasks included a 1:1 interview based upon our clinical but also non clinical (life) 

experience, a brief literature review exercise conducted on a laptop where we were required to synthesise the information 

presented within a couple of brief articles into a coherent argument based upon our own viewpoint. The assessment centre 

also included a group discussion task, and a role play task conducted with an actor. There was a different feel to the 

waiting room than I had experienced at another University at their interview day. The waiting room at University of Leicester 

did not have a competitive edge to it, but more an informal feel where candidates were making conversation with each 

other. There were a couple of current trainees seated with us, sharing some of their experiences since starting the course, 

and there was also a service user, sharing their experience of the input they’d received from Clinical Psychologists within 

the local Trust. 

The interview process was a very positive experience. The staffs were very welcoming and friendly, and tried to put the 

applicants at ease. I got the impression that the interviewers were trying to get the best out of each candidate. 

Friendly and person focused. Challenging but not overwhelming. 

The experience was stressful as can be expected, however the day was planned out well therefore there was minimal time 

to sit around and focus on anxiety - in general most candidates were engaged in an activity at all times. The experience 

of the day including the interview was non-threatening. 

Very pleasant and much more supportive than other courses. It really felt like the interviewers wanted to get the best out 

of you. 

The interview at Leicester was the most comfortable interview I had experienced when compared to other courses. The staff 

were really encouraging and genuinely seemed to want to get the best out of you. There were a variety of tasks to complete; 

offering a chance to show what you could do in different areas and it was helpful that the duration of the interview process 

was only half a day. It felt like the interviewing staff were interested in you as a person, rather than ‘testing you’. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 



The main focus is CBT and psychodynamic but an integrative approach is encouraged. In third year, there is also scope to 

more teaching on any of the above areas, or to request teaching on something else. 

As I am currently within my 2nd year of study, I have not yet received some of the teaching that is planned and provided 

within the 3rd year, specifically relating to different models of psychotherapy. The teaching that we have had thus far 

within our 1st year and 2nd year has been very informative and interesting. 

It is difficult to say at this point because I am in the second year of the course and so cannot comment on areas which 

are to be covered in the third year. However the course covers CBT quite extensively in the first year and the second year 

focuses more on systemic work. 

Focus is on integrative approaches and core clinical skills. Good mixture of teaching models that go into sufficient detail. 

I have answered these questions based on first year teaching, which focuses on developing skills to working with clients 

on a one to one basis. The second and third years are thought to focus more heavily on working with groups, third wave 

approaches and leadership/consultation. Therefore I am aware there will be teaching on these topics. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 


at this time 


■■ 

■■ 

■■ 

■■ 

■■ 

There was a module to prepare us for placements. We had a whole day with actors to help us prepare. It sounded daunting 

at first but we all thoroughly enjoyed it and got a lot out of it. We were encouraged to meet with our placement supervisors 

before starting placements and we had space in teaching to consider the sorts of questions we wanted to ask supervisors 

and think about what we wanted to get out of our placements. There was an issue with staff changes at my placement 

that affected my supervisor and the course was very good at containing my anxieties and resolving this quickly. 

Within our 1st year of study, the very first teaching block was in relation to preparing for placements. Therefore, I felt this 

had prepared me very well to go out on my first placement within the 1st year. Since this point, I have been informed 

of my subsequent placements within good time and have been encouraged to meet up with clinical supervisors prior to 

starting each new placement, which has been a great way to establish contact with these supervisors in preparation for 

commencing on this placement. 

During the first year a lot of time is dedicated to preparing for the first placement which can be quite anxiety provoking 

for some trainees. The course coordinators have tried to match up the teaching with placements that trainees are likely to 

have, however this does not always work out for everyone. 

Good support around placement. Sometimes teaching does not coincide with placements (e.g. having a neuropsychology 

placement prior to this topic being covered in the teaching schedule). 

The teaching block at the beginning of first year offers a lot of workshops/lectures on developing clinical skills (such as 

clinical interviewing, building relationships, common mental health problems etc.). There was also a dedicated session 

allocated for trainees to discuss their first year placements with tutors. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





■■ 

■■ 

■■ 

■■ 

■■ 

Individual elements of the course are fine in themselves - the challenge has been in managing all the demands at the 

same time. However, this was talked about at the outset and there is lots of support available through the course staff and 

fellow trainees. Overall, it feels tough at times but doable! 

For me, one of the most demanding aspects of the course has been the requirement to complete coursework assignments. 

I have always enjoyed face-to-face clinical contact with clients, however prior to starting the course I had not been in a 

University setting, and therefore writing coursework assignments, for about 7 years. However, the structure and order in 

which we have been set coursework assignments has been helpful in allowing me to get back into the routine of writing 

academically for the purpose of completing coursework, and actually, this is something I have developed a great sense of 

achievement in doing. 

Some of the deadlines are particularly close together in the second year which can be very challenging when trying to 

juggle it with thesis planning and placement. 

Obtaining ethical approval for thesis and navigating changes to this procedure. 

Generally, there is a good balance between all aspects of training. Coursework deadlines are spaced nicely throughout the 

year and are designed to help build your skills for the next piece of work. It is inevitable that during approaching deadlines, 

time management can feel a bit demanding but staff are supportive of this. 



Respondents 



Manager 86% 


Librarian 43% 





Other 29% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 




■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The support has been fantastic. No issue is too small and the staff genuinely cares. 

There is a practice in place at the University of Leicester whereby the 2nd years will each be assigned to be a buddy 

for one of the new 1st years. We are encouraged to make email contact with them prior to them starting the course in 

September to provide them with opportunities to ask any questions they may have about starting the course. We are also 

encouraged to make ourselves available to be a point of contact once they have started the course with regards to helping 

with any queries they may have and to assist in their introduction to starting their Clinical training. 

The course staff have always been available and accessible to us at times when we have required support from them. 

In addition to this, on this course we were provided with the opportunity to be allocated to a ‘Safety Net’ professional. 

This is a Clinical Psychologist working within the local area who we can request to meet with at any time if we are feeling 

particularly stressed and in need of someone to talk to who is external to the core team of clinical teaching tutors. This 

is not for the purpose of engaging in therapy, but just someone to meet up with and talk to, and who may be able to offer 

some support or guidance on a particular topic or at a certain time. Personally, I have accessed the support of my Safety 

Net professional on one occasion and this was a great help to me.” 

The course is mostly very supportive. However there are instances in which I have felt that the course has been unsupportive, 

for example failing to take into account a trainees personal circumstances and how these might influence their 

performance on coursework and/or placement 

Staff encourage you to seek help in advance and are always on hand to listen to any worries or concerns you have. They 

have also been really open to supporting trainees with their own personal circumstances. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

We have been given opportunities for short placements abroad in Ethiopia, Cuba and USA 

Thus far within my training I was assigned a yearlong placement within my 1st year and 2 six month placements within 

my 2nd year. At this point in time, I have just finished my first 2nd year placement and I have just moved over into the 

second six month placement of this year. Both of my completed placements were fantastic learning experiences, within 

settings I had not worked within before. I received a very high quality of supervision from both of these placements and I 

feel as though they have permitted me to develop many professional clinical competencies. 

I have had fantastic experiences on placement working with very supportive teams and supervisors. In my experience 

supervisors have been very knowledgeable and encouraging. 

My placement has been great; there has been a big emphasis on offering appropriate supervision, continually reviewing 

specific clinical/competency needs and also personal interests/hopes. 





Answer 

Respondents 

Yes 72% 

No 14% 



Answer 

Respondents 

Yes 71% 

No 28% 



Responses indicated that trainees live mostly in and around the East Midlands, including Leicester, Nottinghamshire, 

Northamptonshire, with some also in the West Midlands in Birmingham and Warwick. 


Answer 

Respondents 

Yes 0% 

No 100% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■■ 

■■ 

■■ 

■■ 

It is possible to manage all the placement work while on placement and the academic aspects during study days. Around 

deadlines, I have had to use some evenings and weekends to get work finished. However, overall the work-life balance is 

fine. I have still been able to maintain a social life outside of the course, which is very important! 

I do my best to maintain a healthy and active home/ personal life outside of University and placements, however, at times 

it has been necessary to focus more time upon the completion of coursework or research planning activities, and this 

tends to squeeze your free time. 

There are times where I have felt pressured by the course and the workload to let my work spill into my private time. 

However I think that it is important to maintain a good work life balance and therefore it is something that I have prioritised. 

I think if trainees use their study day appropriately then a good work life balance is achievable. 

Generally good work-life balance but work can invade on personal time around assessment deadlines and in obtaining 

ethical approval for thesis. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

I took a significant pay cut in becoming a trainee so my view is probably biased! However, the course pays expenses, 

which helps. 


■■ 

■■ 

■■ 

■■ 

■■ 

I really enjoy teaching days as I get to spend time with other trainees in my cohort. I have been blown away by how supportive 

everyone is of each other and I always look forward to seeing them on teaching days. 

Most definitely the support and camaraderie from the other trainees within my cohort. It is always enjoyable to meet up 

with them during teaching days at University and to catch up with how they have been finding their placement experiences. 

My favourite aspects of the course are the incredible support I get from my fellow trainees and also the wide variety of 

opportunities that I get whilst working on placement 

Teaching 

The course staff - supportive and encouraging. 



■■ 

■■ 

We fill out a lot of feedback forms for the course and it is clear that staff really do take our comments on board and make 

improvements. 

There can sometimes be inconsistent information from core staff with regards to placements or coursework. This can 

cause unnecessary anxiety in the trainees 






Yes 100% 

No 0% 


■■ 

Interactive tasks 


Teaching 

Placement 


Research 

7.5 - 15 days 

22.5 days 

Not stated 

30 days over 2nd and 3rd years 


Qualification 

Respondents 

Exams 100% 


Essays 0% 



Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



University of Liverpool 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 13% 

MA 0% 

MSc 56% 

MRes 6% 

Diploma 0% 



None 19% 

Other 6% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Less than 

one year 


know 



Respondents 









Other 19% 





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I found the interview process very positive at Liverpool. The questions asked, plus involvement of experts by experience, 

created a feeling that individual qualities and not just academic attainment were valued. The research interview required 

you to first read an article and present a critical appraisal. This allowed thinking time and numerous skills to be shown. 

In my opinion this rather than a standard (design a study on the spot) question which happens at other courses better 

reflects ability in this area. 

The interview process was well balanced between personal aspects, psychology knowledge and understanding and research 

skills. The Interview was in two sections, a panel interview and a research task/presentation and interview. The panels were 

warm, friendly and encouraging. Overall I found the interview at Liverpool to be well organised and welcoming. 

I generally find interviews intimidating; however Liverpool tried their best to help me feel at ease. There were current 

trainees around, who were able to answer questions. Although we were all competing for a place, it did not feel like that 

as all the other candidates were very friendly. The clinical interview itself was challenging, but it didn’t feel as though they 

were trying to catch you out. The interviewers genuinely seemed interested in your responses. The research interview was 

also difficult, however again they wanted to hear about your knowledge, experience and understanding of research. 

I had a really positive experience, the staff were friendly and there was space to talk to other trainees and also space to be 

alone if you wished. I felt the interview questions were fair and there was time to provide a full answer. 

My experience of the interview process was extremely positive and not what I had expected at all. I felt fully informed 

before the interview about the process of the morning, and only had to wait a few days post-interview for the outcome. 

As it was my first DClin interview I was unsure what to expect and so half expected to sit anxiously shuffling through my 

notes while waiting to be called. Instead, I found the current trainees and admin staff to be extremely valuable in terms of 

placing the candidates at ease. I had useful and enjoyable discussions, and did not get my notes out of my bag. I feel this 

helped place me in the best possible position when called in to interview. 

In both the research and clinical panels I felt challenged in a constructive way. I was surprised by some of the questions 

and don’t feel I could have necessarily prepared for them. Instead, I felt the panel were looking for our style of thinking, 

how we went about formulating responses and were interested in our values. I felt the course staff, external Clinical Psychologists 

and service users were all equally valued in terms of the distribution of questions, and felt that all were friendly 

and aware of the impact of anxiety on performance. 

The interview was challenging however the course staff we’re supportive. The instructions received for the interview day 

were clear. 

I felt that the interview panels put me at ease and supported me during the process. Although it was anxiety provoking, 

the panels were encouraging and I feel this helped me to feel more relaxed and confident. 

The interview felt as though it was trying to get the best out of me, interviewers were very friendly, helped settle my anxieties 

through providing a welcoming atmosphere and felt they provided time to be able to think about the question and provide a 

response. The tasks seemed to offer chance to demonstrate skills regardless of whether coming from a very research orientated 

background or clinical, and use of vignettes enabled chance to show reflective skills/more of who I was as a person. 

Good. Given the best opportunity to demonstrate previous relevant experience. Process relied upon demonstrating clinical, 

interpersonal and research experiences equally which felt fair and true to the discipline. 

Really supportive interview process- I felt that the course want you to do your best in the interview environment and they 

did not include any ‘trick’ or confusing questions. I feel like the interview schedule favoured those who had quite a bit of 

clinical experience- as the questions were geared more towards practical reflections of working within clinical psychology. 

Positive experience. Warm, friendly, welcoming environment. Compared with other course interviews I have attended and 

the process seemed shorter. Trainees were very supportive throughout the day as were admin team leading up to interviews. 

Very clear instructions sent out to interviewees. 

I found the staff, experts by experience, and trainees at Liverpool to be very friendly. They made a very stressful process 

much less daunting. The interview itself involved two panels, a research and a clinical panel. Both panels consisted of an 

expert by experience, a clinical psychologist working in the NHS, and a member of the academic team. For the research 

panel, we had to design a study around a research question and present our proposed study to the panel on flipchart 

paper. We then had to answer questions about the study and general research design questions. For the clinical panel, we 

had to answer clinical and service related questions, and give our opinions on a vignette which was given to us during the 

interview itself. Again, quite a challenging process, but it was delivered in a very supportive way. I feel that they wanted 

to get the best out of us and they fully understand that interviewees will be nervous. I also got a strong sense that they 

really want to get an idea of you as a person during the interview process. 

Overall it was good. Everyone was very welcoming. There were refreshments and current trainees on hand to put you at 

ease and stop you from getting caught up in your anxiety! There were two parts, a critique of a paper and the clinical 

interview. The paper they gave lent itself well to critique so it was nowhere near as difficult as I had imagined. The questions 

were quite general and seemed aimed to see what you thought about topical issues - getting a sense of your values 

really, but you could always bring in your clinical experience which I liked. 



■■ 

■■ 

■ ■ 

■■ 

■■ 

It was great! They had current trainees there to help out, so it was nice to be able to find out a bit more about the course 

informally. Applicants were required to do two interviews- one clinical and one research. We had to present a presentation 

based on a critique of a research article that we were given on the day, and then answer some wider research-related 

questions. 

It was a really lovely experience. From the moment you walk in, the admin team are so welcoming and really put you at 

ease. There was coffee and some sandwiches available too. Both panels were really friendly and pointed out that they 

wanted to get the best from us, and understood we were anxious so we should feel free to ask for questions to be repeated 

as many times as we want. That really helped me to calm down a bit. It just felt very nurturing and I feel the questions 

really got the best from me. Of the interviews I’d done over the years, Liverpool was by far the most comfortable. 

“Liverpool are one of the last interviews and, as I had an interview very early on in the process, I was fed up of prepping 

by the time my interview came! 

A research presentation/interview panel is first (with 15mins prep) followed by a clinical interview, with around an hour 

gap between both. Unfortunately my research panel was running 45mins late which meant more waiting but the Chair was 

very reassuring and asked if I was ready. 

The interviewers were silently supportive and I genuinely felt like they wanted the best of me although I was slightly disinhibited 

after previous interviews and, as I had a reserve place, I was able to be more open, providing personal reflections 

and answers rather than feeling the need to ‘shoe-horn’ phrases/information that I thought they might be looking for. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 








0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 


The main focus on the course is cognitive, CAT and psychodynamic, however teaching across the course reflects many 

more areas, theories and skills which enables you to develop a broad range of knowledge and skills that you can apply to 

clinical practice. 

There is a very limited amount of teaching days (2 days in first year and 1 in 2nd/3rd year, along with teaching blocks), 

however the course do their best to fit as much in as possible. Everyone is never going to be completely satisfied, and 

there will always be topics that you would like more of, however overall I think Liverpool do a good job to provide enough 

teaching across a wide range of areas. 

The course covers a lot of areas and theories, which is why I feel I particularly enjoy it, as I feel I have scope to discover 

the type of psychologist I wish to be and the models I would like to use. 

I feel the course offers a good balance of different perspectives that is not necessarily covered by other courses. The value 

of this is then going out onto placement and being able to integrate different models and approaches to enable a truer 

version of person centeredness than if exposed to limited approaches. The course also helpfully balances the areas covered 

with placement and course requirements e.g. research methods teaching before research proposal hand-ins. 

There is a great range of models and theories taught on the course. I feel as though I have learnt a lot about models I 

previously knew little about e.g. CAT, Psychodynamic and ACT. The lecturers are very skilled in the model they teach on. 

We taught using various methods including didactic teaching and practical exercises. 

The course provide varying perspectives enabling trainees to be able to experience different ideas/concepts, welcoming 

freedom of perspective and comments of the different models/areas. The course seems to be very integrative and has an 

emphasis more on supporting trainees in experiencing different perspectives and through this allowing trainees themselves 

to think about the type of psychologist they would like to be. 

Well-balanced curriculum. Responsive staff team who listen to feedback. 

At Liverpool systemic teaching and CFT is covered in the second year (with LD and child placements). Liverpool really 

puts a focus on CAT which is really enjoyable and offers a workable alternative to CBT models. That said you still receive 

good CBT teaching and can request to be accredited throughout completing the doctorate. 

In my experience so far - there seems to be an even amount of time devoted to CAT, CBT and psychodynamic approaches. 

We have also had some really interesting lectures to give us a taste of third-wave approached and family therapy. 

As you would expect, the workload is challenging. You are on placement 2.5 days a week in the first year, and teaching 

2 days a week as well. On top of the work that you are formally assessed on, you also engage in enquiry-based learning 

(EBL) and PPD. I feel that given how busy the timetable is, there is only so much that they can fit in to teaching. I have 

found that you get taught a lot of the foundations formally, but a lot of the learning happens on placement too, by observing 

your supervisor or reflecting on your practice during supervision. 

The course is really good at giving you a very rounded picture of different models available to us as psychologist without 

relying too heavily on one model in its teaching. We have much more CAT than other courses (as I understand it) due to 

the course staffs expertise but our modules in first year covered CAT, psychodynamic and CBT in equal amounts. We’ve 

had quite a bit on other approaches as well - even though we don’t get teaching on being ‘integrative’ the varied approaches 

covered in teaching give you the foundation to be eclectic/ integrative on placement anyway which is really good. 

It’s nice to have a good balance between the different areas, which I feel Liverpool manages really well. 



■■ 

■■ 

As I’m only in first year I can’t say how much teaching we’ll have on topics in the other years, but I feel that the course 

has tried to give us a flavour on lots of different ways of working in the first year. Timetable slots are limited and they’ve 

worked it really well so that the teaching we have prepares us for the placements. I’ve really enjoyed the amount of CAT 

teaching we’ve had. 

The course is obviously CBT aligned but they also strongly advocate Psychodynamic concepts when working with clients 

and the use of CAT-informed work. Lectures on third wave therapies (e.g. mindfulness/ACT) are also offered and practices 

are encouraged too. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The first teaching block involved lots of teaching and skills practice for different therapies as well as professional skills 

and developing understanding of how to prepare for and make the most of your time on placement. 

Placements completely vary, I have had some incredibly very positive experiences and some very difficult ones. The course 

do their best to support you and prepare you for placement, however everyone (trainee’s and placement supervisors) have 

different backgrounds and preferences. As I have developed through training I have tried to develop my autonomy and 

opinions, which sometimes is difficult when your supervisor has opposing views. However, I think this is true of all training 

courses (and working life in general!) 

We have a teaching block before each placement which I feel has prepared us adequately each time. There has been feedback 

at the end of each teaching block to report how useful we felt the teaching sessions were. 

The course prepares us for placement effectively by organising the teaching timetables around this. For example a two 

week teaching block prior to an older adult placement focussed primarily on older adult and neuropsychological issues. 

We are also provided teaching around adaptations to what we have previously learned to meet the needs of people we may 

then see on placement. 

We are asked about our previous experiences, learning objectives and preferences for placement. I have had some great 

placements so far. The tutors took into account my preferences and learning needs. 

Placements have been very broad areas, and through highlighting areas of interest/career development interest especially 

if have specialist areas in mind early on, the course seems to help facilitate these placements where appropriate (i.e. 

sometimes may depend on level of prior clinical experiences) 

I think this depends on the kind of placement you end up receiving- but I felt well prepared for starting placement. 

The lectures before placement are helpful in preparing you for placement but you really never know what knowledge you 

require until you get there. Course staff are very approachable and supportive if problems arise. The first placement seemed 

quite scary - not knowing what they were expecting of a trainee but by second placement this seems like a much easier transition 

as confidence has been built throughout teaching with evidence-based learning groups and clinical skills teaching. 

I feel that the course prepares you as much as they can and they come out and visit you whilst you are on placement. 

They are also very supportive if you have any issues whilst on placement. However, I think if you have not had any prior 

experience in the area that you are on placement, then you may feel out of your depth when you first start. The placements 

are so varied that I think it would be very difficult for everyone to feel 100% prepared. 

We had role plays in first year which was useful - both to see and learn from others and develop our own confidence. 

We have a good grounding in the core approaches - psychodynamic, CAT, CBT before the first placement and then other 

models get taught later, which does mean you might not have this knowledge before starting work with people but I don’t 

really know how they could do it differently - you can’t have it all at once! Overall I’ve felt well prepared and feel I have a 

good foundation of knowledge which is extended by clinical practice and reading on placement. 


■■ 

■■ 

■■ 


It felt a bit like being thrown in at the deep end on the first placement, despite the intensive five week teaching block, but 

the course prepares you pretty well. 

The course prepares you really well for placement, through from how to have an initial conversation with your supervisor, 

the topics covered, the emotional dilemmas you might come across. The course is really supportive and really thinks about 

your individual needs when placing you somewhere. 

The staff do their best to allocate placements and as I moved from London, they were very reasonable and made sure 

placements are relatively close to help people get used to driving around the locality. We are also given sessions to discuss 

any issues/concerns we might have with starting placements and all trainees are encouraged to meet with their new supervisors 

a couple of weeks before beginning placements to outline a placement contract and expectations. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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■■ 

■■ 

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■■ 

■■ 

■■ 

Organising and balancing the many competing demands and keeping up to date with all aspects of the work, and starting 

new placements brings some challenges. 

The course itself is incredibly demanding. Throughout training the demands become higher and my stress levels have 

gone up in line with this. There are so many competing demands, which often conflict with each other. Also the process 

can sometimes feel as though you are being assessed as a person (not just your academic, research or clinically abilities). 

Having so many different supervisors with completely different views is very difficult at times. However, it is a doctoral 

training course so this is to be expected. 

I think juggling the varying demands of the course is always demanding, although you do get used to it and they are very 

supportive. 

To begin with, balancing teaching, placements, research, assignments and a personal life can feel daunting. However with 

the supports outlined below and effective time management skills this can soon feel like a simpler process. 

Deadlines and coursework are demanding however this is the nature of doing a doctorate in clinical psychology. The 

course supports you as much as possible with coursework. 

Juggling research and placement demands with exams and coursework can be tricky, but it’s manageable. 

Generally it can be difficult to have the work-life balance, especially juggling research/clinical etc. and sometimes feel 

there is a lot of extra things added, but feel these are helping to develop trainees professionally (for instance EBL tasks). 

The course has been very supportive throughout and offers a two week orientation period within the timetable to help 

those starting the course to adjust. 

The course is demanding in and of itself! However, the support systems in place at Liverpool are excellent. 

The research process could be made easier. There are excellent research staff and Liverpool offer trainee’s the chance to 

develop their own research ideas and complete a project they have specific interest in- unlike other courses where you 

choose projects already set up by researchers in the department. However, the process of then finding a suitable research 

supervisor is difficult and frustrating and again the input received from supervisors seems to vary massively from trainee 

to trainee. 



■■ 

■■ 

I find the workload to be the most demanding aspect of the course. I am still adjusting to the notion of work being ‘good 

enough’ and not having to be perfect! 

Fitting research into an already busy schedule. It’s really difficult to juggle everything when you have essays, research, 

exam, placement and teaching and I do find this hard - it does spill over into my own time a lot which I try really hard to 

avoid! 

■■ 

It’s been challenging at times to balance the different components (teaching, research, placement) 

■■ 

■■ 

Commuting so much both to University and placement has taken much more of a toll than I realised it would. I know we 

go into the course expecting to have to manage ‘competing demands’ but I have found this challenging because there is 

always something to do and you never quite feel ‘on top of things’. But this seems to be a common experience and in a 

way this prepares you for your career. Also starting academic work again after so long out of education was anxiety provoking, 

but the course were very supportive about this. 

I have moved from London so it is slightly demanding being away from support networks. I was very apprehensive of the 

academic demands given I only have an undergraduate qualification, however, it is relatively stable. Everything is “doable” 

although the workload and constant deadlines can become annoying! The main demand has been juggling academic/university 

demands, clinical issues (complex patients and understaffed services), and research/thesis development; all 

on top of any personal matters! 



Respondents 



Manager 64% 


Librarian 50% 





Other 14% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 




■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

I have always felt that there was support when needed and the course staff are very approachable. 

Fantastic support from placement and research supervisors so far - in a way that has felt challenging yet supportive, encouraging 

and nurturing. I feel confident that if any issues arose I would be able to access support from my personal tutor 

or other course staff. I have found regular personal and professional development groups (6 trainees) to be of value. 

There are a number of support systems in place for trainee’s should support be needed. We are allocated a buddy from the 

year above, a person tutor and a mentor (external NHS clinical psychologist). 

Been very valuable, and the course is very open to knowing that many trainees will experience difficulties (personal/professional) 

at any time point within the course, and from the start have an emphasis on helping trainees be aware of the 

support available and how to access it. 

Liverpool is definitely a supportive course and they put time in the teaching to discuss the importance of seeking support 

and self-care during training. That said, I have found the course pedantic at times particularly in terms of coursework 

feedback which feels contradictory to their supportive ethos. 

I have found the course to be very supportive. Any issues I have had or raised about being on placement, the course staff 

have been very helpful. 

People always seem to be available and have lots of time for you - no matter how busy they are! Personally I feel I’ve had 

a lot of support - whenever I have needed it it’s been there. 

The course provides so many different avenues for support and are all so caring and nurturing, I would have no problem 

accessing or seeking support. This is a real strength for Liverpool I think. 

The staff are very supportive within their means and try their best to encourage a healthy work/study/life balance where 

possible 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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It is difficult to rate placements overall as they vary so dramatically, and so does supervision. 

I have had good placements with supervisors who have asked me about my goals for the placement and taken this into 

consideration. I have always had pretty close placements to where I live, which is in Liverpool. 

The course asks for placement preference forms in advance of starting each placement. It has been helpful to be honest 

and clear in these forms and the course staff seem to really listen to what we want and need from placements, even in 

challenging circumstances when placements are limited. 

Not just placed in a generic adult placement which meant my skills could be refined and developed further, i.e. had opportunities 

in first placement of CAT informed therapy and supervision, which I had not done before. 

Some placements have been excellent in relation to all of the above attributes but you can tell that some supervisors are 

really “feeling the pinch of austerity” on NHS services and as such need Trainees to take on big caseloads. 

I had an excellent first placement where my supervisor really invested in my personal and professional development. I 

think placement satisfaction varies among trainees normally due to the supervisor. 

All the specifications I have requested in a placement have been met by the course. Traveling to placement takes around 

an hour at the most. My placements have been challenging, but very good. I feel that I have learnt a lot from the clients 

I have worked with and my supervisors. Both placements I have been on have had Assistant Psychologists working there, 

and they have been fantastic and extremely helpful. 


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Placement vary so it was hard to fill out the multiple choice questions. I’ve had two excellent placements so far - two that 

have been less good. Supervisors seem to make all the difference. 

My first placement was brilliant. It was a really nice one to ease me into placement life and I gained so much experience. 

It’s amazing how quickly you learnt to apply what you have learnt at University, to clinical practice. I’ve had lots of different 

experiences working with lots of different presentations and got to really hone by CBT skills. My second placement is 

totally different and working within a consultation model, which is really great for my learning needs. 

I have been lucky with my placements being located relatively close to where I live (possibly due to being new to the 

area). Before each placement is allocated, trainees are encouraged to complete a preference form which asks what 

competencies you’d hope to gain during the placement and any client groups/settings/therapeutic approaches you want to 

experience. We can also specify any services we know of which might be allocated if available. 



Answer 

Respondents 

Yes 75% 

No 6% 



Answer 

Respondents 

Yes 56% 

No 25% 




Responses indicated that trainees live mostly in and around Liverpool and Manchester some trainees residing 

in Cheshire, Lancashire and Yorkshire. 


Answer 

Respondents 

Yes 0% 

No 94% 

N/A 6% 




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90% 

80% 

70% 

60% 

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40% 

30% 

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10% 

0% 



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I feel the demands of the course/placement comes in waves. There are busy periods which require lots of additional 

working hours and can be quite demanding however equally there are times where the workload is less than I would have 

expected and even this out. 

Work life balance changes over the course depending on workload and deadlines, but overall a good balance can be 

achieved with good planning and preparation. 

Work can completely take over at times, and this is really difficult. This is more in the 2nd/3rd year though. I do my best 

to do normal life things, but sometimes you have to prioritise assignments etc. 

There are always some times where you have more work to complete and are using the evenings/ weekends to do this, but 

this isn’t constant and you have half a day a week for study. It fluctuates but I expected there to be work! 

Managing at present. It has been helpful from the outset that the course team emphasise the importance of self-care 

throughout training. 

Work life balance sometimes skews depending on demands at the time. Generally though, I have been able to maintain a 

good work life balance so far. 

Course are very supportive in raising awareness of how to manage this. 

If I’m honest, and to quantify, at the moment it is a 90% work, 10% life balance. This impinges on my personal relationships. 

I feel like I’m missing time with my elderly relatives. 

Less coursework would be helpful! But I think all courses vary in their demands across the 3 years. 

From the beginning of the course it is helpful for trainees to discuss this with others on the cohort, tutors and PPD group 

as to how, individually; they can best achieve this balance. Helpful to recognise that at certain times during the course 

this balance will be tipped towards “work” and that inevitably some weekends will be spent working on course-related 

coursework. 

The workload is constant, and at the start you only get half a day a week for self-study. I went into this expecting to be 

working on some of my weekends. However, I think that the workload is still more than I expected, but it is manageable, 

you just have to keep on top it and keep working towards the next deadline or exam. That being said, the cohort is amazing 

and very supportive, and everyone helps each other through the tough times! 

I try so hard to keep work in work time but it often spills into my evenings and weekends which is hard when you feel so 

tired and means I am often not able to keep up with hobbies like the gym, walking etc. you have to learn to juggle and 

prioritise, and be very efficient! I keep reminding myself its only three years! 

It’s pretty non-existent at the moment due to the thesis! But on the whole it’s been ok- heavy work load though. 

I think it is a process of adjustment. There are periods where you can fit a lot of life in, but then there have been periods 

where I’ve had to work a lot of weekends and evenings. The course encourages you to self-care, but it is a constant 

battle trying to prioritise this or find the time. Having a supportive partner has really helped, because a lot of tasks fall to 

partners to keep life going during busy times. This seems to be a common theme among my cohort and it’s an aspect we 

hadn’t really considered when starting the course. 

It can be demanding, especially when deadlines approach, but with good planning and organisation you can still enjoy your 

weekends and evenings! We have a very good year and try our best to arrange social events after lectures/submissions. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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Liverpool is not an expensive city to be able to afford a good quality of life and several trainees have bought houses since 

starting the course here. 

I am now in a much better financial position than when I was working as an AP. It is really helpful that travel expenses are 

paid and that we are allocated a book/conference budget. 

I think the wage is good but commuting if you live in Manchester makes things expensive. You don’t get anything back, 

whereas if you live in Liverpool you get reimbursed if you need to travel further for placement. Its £12 on the train from 

Manchester to Liverpool with a railcard (£18 without) which gets expensive in teaching block. I do love Manchester but it 

definitely leaves me with significantly less money than Liverpool based trainees! 

Moving from London, I definitely get more for my money rent wise and it is nice to have a car! 


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The variety of teaching and models covered. 

A friendly and supportive cohort and staff course team. 

The variety of teaching is really good and I enjoy teaching days and seeing the other trainees, who are all a massive support. 

I thoroughly enjoy the emphasis placed on multiple psychological models on the course. It feels that this exposure to 

many psychological models and therapies enables us from early in training to decide on the type of Clinical Psychologist 

we wish to be. As well as the course being integrative in terms of orientation, there is a real mix of trainees from many 

different career backgrounds which only adds another layer to our learning. 

The range of teaching 

The variety of teaching, my cohort, and the quality of placements. 

The experience of varying perspectives, very open minded course that allows trainees to contribute/emphasis on developing 

own learning alongside core teaching. 

Time with clients and a close second, time with like-minded course staff, clinicians and peers. 

Some of the teaching has been really engaging and inspiring- this reminds me why I want to be a clinical psychologist and 

motivates me through the doctorate. 

Support from my cohort, clinical placements and teaching. 

My favourite aspect of the course has been getting to watch lecturers demonstrate therapeutic techniques through role 

plays with professional actors. I have also enjoyed being on placement and working in some great teams. 

The teaching and placements. I think the teaching on the course is amazing - so varied and I’ve had two great placements 

where I’ve learned so much. Also you acquire such a lovely and big support network (24 trainees!), we’ve gelled so well and it is 

like getting 23 new friends. The support on the course is great so if you’re struggling there is always someone to speak to. 

Learning more about clinical psychology through a variety of different means 

The course as a whole is so supportive and nurturing, and have succeeded in giving us such a mix of learning experiences 

as well as clinical experiences. I can’t fault Liverpool and am enjoying every minute of it. 

The other trainees are fantastic for academic and clinical support and the course structure is refreshing in that it acknowledges 

a number of different approaches and social perspectives to support service users/staff. 





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I had to decide between courses after interview and found this guide really helpful- be mindful that the feedback will vary 

depending on the year that the person is studying in and that there are positives and negatives of each course. Liverpool 

is excellent at ensuring trainees think about the social context of peoples difficulties, it is a reflective course and tends 

to promote integrative ways of working. Liverpool does require that trainees complete both coursework and exams which 

is difficult and I believe its research department could improve. However, if you have clear ideas on your areas of interest 

(including research) and want to work in new and exciting models then it is a good place to study. The team and cohorts 

are lovely. 

Liverpool is an excellent place to train and encourages trainees to support each other (e.g. buddy system and clinical 

skills group) and encourages reflection at every point on experience. Very supportive and accommodating to trainees. 

Would highly recommend! 

I feel that the course is a very nice mix of academic and clinical work. Teaching is presented in various formats, which 

makes it accessible to different learning styles. Finally, the staff, trainees and experts by experience are very friendly and 

approachable, which really helps you to settle into the course. 

I think that April time in first year and May time in second year are challenging as you have a lot of deadlines all at once 

(whereas July - December there is very little academic demands). I think it would be good to have this more evenly spread 

as it can get very stressful juggling everything. 

The thesis development process can be quite messy but I am not research orientated. It is helpful to contact professionals/lecturers 

etc. as early as possible to explore their willingness and ability to support a project 




Yes 0% 

No 100% 


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Two interviews - one involves a presentation which applicants prepare on the day of interview under exam conditions. 


Teaching 

Placement 


Research 

12 hours (year 1) 6 hours (year 2) 6 hours a 

week for two ten week terms (year 3) 

2.5 days in term time and then teaching time 

converts to placement time outside term time 

for year 1 and year 2 trainees. For all three 

years trainees are on placement an average 

56% of their time. 

3.5 hours a week throughout the three years 

8 days (year 1) 52 days (year 2) 63 days (year 

3) 




Qualification 

Respondents 

Exams 100% 


Essays 100% 



Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Manchester 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



90.0% 

80.0% 

70.0% 

60.0% 

50.0% 

40.0% 

30.0% 

20.0% 

10.0% 

0.0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 9% 

MA 0% 

MSc 61% 

MRes 4% 

Diploma 4% 



None 22% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 25% 





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The interview day was short and friendly. First year trainees were there to chat to which gave me a good opportunity to ask 

questions about the course and distract me from being nervous. The interview panel was encouraging and it was over very 

quickly. 

The interview process was fine, very quick which I liked - you don’t have to spend the whole day there. I found the panel 

were welcoming and the process wasn’t overly difficult. Current trainees were there to put you at ease and that definitely 

helped. 

Very good, it was short- only about half an hour but I really felt the course wanted to get the best out of me and did so 

in an appropriate way. It was a much better experience than at other Universities and I felt it didn’t deserve the negative 

reputation it had (which I didn’t know about at the time). 

The process was only one 30 minute interview panel which made the experience a lot less anxiety provoking. 

Good, quick, fair. 

The interview process was quick - 35 minutes. Although this was a stressful time and I was nervous, the panel appeared 

friendly and the trainees helped me to feel slightly at ease prior to the interview. Even though I was successful, I would 

have liked some feedback on the interview itself to see what went well. 

I found the interview for my current course absolutely fine. The panel were warm and welcoming and there were first year 

trainees meeting candidates beforehand which was helpful for reducing anxiety. This was my first interview for the doctorate 

and luckily it was my first choice so I did not need to attend my other two interviews. I feel I had a good experience of 

the interview process. 

As I had interviewed the previous year I knew what to expect from the interview in terms of format and style of questioning. 

I felt that while brief, there was less time to feel anxious and actually I felt that the panel were trying to get the best 

out of me. 

The interview process was good. It was one half hour interview that covered research, clinical and personal and professional 

issues. The panel consisted of five people (members of the course team and a member of the community liaison group) 

who pushed you to perform your best and were encouraging throughout. After the interview, you are given the opportunity 

to debrief with one of the current trainees. 

Warm and welcoming. The panel tried to give me a chance to show what I knew. 

Very supportive, straightforward 

The interview was intense but fair 

Short interview 

Quite stress free, only a 30 minute interview. They were friendly and the questions were fair-no strange ones but the 

research one was quite difficult. 

Very fast! The panel used follow up questions to make sure that you gave the best in your answers. 

It was fine, short, not as stressful as expected 

I found it very structured, quite quick (35 minute interview) and thought the panel did everything they could to ease what 

are quite normal and understandable anxieties during the interview. 

“Manchester’s reputation preceded it, however I found the interview much more friendly than I had expected and dare I 

say it - relaxed. There was the sense they were asking questions to get the best out of you rather than trick you. 

In comparison, Liverpool’s interview day was a long, drawn out process that did not suit me; the presentation and 2 part 

interview was exhausting.. having said that, others found that better, so it is all about personal style!” 

“It is helpful to have current trainees present at the interview to answer questions and calm nerves. 

The interview panel, although initially seeming quite serious were very encouraging and offered prompts to allow me to 

answer the questions to the best of my abilities.” 

I was surprised at how short it was, compared to other interviews I had done. On the whole it was quite supportive and 

everyone seemed very aware of how stressful the process is. Having current trainees around made it much better as they 

provided a calm space before and after the interview. I felt I had quite a grilling in the interview itself, and felt I did not 

know the answers at all, so came away feeling I would definitely not be getting a place! I guess that’s just part of it! 

Appeared to be shorter than others and not too anxiety provoking, the chance to debrief at the end with a current trainee 

was really valuable. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 



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As I am only in first year we may have a lot more teaching to come on different models but so far it has been very CBT 

focused. I would have liked to have done more on relational models but maybe this will come later. 

I am only in my first year but so far we have covered CBT, PIT, some systematic and some neuropsychology. 

Needs to be far more reflective. No encouraged or fostered. 

The CBT teaching delivered by Professor Wells is fantastic and does help you to understand the models and MCT which is 

strength of the Manchester course. It would have been useful in the induction block to have some lectures devoted to CBT 

skills (setting goals, Socratic questioning, thought records and setting up homework etc) as some of the cohort has little 

experience using CBT. 

Strength is the PIT teaching, which is great! The workshops are really helpful and more teaching on this would really help 

to increase our knowledge and confidence to use these techniques on placement. 

It would be really useful to have a few lectures on CAT as this appears the theory behind reciprocal roles could be useful 

when formulating using an integrative approach.” 

We have spoken about wanting more CAT teaching but I believe this is covered in our third year 

Some of these topics may be covered in later years but first year is mainly CBT, PIT and systemic 

The course is very much CBT focussed but trainees have to develop competencies in CBT and one other out of neuropsychology, 

psychodynamic interpersonal therapy or systemic. 

Would be beneficial to have teaching on different models earlier on. 

It can be too diagnosis specific 

I think this is changing to include more third wave and integrative approaches over solely CBT. There is an attempt to 

include more psychodynamic approaches but this is limited to Psychodynamic interpersonal Therapy (PIT) due to departmental 

interests rather than more general psychodynamic approaches 

“Manchester is very CBT based, but not exclusively. In 1st year, we looked at PIT, a more psychodynamic model and were 

of integrating that with other ways of working. 

So far there has been little, if any, teaching on DBT, ACT etc., which has at times been frustrating, but we are due teaching 

on these to some degree later in the course. We have also covered a lot of Meta-Cognitive Therapy (MCT), which has 

been extremely useful on placements. 

I would have liked a bigger focus on other models at the start of the course. The initial teaching block is CBT heavy and it 

means in first year it is difficult initially to work with other approaches. 

PIT has less time, but is well taught, so I feel we get a good overview. There definitely could be more time devoted to 

other models, but lecturers are generally happy to answer questions in relation to things they are not explicitly covering. 

More CAT theory and skills training would be good ,the Psychodynamic teaching is very useful 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 




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You get to do role plays and are videoed to practice clinical skills before you start placement. There is a 4 week induction 

before placement starts, which is good. 

We have a teaching block beforehand which is to prepare us for placement but this is all knowledge building and I think 

there could be more of a focus on the emotional demands of placement. 

Placements so far have been good. 

I feel that going into a Primary Care Service following the induction block (which covers CBT models for specific disorders) 

was helpful, however learning and practicing specific CBT skills (such as goal setting, using thought records and 

Socratic questioning) would have helped us to feel more prepared. 

I feel that for those who had placements in inpatient settings were not prepared. It would have been helpful for lecturers 

to talk a little bit about how you could adapt models or techniques for inpatient settings.” 

We are asked to complete a clinical needs form where we can request certain placements or experiences that we wish to 

get from placement. So far our placements have been well matched to the content of these forms. 

Increasingly trainees are being placed on inpatient wards for placements while teaching is focussed on treating in CMHTs 

and this is not accounted for by the course. 

We cover openings and confidentiality, risk etc. to a good extent and are certainly ready to start placement in that sense, 

though at times some of the teaching later on can be disjointed with where we are in our placements (e.g. covering breaks 

and endings at a time where many of us have already ended!) 

In first year we all do the same placement at the same time, so lectures are relevant. There is, however a wide range of 

placements so this works better for some than others. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

Qualitative 

Quantitative 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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If you’re organised then the course is manageable. 

Not so much yet as I am in 1st year. However, naturally exams and deadlines do increase stress and there are certainly 

many different balls to be juggling which can be tricky at times. I feel so far though that all assignments and exams have 

been useful for my learning and development. 

There was a long period of time with very few demands, and then a short space with many conflicting demands. 

I think that March was a stressful time in 1st year. We were ending our placement, revising for an exam and writing a case 

report. It seemed like this was a bit too much and it would help to maybe have the exam a bit earlier in the year to ease 

some of the pressure. 

Being on a placement with little supervision was also stressful. 

Managing competing demands of clinical work, research work and meeting course requirement deadlines for case reports, 

audits and exams 

The lack of support from the course is the hardest bit. The course team can feel very critical. We receive very little positive 

feedback or praise. The marking of case reports and exams is very inconsistent. We get very little study time during 

term time. 

Timing of placement and research days challenging in second year and half of third year. 

Juggling multiple demands, having to travel long distances to placement and having four exams in summer of 2nd year. 

For me, the amount of travel time to placements has been difficult. I think the course does try to get people on local 

placements, but it’s not always possible! 

The process of choosing thesis topics could have been managed better. 

The induction blocks can be quiet heavy in that you are in teaching a lot. 





Respondents 



Manager 10% 


Librarian 19% 





Other 14% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 


Course staff 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


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Everyone in the course team is very approachable and I feel I could discuss matters with them if necessary. 

Our clinical tutors who are responsible for our placement evaluation are excellent. 

I think the course staff are all really kind, approachable and hold our support needs in mind. However I think the pressures 

on them, perhaps staff and workload/ juggling clinical work with course roles means they don’t always have as much 

time as we or they might like to support us more closely. 

I’ve not had need of accessing staff for support 

There is a lot of support available and the staff are very friendly and take circumstances into consideration 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





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Placements have been great and individual needs have been taken into account for placement allocation. 

Excellent placements so far although commutes are long I live out of area and the course have tried to place me as near 

as possible. 

Before each placement you complete a clinical needs form where you can outline any needs that need to be met on the 

next placement, in regards to both competencies and personal interest. 

I have completed one placement so far and have just started my second. I have been very lucky to have received excellent 

supervision and a supportive, safe environment for me to develop my therapeutic skills. 

I have been fortunate to have had positive experiences on my placements to date but I am aware that others have had bad 

experiences which are being addressed by the course team. 

Placements are generally better than the academic side in terms of support, flexibility and interest. 

The placements I have had have generally been CBT focused. 

So far, I have had good experiences on placement with my requests being taken into account and supportive supervisors 

who are well aware of the demands of training. 

Generally really positive experiences, lots of chances to develop in areas of interest 



Answer 

Respondents 

Yes 75% 

No 17% 



Answer 

Respondents 

Yes 63% 

No 20% 

Don’t Know 17 



Responses indicated that trainees live mostly in and around Manchester or Liverpool including Chorlton, 

Didsbury, Wirral, Blackburn and Prestwich. 


Answer 

Respondents 

Yes 0% 

No 100% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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As the course is demanding it is important to ensure work-life balance. It is not always easy but manageable. 

As we are in first year it hasn’t been too bad so far but things are starting to pick up. I have definitely had to do work 

outside of usual hours to keep on top of things. 

It would be helpful if we had more lectures on how to create a work life balance. 

I was very pleased that Manchester does not place any pressure or deadlines on their first year trainees for the first term 

(October - December). This allowed us the opportunity to get to know each other on the cohort and to settle into placement. 

Our first deadlines (case assignment and exam) were in March and I feel this was an excellent way to structure the 

first year. I have heard that other courses set deadlines from the first induction week and I’m glad we had the opportunity 

to settle in. 

As someone with no dependents or caring responsibilities I am able to balance my work and life well at this stage but I 

can anticipate when workload increases or during stressful times such as exams or deadlines this can shift to more of a 

work focus 

Second year can be difficult with different demands 

The course team have been very supportive of my needs following return from maternity leave 

I’ve managed to get to third year without feeling like I’ve ‘lost’ many of my weekends/ personal time which I had not 

expected when starting. I think the workload can feel a lot but I’ve been able to find time on study days and on placement 

to do course work. We are also given study leave for exams which was helpful. 

In first year the work life balance was very manageable. In second year I have tried to keep the majority of my weekends 

study free but this is becoming increasingly difficult. If you make good use of study time however, you should have spare 

time most of the time to do things you enjoy. 

It’s possible, but you do have to make an effort to do it. 

Can be difficult at times but the more organised you are the easier it becomes and it becomes easier in the summer 

months 




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0% 



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The wage paid by the doctorate has been extremely helpful for my quality of life. 

The benefits of being a student and NHS employee are really useful as a single homeowner, but I find that I struggle to 

save money despite being quite frugal! 

I’m saving for a wedding, so might be best asked after July! 

Otherwise, no issues 

Rent and car costs drain our pay quite a lot! 

What would you say is the favourite aspect of your course? 

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There are great teaching sessions, you get a lot of different viewpoints and the cohort is very friendly and supportive. 

Getting to know the cohort and meeting lots of likeminded people. I enjoy the university days in between placement. 

Some of the teaching has been great and I have learnt so much in just a short space of time. 

Being around likeminded people and making some great friends, the excellent teaching from passionate and well known 

professionals, the supportive staff, and excellent placement experiences. 

The experience gained on placement. 

I have really enjoyed the CBT and PIT teaching. 

Incredible Years! I think we’re one of the only courses who provide the full 3-day accredited training which was fantastic! 

I feel this has helped to prepare us for the child placement and gives us the opportunity to train as group leaders in the 

future. A fantastic qualification for when we finish the course! 

We are very lucky to have excellent cohorts who are supportive and nurturing towards each other. We have not experienced 

any competitiveness between each other. I have been extremely impressed with the teaching that Manchester provides 

where we have attended lectures delivered by experts in their fields. 

Being in Manchester, taught by clinicians who work here, and going on placements in the local area gives me a thorough 

understanding of the reality of the profession in a place I would like to work upon qualifying. 

The teaching and quality of placements is really good for this course 

The placements 

Placements and support from course if needed 

“Good quality clinical placements. 

Wide variety of clinical topics covered in teaching. 

Strong research supervisors.” 

Being provided with opportunities to learn and grow in a supported and safe way. 

Clinical placements; some aspects of teaching 

The quality of teaching has for the most part been excellent and placements have been well matched with this. 

Meeting other trainees and making new friends with similar interests. 


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Learning new models of therapy and ways of working. 


Placements in different areas to give a flavour of what it is like to work with different client groups in different areas in 

different Trusts.” 

The cohort - as we are all based in the same place and have both teaching and placement days each week, we get to see 

each other often which is great for support to and from each other. 

The cohort is brilliant and the people on the course (students and staff) are very friendly, the teaching gives you a wide 

range of skills and there is a lot of expertise within the staff. 



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For your thesis at Manchester, projects are presented to you and you pick a project (rather than choosing your own). Some 

of the projects are already fully planned so it may not be the best choice for somebody who has a set idea about what they 

would like their thesis to be. 

I would say that the Manchester course doesn’t focus much on reflection and the emotional demands of the course. However, 

overall the teaching has been a really high standard and we are regularly invited to provide feedback re teaching and 

others issues. 

Manchester offers so much more than a good research department and I would highly recommend it as a course. 

We don’t get access to personal therapy like some other courses in the North West and there are limited discussions about 

this in general but I think the course are due to discuss this further in the coming months. Reflective practice groups are 

useful but I feel these are limited and I’m not sure how safe I feel bringing personal stuff to this. 

I guess the fact that we have the Incredible Years training means there is a limited budget for books or personal therapy/ 

mini formulation sessions. I guess this has its pros and cons.” 

Perhaps just that it is worth the struggle. I absolutely love the course and I am grateful every day for the opportunity to 

have a positive impact on people’s lives. 

Teaching time is split across the week on Wednesday and Fridays during normal term time, and it is not permitted to 

take leave on teaching days therefore taking our allocated holiday allowance can be difficult and for those who travel long 

distances this can be quite time consuming and inconvenient. 

It would be great to have more teaching on cognitive analytic therapy 

More reflective and experiential learning would be useful 

Would be good to have an element of personal therapy/formulation session and having money to access conferences. 




Yes 0% 

No 100% 


■■ 

One interview lasting 30 minutes, including a research and clinical vignette which you have additional time to read. 


Teaching 

Placement 


Research 

10 hours 

18 hours 

3.5 hours 

3.5 hours 




Qualification 

Respondents 

Exams 100% 


Essays 0% 


Role Play 0% 

Viva 100% 



Other 100% 


100% 

90% 

80% 

70% 

60% 

50% 

CPD 

40% 

30% 


20% 

10% 

0% 

Yes 

No 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Newcastle University 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

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30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 65% 

MRes 0% 

Diploma 5% 



None 10% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 35% 





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I found the day of the interview pleasant! It was well organised, calm and I appreciated having trainees present, both to 

discuss concerns and to talk to someone who wasn’t preparing for an interview to just have a chat with. 

Friendly and supportive staff team and trainees. 

The interview process at Plymouth was supportive and didn’t feel anxiety provoking at all. Both the staff and the trainees 

at interview were really friendly which helped calm any nerves. 

Really pleasant experience (ignoring my own anxiety!). It felt like the course was selling itself to you which was really nice. 

Lots of trainees around to talk to and lunchtime presentation from course team and trainees. All questions were manageable, 

nothing to throw you off. 

It was a very welcoming day; the current trainees were there to chat to us and answer any questions that we had. The 

course team gave a brief talk to give an overview of the course and the current trainees introduced their experience of 

being trainees at Plymouth University. Overall it was as enjoyable as interviews could possibly be! 

The Plymouth interview was really pleasant. The current trainees were there for support and very positive and helpful. 

All staff members, including the administrators, the head of department and interviewers were very friendly. I liked the 

vignettes that seemed really related to real clinical work. It felt OK to be myself, I was encouraged to take my time when I 

stumbled over some questions. 

I felt extremely anxious but found the course team and current trainees to be hugely reassuring and put me at ease. 

There was a free lunch and lots of informal time to talk to current trainees. I think it helped that the staff team were 

dressed as smart-casual rather than in suits. It felt like they were doing all they could to put us at ease. 

“Very inviting and friendly atmosphere. 

Current trainees were there to welcome us and support us on the day which enabled me to feel more relaxed and to talk to 

somebody in between my interviews. 

My impression of Plymouth was that it was accepting of diverse applicants.” 

Plymouth provides trainees with vignettes and the first few questions so you go in to the room knowing a little bit about 

what to expect. The day is generally run very smoothly with lots of trainees on hand to answer questions. Lunch is provided 

and over lunch the course team do a little presentation about the programme. The interview panels tend to be very 

warm and ask relevant questions that aren’t designed to trip you up. They’re usually a mix of course staff, local clinicians 

and service users. 

The course staff and trainees were very welcoming and reassuring during the interview day. They were friendly and I felt at 

ease quickly despite my nerves about the interviews. The ethos and values of the course are represented in the trainees. 

We were given lots of information of the interview process beforehand so it felt like I had a fair understanding of what 

would be expected of me. There were current trainees waiting with us, who were great at making you feel calm and 

distracting you from your anxieties; I think that helped us to feel comfortable with other candidates so it didn’t feel like a 

competitive environment. 

Thoughtful, person centred and reflective. 

I thought the reception at the interview day was very warm and friendly. There were lots of people around including current 

trainees and other applicants and I felt like the atmosphere was reasonably relaxed considering the context. There were two 

interviews plus a written task in my year and I thought this was about right in terms of the demands placed on me during the 

day. The style of interviewing was very encouraging. I felt like the interviewers wanted me to do my best, rather than put me 

on the spot. There was also a service user on the panel of one of my interviews which was encouraging to see. 

Extremely warm and friendly. Felt they wanted the best out of me rather than intimidating me. Nice to have current student 

there to speak to and ask questions and seemed well organised. 

Information about the process of the interviews was sent in advance, along with details of a paper to read for discussion. 

The staff organising the interviews on the day were very friendly, helpful and supportive, which eased my anxieties, as well 

as having time to speak with trainees from the course. I was very grateful for the lunch time talk from the course team 

and trainees, and this made me realise that this was the course I really wanted to be on. Whilst interviews are stressful 

and anxiety provoking, I found the staff and service users on the panels to be very supportive in helping me perform at my 

best and very much tried to put me at ease. 

The academic interview was very different to all other interviews I did - much more focus on theory rather than research. 

The clinical interview was nice - they panel were friendly and asked nice questions. 

I thought the interview was a welcoming process. 

There were 2 interviews and each had a vignette to read beforehand and some questions linked to it to be answered in the 

interview. There were 3 people on the panel which felt manageable. Trainees from the course joined us for the day and did 

a presentation so we could get more of a feel for the course which was really helpful. 

I enjoyed it. It was challenging but if you prepare it should go okay 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 


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The course focuses more on therapeutic skills which go across the board rather than a heavy input in any one particular 

therapy. You gain a lot of these skills when out on placement, which can be dependent on your supervisor’s preference. 

I think the topics covered are balanced in relation to the time devoted. 

I feel that the CBT teaching quality is not on par with other strands covering other psychological models. It is fantastic 

that we receive a foundation certificate for family therapy in our first year which provides us with skills for our first placements. 

Our course is also reflective throughout and encourages lots of interactive forms of teaching; trainees themselves 

are invited to co-teach with the lecturers. In Cornwall placements, it seems that CAT is a ‘hot topic’ so more teaching 

would be welcomed earlier in the academic year. Overall I feel that a social inequality underpins the teaching we receive - 

which is so important in this current political climate. 

This is a place to think critically and freely about current issues. 

I feel we ought to have more CBT because this is expected of Clinical Psychologists working within adult mental health 

settings, however, I prefer that there is less time devoted to CBT as we’re not training to be CBT therapists. 

The systemic and psychodynamic teaching on the course is very good 

The focus of the year’s changes. I’m in year 1 and we’ve completed the foundation course in family therapy and have 

teaching on psychodynamic, CBT and community psychology. 

The course focuses on systemic therapy but we also have excellent psychodynamic teaching, neuropsychology teaching 

and social inequalities/community psychology. The CBT teaching is there but isn’t a priority. 

We get a lot of teaching on systemic; though we have a few days on CBT it hasn’t felt like we have had enough to use on 

placements. 

I chose this course for its social constructionist and systemic orientation and the weight this is given suits me well. 

There has been a little less focus on clinical skills teaching than I might have liked. I think the courses emphasis is on 

getting core philosophy and orientation covered in the first year and then clinical skills are focused on more in the second 

plus on placement; however I feel I could have been more useful on placement with a bit more time spent on practicing 

clinical skills. 

Also I think the emphasis is away from the more branded therapeutic approaches towards a more social constructionist 

perspective (not that they are exclusive), but I think the philosophy is geared away from the more individualistic approaches 

to psychology with a focus on systemic and social inequalities formulation.” 

Whilst Plymouth is perceived to be a very systemic course, we do have good teaching in other core models and approaches, 

and specialist placements are available in some models in 3rd year. 

Too much time devoted to CBT - its a shame this is a requirement for the BPS. It would be nice to have some teaching on 

other approaches, such as ACT, Schema Therapy and DBT 

The course isn’t geared towards using CBT so the teaching on this is quite limited 

We would benefit from more and better CBT teaching. I would suggest external speakers who know what they are talking 

about and can explain things in an easily accessible way. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 




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We have a block teaching period you so start your placement with knowledge. I’m not sure we can ever be fully prepared; 

you just don’t know what to expect one placement to the next. 

In addition to the teaching block before placements begin, we also have a clinical tutor that we can contact. 

As a first year trainee, it can feel overwhelming and as if you are de-skilled; I felt that the course team gave a lot of reassurance 

that we are not meant to know everything and a focus on the wider systems in the first years enables you to think 

about the client and how their difficulties are framed by this wider system. Constant contact with our clinical placement 

tutor, alongside twice yearly group tutorials means I feel well supported and I would have someone to speak to if I had any 

concerns. 

I felt very satisfied though this may be more to do with my Pre-training experience than how the course prepared us. If 

anything, I found the induction days at the start of placement a little sporadic this meant that becoming integrated into a 

team and getting started felt a little slow. 

Teaching can never truly prepare you for the realities of going on placement and working with people and I’ve found that a 

lot of my learning has come from being on placement. 

We’re prepared generally but not specifically to the area you’re going (e.g. child LD, paediatrics) so that means you have 

to do extra reading on top of the teaching. That’s in line with the adult learner model though and means you can focus on 

what is useful for your placement. 

We all met with our supervisors before starting placement, so it was good to have a bit of contact. I think it is difficult for 

us all to be prepared as there is such a variation in the type of placements that people have. 

Placement is where the most learning occurs - it is hard to be prepared for everything but that is part of the process. 

A little more time on clinical skills would be helpful, time to practice in session. 

Great choice of placements not far from the city centre. 

Preparation for placements I don’t think has been great. I had a difficult experience on placement where I felt extremely 

let down by the course and the placement supervisor. I feel that I was not given sufficient support to reflect and repair on 

a major rupture with my supervisor which left me feeling victimized and blamed. The course would benefit from adapting 

the way they train and support supervisors and how they overcome challenges within placements. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 


at this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





■■ 

■■ 

Managing all elements of the course is difficult. 

The commuting can be difficult and tiring due to covering a large rural area. 

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■■ 

■■ 

There are lots of deadlines in the first year, so I have found that it is important to be organised as it would be easy to 

become overwhelmed. The course team are always on hand for support if you do need help which is great 

Being a student as well as an employee can mean lots of juggling and a honing of your organisation skills. The Disability 

Advisory Service at University used to outsource their support, due to external factors, they are doing more in-house but 

this has not been an easy transition. 

Managing the balance between home life with small children and training demands. The course has been excellent in 

helping me with all that has come up. My training schedule is now more personalised to what is realistic to my life. With 

this training has stayed enjoyable. 

■■ 

No 

■■ 

Training is demanding! Plymouth are very supportive and thoughtful about the timing of assignments. Generally it’s busier 

around deadlines but that’s to be expected. 

■■ 

No, the course is well-established and therefore seems very well balanced and supportive. 

■■ 

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There is a fair amount of coursework in the first year but I have not found this too overwhelming with a good amount of 

study days. 

The nature of any course like this is that it is demanding. I have found looking into my own self, my biases, assumptions 

and experiences challenging - however this course is very reflective and encourages this and I believe that this is necessary 

in becoming a self aware practitioner. 

■■ 

I think the course is pretty well balanced in terms of workload. Occasionally I feel like I could do with more study days. 

■■ 

■■ 

■■ 

I have a physical injury to my back and neck, and found adapting to sitting in lectures all day and taking notes physically 

demanding. The course responded excellently to meeting my needs and ensuring reasonable adjustments following guidance 

from the disability service. They have arranged specialist chairs for me to use in lectures and on placement, tried to 

find placements which require less driving/travel, and have supported me in getting lecture notes in advance so I can use 

assistive software 

Year 1 places a lot of focus on academic development, so there are a lot of assignments and course work, which was difficult 

to juggle alongside placement work. 

Problem Based Learning is a difficult experience, and always seem to be that way, mainly due to group dynamics. I’m not 

sure this aspect of the course is well managed by the course team. 



Respondents 



Manager 26% 


Librarian 37% 





Other 16% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


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Due to financial constraints, outside the courses control, there have been some changes to staffing and as a result this 

has, understandably, had some impact. However, I think that the course team have overcome the difficulties and dealt 

with them effectively. 

The course team have been very supportive and available whenever I have needed help 

It has not been easy to get hold of the course team at times due to staffing shortages, but they are aware of this and 

working towards making this more efficient. However, having said that, they are extremely good at organising meetings if 

needed i.e. to support me with my disability. 

Although the Plymouth team has reduced significantly over the last years, loosing some really amazing team members, 

and leaving the team quite stretched, I feel that I am supported whenever it is needed. Quite amazing. 

It has been a little difficult getting hold of my internal research supervisor at the beginning but no there are no problems. 

I have found the course team to be very promt and supportive, I feel we have a good relationship. 

The staff are highly supportive and this is a huge credit to the course. They are under pressure but always make time to 

meet you discuss personal/professional issues and are very understanding to the realities of having a life whilst on the 

course. 

At times the teaching has been quite emotive, but I have felt well supported by the staff team to manage this. I have 

found that the course have been receptive to listening to some of our views about how to improve the support the course 

provides including more reflective practice. I have had a few personal difficulties and found my academic and clinical 

tutor really good at meeting up and are very thoughtful about any difficulties. 

Overall great. Fellow trainees also offer a lot of important support. 

Plymouth is the type of place where you can get to know the staff at a human level and I feel like most of them would go 

out to bat for you if the chips were down. 

Excellent and I would not have managed to complete the course without this. My academic and clinical tutors have been 

particularly supportive, and always ensure I know they are there if I need anything. I am extremely grateful for their practical 

support and guidance. 

We have personal tutors, clinical tutors, research supervisors, and professionals’ mentors, so there are lots of people available 

to draw on for support. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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■■ 

■■ 

■■ 

Placements supervisors are extremely supportive of learning needs and styles. Having space to think about learning and 

trying to overcome any difficulties that may arise. 

Each of my placements has enabled me to develop both personally and professionally. I hope that post qualification I 

will be able to continue working with the colleagues that I have begun to develop working relationships with as they have 

inspired and supported me through my training. 

Placements to date (Children and Adult Services) all have had brilliant and experienced supervisors; colleagues have 

mostly been supportive, especially around my deafness needs, and I feel I have grown a great deal in the last 19 months 

since starting the course - I have been nurtured as well as pushed when necessary and my learning curve on placement 

has been steep. 

I keep coming across clinical working areas that are really not very therapeutic and it is a shame how NHS spaces are 

really not good enough (chipping paint, not enough clinic rooms, poor sound proofing, not closing doors; list is long). I 

have also become less tolerant about ‘hot-desking’ where there are not enough computers for staff teams, no good storage 

spaces for important clinical notes, etc. 

I have found all placements to be suited to my needs and all supervisors have been excellent. 



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Plymouth allocates placement areas so the majority of placements will be within a specific geographical area (Cornwall, 

Plymouth, South Devon or Exeter). In interview you are able to rank your preferences and in my year everyone got their 

first or second choice. In the first year the placements are decided for you on the basis of your Pre-training experiences. In 

the second year there is more flexibility and in the third year placements can be interest based. 

Can be a lot of travelling but that’s the reality of working in Devon/Cornwall. 

We are allocated a placement area, though one placement has been out of area due to shortfall in placements. Coming up 

to second year we have more control and say over the placements that we get so that they are more inline with our learning 

needs and own personal interests; though this was not possible in the first year - simply because placements have to 

be organised before we start the course. The course does allow us to buddy up with other trainees so that we can spend a 

day in different services which may interest us. 

I’ve found that my supervisors have a fondness for the course, and a sense of commitment towards trainees to do the best 

by me. I have only had two so far but they have both been highly competent professionals and very caring people. 

The choice of third year placements was great and my clinical tutor spent time helping me reflect on my experiences and 

competencies achieved thus far, and really think about how to maximise my learning from my final placements. 

Really enjoy both my placements, the supervision is great and I do a wide variety of work on each placement 



Answer 

Respondents 

Yes 55% 

No 20% 

Don’t know 25% 


Answer 

Respondents 

Yes 15% 

No 75% 




Responses indicated that trainees live mostly in Exeter, Torquay, Plymouth, Cornwall, Truro and South Devon. 


Answer 

Respondents 

Yes 20% 

No 65% 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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We stay away from home during teaching blocks and are put up in a B’n’B. I think it’s always going to be hard to have a 

perfect work life balance on the Doctorate programme. 

I use my study days effectively in order to try and manage my work life balance. 

Around times of deadlines, the balance can shifted more towards work, being a student - I rely on the timetable to give 

me the time that I need but sometimes it’s just not enough. 

The course is really helping keep a very good balance and I enjoy choosing from the ‘learning buffet’ rather being expected 

to know it all. 

It gets busier around deadlines but that is to be expected. 

I have been able to have a surprisingly good work life balance and I’m so happy about that. Occasionally I have to work 

evenings and weekends when deadlines are approaching but it’s been okay so far. 

It is what you make of it! 

Most of the year is pretty good for keeping work 9-5, but there are some times when this isn’t possible. If you have heavy 

social commitments these can be tricky but are very possible and the course is very supportive. 

It can be very difficult at times, but the course do encourage to maintain work life balance. 

You need to be organised but it’s manageable. 


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Cornwall has plenty of places to explore for free 

I think Plymouth is probably one of the easier places to get by financially. 


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The small cohort develops into a support group where we can develop together and guide each other through difficult 

times. 

I can’t name just one as I it has all been an enriching experience. However, I suppose the ethos of the course is not only 

the reason I wanted to study at Plymouth, but also shaped my experience. 

The teaching has been great, with some fantastic speakers and being able to have such a great work life balance is better 

than I thought would be possible on the course 

My cohort - without a doubt. 

I LOVE the orientation of the different staff team. Everyone appears enthusiastic about their area of expertise and we 

get to share it with them. I also love that the course is about the community, the person in relation to others rather than 

looking solely at the individual. 

The teaching staff and critical, reflective, social constructionist approach. 

My fellow trainees 

The placements I have had 

The balance of teaching and placement. 

The course team are really supportive and I feel like they want to know who we actually are. They also have good links 

with placement supervisors who seem to really like having Plymouth trainees with them. 

The opportunity to think reflectively and reflexively about the relationship between personal and professional. The course 

ethos and focus on power and language is brilliant and has changed the way I see the world. My supervisors have been 

brilliantly skilled and thoughtful. I also really enjoy the social inequalities perspective which supports and encourages us 

to become political activists and agents of change. 

The faculty at Plymouth is packed full of very caring, real, humane people who are invested in creating an atmosphere of 

safety and support such that trainees can learn with a sense of fun and creativity and a focus on the important things in 

life. 

Psychodynamic teaching is excellent 

Reflective groups 

Learning systemic ways of working 

The passion and dedication within the course team 

The range and variety of teaching 

Opportunities to meet with other trainees from the Exeter course on some placements, and being Exeter/South Devon 

based, having opportunities to socialise with Exeter trainees too” 

Their focus on social constructionism and community psychology 

The critical nature of the course team makes it OK to be different and to ‘think outside of the box’ which I really appreciate. 

The variety of work I’ve been able to get involved in, ranging from seeing people individually to offering reflective groups 

to staff in a homeless shelter. 



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Overall, the course is very responsive to suggested change and development. 

Read about the course, speak to present and current trainees to make sure it is the right place for you (do this for the 

other universities that you are thinking about applying to). At Plymouth we are more that happy to be contacted; I have 

arranged to meet with a potential trainee as she would like to learn more about the placement base before she accepts her 

offer. Good Luck and all the best with your applications/interviews. 

If you have a disability, make it known as early as possible, even if you haven’t applied yet, so you can meet the disability 

service and other disabled trainees. This is also applicable for those with a BME - there may be a perceived lack of diversity 

and culture here in the South-West but there is plenty of diversity here. Feel free to contact us trainees to find out more. 

More time for reflecting together. 






Yes 0% 

No 100% 


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Role-play, research task, interviews 


Teaching 

Placement 


Research 

15 hours 

15 hours 

7.5 hours 

Not stated 


Qualification 

Respondents 

Exams 0% 


Essays 100% 



Viva 100% 



Other 0% 


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90% 

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30% 

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0% 

Yes 

No 

CPD 





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30% 

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10% 

0% 

Yes 

No 


CPD 


University of Oxford 




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0% 



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0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



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0% 





Qualification 

Respondents 

PhD 3% 

MA 0% 

MSc 52% 

MRes 3% 

Diploma 0% 



None 27% 

Other 0% 


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0% 

None 

Less than 

one year 


know 



Respondents 









Other 15% 





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The interview was in a relaxed and supportive environment. The interview panel tried to get the best out of you. 

The interview process was very clear and supportive. Guidance was sent out prior which was sufficient to settle nerves and 

guide preparation. 

On the day trainees were present to support applicants and guide them to the right place. Interview panel was also supportive, 

I felt like they wanted to get my best answer.” 

Quite enjoyable. I liked that the course had recognised how stressful interview days can be and done their best to alleviate 

stress. Having plenty of current trainees around to chat and answer questions helped to distract and calm me and also 

gave me a good feel for the course itself. 

They tried hard to reduce your nerves, and everyone was very friendly on the day. It was really helpful to speak to current 

trainees. The group task was surprisingly enjoyable. 

Surprisingly laid back! Trainees were lovely and felt like course had made an effort to make it as stress free as possible. 

Very welcoming and friendly. The current trainees helped to make us feel as relaxed as possible and the day was very well 

structured. 

Very supportive environment - the nicest out of 3 interviews I went to. I felt the interview panel wanted to get the best out 

of me. Trainees were there to answer any questions, making it a friendly and relaxed environment. 

It was half a day and involved a group task (about 30 minutes) and an individual interview (about 30 minutes) with three 

staff members of the panel. I remember staff and students being very warm and friendly and it was especially nice to have 

the current trainees there to speak to. 

I found the interview day at Oxford a really positive experience. It was my first interview so I was incredibly nervous but 

from the outset, the staff and trainees that were available on the day were all really friendly and supportive. I liked that 

the group task was first because it helped everyone to relax a bit prior to the panel interview. Having snacks and drinks 

available whilst waiting to go into the panel interview was great! I found the panel interview not too daunting - the interviewers 

were friendly and encouraging. Feedback was given within a day. 

It was the best interview I went to and I felt like it was the only course who really cared about who you were as a person, 

rather than just what you knew. There are lots of current trainees there who usually talk rubbish about weddings and pets 

but this is exactly what you need to distract yourself and to not get too caught up in your head and nervous. I personally 

hated the group task and thought it was the most awkward thing in the world. It must work well for them though as our 

cohort is really lovely so they obviously choose well. 

Very good, the group task was held first and this warmed everyone up and was really friendly. The interview itself was short 

and combined academic and research competencies. The experience was welcoming and it felt like they were just trying 

to get the best out of you and find out more about you. 

I thought it was great, the day was set out to be very relaxed and having the trainees there to look after us (and feed us 

cake!) while we were waiting was lovely. The interviewers were friendly and sought to put me at ease, giving me time to 

think and making me feel comfortable. Even though it was a relatively short interview it did not feel pressured which was 

helpful for nerves. The course were quick in updating the clearing house and letting us know the outcome. 

Very positive. The course staff and current trainees were very welcoming, reassuring and encouraging on the day. 

I found the trainees and staff very welcoming and supportive. The combination of a group exercise and interview seemed 

appropriate and was probably more reflective of my abilities than an exam might have been. 

It was brilliant. Everyone was incredibly warm and welcoming and I immediately felt extremely relaxed. Having the existing 

trainees there to talk to throughout the day really added to the experience and I was able to enjoy myself between 

aspects of the interview. The interview panel itself were very encouraging, I never felt as if they wanted me to fail or catch 

me out. The questions were relevant and fair and I was given time to think about my answers and expand where appropriate. 

The whole day was very well organised and I went away having had a great experience. 

Friendly, supportive and well organised. It felt as though the interviewers wanted to get the best from me, rather than 

trying to trip me up or make me stressed. 

The interview day was good. The course makes sure you feel as comfortable as possible. The group task helped to relax 

me and the trainees that were around were really helpful! 

Actually was one of the less scary ones! The interview panel made me feel very comfortable and at ease, and it was great 

to be given encouraging non-verbal feedback. Felt personal and meaningful, rather than being fired a set of questions. 

The setup of the day was also good, and gave a good indication of the course’s culture. Having current trainees present for 

information, to relax the nerves and to generally have a chat was nice! 

I found the interview process as friendly as it could be. I felt the course wanted the best out of you on the day and tried to 

put you at ease. 



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Very positive. Having one interview (instead of multiple) definitely felt friendlier to me, and the vignette was selected to 

be closer to my experience, which helped give me a bit of confidence. The group task was fine - quite a good way to start 

the process because you feel less awkward talking to other interviewees after that! 

Everyone was very friendly, there were (and still are) current trainees available to talk to/ask any questions, and who take 

you to fetch your vignette and show you where your allocated room is - all this helps tremendously with nerves. The interview 

was as un-terrifying as one of these interviews can be, all in all I got the impression that everyone knows how nerve 

wracking and important this day is to applicants and they have no desire to add to the pressure, 

The Oxford course was highly organised and I felt that they’d given appropriate thought to how the day would be from 

the perspective of the applicant. There was a good opportunity to mix with other applicants prior to the group task which 

helped ease anxieties and get to know one another before being asked to work collaboratively on a task. The group task, 

although sounds daunting, was a helpful ice breaker before the interview itself and was a way of showing your interpersonal 

skills rather than your knowledge. Other trainees were on hand throughout the day and this made the environment more 

relaxing. You were buddied up for the day so you had someone you could speak with on the course and who would make 

sure you were in the right place at the right time. The interview itself was brief but the panel were friendly and wanted to 

get the best out of you, and it seemed that they matched vignettes to your current experience. 

The interview process was the most pleasant of all the courses I interviewed for. The group task was enjoyable and helpful 

in relaxing me. The interview panel were mostly friendly. There was a variety of questions in the interview. 

I found it a really positive experience. It was the first course interview I had attended and found the course really welcoming 

and friendly. There were current trainees there who helped to make the atmosphere more relaxed and shared lots of 

information about the course and their experiences. There was a group task first, which I was nervous about, but actually 

found that once we got started I was easily engaged in the activity and it helped me feel more relaxed. I also felt that the 

panel in the interview itself were very supportive and encouraging and wanted to get a sense of me as a person. 

Very welcoming and supportive atmosphere, aided by presence of current trainees and admin staff. It was clear that 

assessors were trying to get the best out of me, particularly the panel in my individual interview. I enjoyed having a group 

task first as it was a nice ‘warm-up’ to the selection process, and I found that having only one individual interview suited 

me better than multiple individual interviews like many other courses have. The methods of assessment and interview 

questions felt very appropriate to me in how the course wish to select their trainees - I felt that they wanted to understand 

me as a person, as well as my psychological knowledge and experience. 

Very warm and supportive (which I would say is representative of the course) 

The interview day was really relaxed. The trainees were really supportive and it was really helpful to be paired with a 

buddy. The interview itself was over really quickly and I felt that the panel wanted to get the best from me. I enjoyed the 

group task and how creative it was. 

It was brilliant. Really appreciated the group task, as I felt it actually eased me into the interview process and reduced 

my anxiety before the individual interview! I also found the individual interview as manageable as an interview can be, 

and I think its important and very welcoming that there are current trainees around during the interview (and have enjoyed 

being part of this process for three years as a trainee myself!) 

I found the staff team and trainees to be welcoming and friendly. The interview itself seemed to focus more on what I 

would be like as a clinical psychologist, rather than my knowledge of academic psychology. This fit with my values as I 

don’t think the people who can recall the most undergraduate knowledge on the spot necessarily make the most reflective 

and effective psychologists later on. 

The interview was actually much nicer than other i have been to. The process felt like it allowed me to do my best and the 

staff and trainees made a really supportive atmosphere. 

Very good. Supportive trainees present. Helpful and encouraging panel 

I found the staff, interviewees and current trainees there on the day went out of their way to help put me at ease. It felt 

like there was acknowledgement about how difficult the process is, which I appreciated. The interview itself felt like they 

were trying to get the best out of me, not trying to catch me out in any way. 





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Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 







0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Mindfulness 






Other 




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Difficult to say being only 7 months in 

The course’s primary focus seems to be CBT, with systemic followed by psychodynamic as the other main approaches, in 

that order. Some CBT aspects can feel repetitive, but are in general very well delivered. 

The 1st year seems to be quite CBT heavy and that is clearly the dominant model. But I feel as though we are encouraged 

to be integrative. We have had a taster of psychodynamic and systemic models, and are encouraged to incorporate these 

where we can, although whether you can or not is mainly dependent on your placement and their dominant model. I think 

we explore other models in more detail over the next couple of years. 

There is a strong CBT component, but they do cover other areas to differing extents. 

Hard to comment as am in first year. Start of the course was heavy on cbt but with time we have started branching out to 

psychodynamic, systemic, etc, although not always as much as we would like on these other models. 

Quite CBT heavy in first year but this is important for course requirements and in preparation for placement. 

I expected the course to be CBT-heavy but I feel other models are integrated well into the teaching. 

“As a third year it now feels like it has been a relatively good balance, even though at times it has felt like there was too 

much weighting on certain topics. We give feedback at the end of each lecture so I don’t feel like it is worth naming specific 

lectures as the course have taken these suggestions on board already. 

It is a good balance of teaching clinical skills and then in third year exploring professional issue themes and leadership 

themes. We are also very lucky to be given a pot of money and to decide ourselves what to spend it on for one week of 

advance therapeutic teaching. 

I’m currently in my first year so things may change. The dominant model is CBT, we do have Psychodynamic and Systemic 

modules which have been really good and half day workshops on other models, however they are all taught very disparately 

and it is often hard to integrate the learning. 

I think it depends on the year - in first year it felt very CBT-heavy which some enjoyed, some not so much. In second year 

there’s more of a focus towards systemic ideas and the leadership teaching really begins, with much less of a focus on 

CBT. We have a whole term’s teaching on neuropsychology which I think is great. Other areas such as CAT and ACT tend 

to be covered within teaching blocks, say for a day or two on each topic. We may have further teaching in different areas 

coming up I am not yet aware of. 

The course is very CBT heavy which is incredibly frustrating at times. Although we have teaching on other models, its usually 

a day or half day (for things like CAT and mindfulness) which doesn’t really allow you to get to grips with the models 

at all. There is a good amount of systemic teaching but more psychodynamic teaching would be very helpful. At times you 

have complete CBT overload and I think the course really needs to consider providing more balance within the teaching. 

Teaching focuses on CBT, time is also devoted to systemic models. Placements are varied so you are able to be more flexible 

and use other models (i.e. psychodynamic) if you request these placements, although there is limited teaching time 

devoted to other models. 

The key focus is on CBT and systemic approach. Many of the other topics listed are covered but too a much lesser extent 

(e.g. one teaching slot/ half a day). 

While the main model is CBT, other models are encouraged in teaching and on placements. 

First year feels quite CBT-heavy, but soon shifts to a broader/systemic perspective and your own interests are always encouraged. 

We have a teaching block in third year where we can organise our own teaching (i.e. choose a therapy model to 

learn about). 

Being in first year it’s really hard to comment as our teaching has been predominantly CBT focussed with one module 

on psychodynamic and one on systemic teaching. The CBT teaching has been repetitive at times and I would like more 

teaching on other models and more focus on integrating skills. There has been teaching on CAT but this equates to one 

day, as well as half day teaching on mindfulness, schema and CFT. Personally, I’d prefer to have more teaching on psychodynamic 

approaches. 

Other than CBT, systemic, and psychodynamic approaches, we have received only very short teaching sessions on other 

approaches (such as CAT, ACT, mindfulness, etc.). I would have liked more on these different therapies. I would also have 

liked much more time spent on psychodynamic approaches. 

There is an increasing focus on teaching on a range of therapeutic approaches but there is much more on CBT than other 

approaches in terms of teaching. Having said this, there is a good range of placements so there is an opportunity to use a 

range of approaches on placement if you want to specialise more in psychodynamic, systemic or other areas. 

In terms of therapeutic approaches, the amount of teaching generally seems to reflect the clinical practice of psychologists 

in the NHS. The module organisation can be a bit too diagnostically-driven, and I believe the course would benefit 

from more trans diagnostic skills teaching. I value the respect that is paid to non-CBT approaches, and think that our 

systemic teaching is quite strong. 

First year is somewhat CBT heavy but this broadens out in second year 


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I think it would be helpful to have more time on systemic and psychodynamic therapies, and also on core therapeutic 

skills. I also wish we had had more training on motivational interviewing and social constructionist ideas. 

I think the teaching provides a good solid base in CBT which enables trainees to feel confident using this model with a 

wide range of client groups. The extra teaching on other models (especially systemic) builds on this foundation to enable 

you to be creative with interventions and work in an integrative way. 

The course covers most therapeutic styles thought the teaching on most is quite brief. There is a heavy emphasis on CBT 

as a core therapy especially in Year 1. There is an opportunity (and budget) to organise teaching on anything you want for 

a week long block in the third year. The course has also started offering 8 week mindfulness courses for trainees outside 

of the academic syllabus. 

Recent increase in Leadership teaching has been great. Could have more on research methods, and third wave approaches 

could be earlier in training. 

It does at the moment feel like we have a lot of CBT, but I am currently in Year 1 and the balance might change. I think 

we do have room to think critically about CBT though and it isn’t presented as the only way. 


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Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


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lots of support available should you choose to use it 

Prep before and support during placements is thoughtful and supportive. 

You have a lecture at the start to advise you on what happens and the process. We all found out in good time, and I felt 

that the course (so far!) has taken into consideration my interests and learning needs. They have also been kind travel 

wise - although they can’t promise to do this! Trainees in the year above have been very helpful to get more info about 

specific placements. It’s also very helpful that the academic teaching follows placements. 

We have a beginning, mid and end of placement meeting, which I understand is not typical of all courses. Many of the 

supervisors have attended the Oxford course themselves, so they have a good idea of what is expected. 

“I think the course prepares us as well as they can for placements. We had the four week induction block prior to the first 

placement which was helpful. 

A member of course staff also visits three times during each placement, I feel well supported by the course when on 

placement.” 

I would prefer a bit more joint discussion before placements are decided although the course generally seem to do a good 

job at considering individual needs, wishes and travel. 

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We had lectures about what to expect from placement which was helpful and could talk to trainees in years 2 and 3. 

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We are encouraged to do pre-placement visits and set up placement and supervision contracts from the outset. My clinical 

tutor has been brilliant and is always available. 

We are encouraged to attend a pre-placement visit prior to starting and can arrange this within work time which is helpful. 

Clinical tutors are always available to discuss issues around placements. 

I think the overload of CBT is not very helpful for many of our placements - especially those that focus on emotional 

regulation and distress tolerance. Most of the cases we work with on placement are more complex and the overly simplistic 

CBT models and protocols we are taught are not especially useful. However, I can see that the course has linked the 

teaching in with the placements in first year and tried to cover those topics most suitable and the majority of teaching is a 

very high standard and I have been able to apply this to my placemen. 



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There is an excellent variety and options to really shape your placement experience i.e. you are encouraged to explore 

areas of interest. The teaching compliments the placements well. My personal experience of placements and placement 

supervisors has been excellent; a real area of strength. 

Depending on the timing, you may be having intro lectures at the same time as starting placement, so you’re being 

prepared whilst finding your feet (this is fine). You may also find that you’re starting a placement which you’ve already 

covered all the teaching for - this is pretty helpful! 

Inevitably, there is teaching which comes towards the latter end of your placement which would have been helpful towards 

the start when you begin working with clients but I feel like the 4 week induction period is enough to orientate you to 

being a trainee and by this point I couldn’t wait to get going on placement. I think Oxford is unique in offering 3 review 

appointments during your placement which helps to set objectives and expectations and review throughout so that you 

feel well supported throughout. Although, this hasn’t been the case for all trainees. 

There are very few teaching sessions specifically or directly aimed at preparing you for placement. But the topics covered 

in the teaching are certainly related to what you do on placement. 

Overall, the placement allocation process seems to be really well structured and well managed. There is good opportunity 

to talk about what you want to get from placements and the course take into account your preferences when choosing 

placements. There is a lot of support in the first year prior to starting first placement to think about what to expect and 

how to make a good start which was helpful. There are also lots of options for final year placements. 

Prior to first placement of first year, there are a couple of sessions specifically to prepare us for them. We also have teaching 

blocks prior to new placement areas to help prepare us for main themes and content of those areas of practice. 

Placements have all been within a reasonable commute and clinical tutors have tried to ensure that my clinical needs are 

met on placements. Other people have however had difficulties on placements and have had longer commutes. Generally 

most of us have been happy with placements though. 

I think the clinical tutors make the placement experience generally much more manageable, regardless of any challenges 

that may occur. 

In first year the course dedicate time to preparing you for your first placement. Also, teaching relevant to your placement 

runs alongside the placement which is very helpful. 

The four week induction block at the very start was very helpful, I was glad to have this much space to learn and practice 

skills before starting placement. 


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oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




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0% 




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10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




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10% 

0% 



time 

Internal 

External 


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10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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balancing course work and placement work around deadlines but study days helps with this 

Work life balance is encouraged by the course, but doesn’t always seem achievable! Having to get used to constant deadlines 

is a bit tricky. Overall, I would say there is a lot of work but the course does a lot to support you with it - so you don’t 

ever feel as though you are alone or have nowhere to go for support/help. 

Placements cover a fairly broad area, so most people will have to do at least one placement further away. The course is 

also quite strict on annual leave, so it can be difficult to negotiate annual leave on teaching days. 

Lots of different demands on you (placement, teaching, coursework). This can be quite tiring. 

Nothing that would not be expected - mainly juggling placement, the academic side of the course and attending teaching, 

but I think that is a factor in any of the courses 

Meeting multiple deadlines. 

Sometimes we have a full week(s) of teaching which is great but very intense and we could do with a study day positioned 

during/at the end of this week to refresh and reflect on what has been learnt and also some private study into areas of interest. 

Juggling the demands of teaching, placement and assignments has been a challenge but I haven’t found it too overwhelming. 

The course staff are very supportive and we have informal meetings with our individual tutors where we can 

discuss these kinds of issues and get the support we need. 

Everything! It’s a complete juggling act and not one you can really prepare for. You are constantly pulled in different 

directions and dealing with competing demands. Oh and you try to sustain some resemblance of normal life outside of 

the course. It takes over your life. But would I do it again? Without a doubt, it’s still the career I have always dreamt of 

working in so it is 100% worth it. 

I have found the academic work demanding, but no more so than expected from this level of qualification. 

Managing the workload can be a challenge at times particularly in the earlier stages of the dissertation at the beginning 

of second year. I have found the amount of work manageable but sometimes hard to plan for which can be difficult if 

there are multiple deadlines. We receive a lot of feedback on our proposals, ethics process and so on which is helpful, but 

sometimes a feedback email could suddenly create a mountain of work you weren’t expecting! 



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Research has been challenging due to changes in the research team. 

It is not always totally clear what is expected of you for academic work. 

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I think the timing of much of the coursework has been very poorly planned which means we use most of our annual leave 

around Christmas and Easter to complete work - not very conducive to a work-life balance. The statistics teaching is quite 

rushed and not particularly applicable to the work we are doing. The combination of coursework, teaching, placement and 

research is quite overwhelming. 

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Workload (but I don’t think this is unique to the Oxford course!). 

Changing placements every 6 months (but that will be the same for any course!) 

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Just the expected stressors; maintaining a work-life balance. At times it feels like deadlines come all at once, with academic/research 

and placements deadlines!! 

I have been able to maintain a good work / life balance. While academic work can be demanding close to deadlines, I do 

not feel that this has impacted on my personal life. 

Adjusting to the clinical work (due to my CV) - but the course give plenty of support as well as time to discuss and reflect 

on this learning curve. 

Transitioning from being an assistant to being a trainee was always going to be difficult as you have to change your expectations 

of yourself and adjust to the new role, as well as adapt to living in a new city. Managing competing demands 

(including placement, academic, research and personal stressors) has been a challenge but part of this comes through 

inexperience and learning how best to manage my time, i.e. not putting pressure on myself to complete all assignments in 

one term! There have been some communication difficulties on the course which I found particularly difficult, especially 

out of term time, but these were quickly resolved. 

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Research mainly, though trying to balance the varying demands all at the same time is a challenge. 

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It is challenging balancing all the different demands of the course; this is especially the case in final year with increasing 

responsibilities on placement alongside the dissertation and additional coursework. 

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Workload does increase as the years go on but there is adequate support around this. 

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I found the dissertation proposal process very difficult. I have also found the academic demands of the third year - particularly 

in terms of other assignments at the same time as working on my dissertation - difficult. 

Work life effectiveness. It can be inherently demanding but plenty of support systems in place. I have children, and the 

course has always been very supportive of needs. 

Juggling multiple demands of placement, academic work and now starting to think about dissertations has been the most 

difficult 



Respondents 



Manager 61% 


Librarian 64% 





Other 15% 




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my course 


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There seem to be lots of different avenues for support to go to, which is useful as you always have several options. Even if 

you aren’t sure who to go to though, generally anyone is willing to help and can point you in the right direction. The support 

I have received has mainly been regarding academic and research queries and has always been useful and answered 

any questions I have. 

The course are extremely supportive, and they emphasise that they are very happy for the trainees to talk to any of them if 

difficulties arise. 

I have felt very well supported. We have access to an individual tutor and a tutor in relation to our placements - both of 

which have been supportive. We also have a research tutor which is very helpful. We have weekly meetings as a year group 

with our year tutor, in which we can raise any difficulties as a year. 

Staff are always on hand for a chat about work/research/placement. 

I have found the course staff very supportive and value having an individual tutor to meet with to discuss what is going 

well/not so well. 

The staff are not always forthcoming and could do more “checking in” on a periodic basis with trainees. However when issues 

have arisen the course staff have always been there and extremely caring. I do think the course need to slightly re-visit 

it’s model of care towards trainees, there are less staff around that just pop in to the computer room when you are working 

late than before. The pedagogic atmosphere and ethos has changed since the change of directors and this is still felt by 

trainees. Sometimes it is just nice to know that people care about why you are still working at 6pm and haven’t left yet. 

The course is very encouraging of support seeking. There is always someone to turn to if you need any support. 

There are many support systems in place so at first it can be confusing as to who to go to for what, but over time as you 

develop relationships with staff I have found any door is open no matter what the issue! 

On the whole access to support has been very positive. It can be more challenging depending on the support needed. 

There are a great many support networks available but at times this almost feels like too much as you are never entirely 

sure where to go for support around different issues. However, the general ethos of the course is extremely supportive and 

I know I could go to any of the course staff and they would be welcoming and helpful. 

Generally staff are very supportive. There is always someone available to speak to, and there are opportunities to touch 

base with course staff set up (i.e. placement reviews, personal appraisals) to support frequent check ins with course staff. 

The course are very supportive and I feel I can go to the course staff with any issues. 

Responsive, timely, and thoughtful. 

There are lots of support systems in place, and sometimes this can be less helpful as you’re not sure who to turn to when 

you have a problem. I find that you learn who you’ve built rapport with and you go to them rather than use your clinical 

tutor for placement issues, academic tutor for teaching issues, individual tutor for pastoral issues etc... Course staff has 

limited availability out of term time which can be difficult as this is often when submissions are due in. 

I have, personally, received a lot of support (both emotional and practical) from multiple course staff members. 

Being in a small and supportive cohort has been the most important thing in terms of support. It is really good being 

alongside a group of people who are going through the same process and having time together as a year group or having 

other trainees on placement has been really helpful. The course staff are also available and responsive if you are having 

difficulties, but other trainees have always been the first source of support. 



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I do find the course staff very supportive and available when I need support, and I think it helps that this is a small course 

in a contained building! I have built some really positive relationships with several staff members and find it easier to go 

to them then I feel I would in a larger institution. 

I’ve found course staff to be very accessible whenever I have had any problems I needed support for. 

Placements 


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Location 

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Supervision 



Colleagues 

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professional 

development 

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Good 

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There is a placement in Florida available in third year 

Only had one placement so far, but a very positive experience. The supervisor was experienced at having trainees so knew 

what was expected of me. Supervision was prioritised and it was a really positive learning environment. 

There are a broad range of placements, especially clinical health placements. 

Placements have been close to home (Reading) and fitting to my needs. 

I have had very supportive placement supervisors and lovely colleagues - on placement so far. Supervisors have tried to 

gauge my learning needs and helped me to seek out opportunities to learn different skills. 

I have really enjoyed my first placement and felt that my personal learning needs, travel and experience needs were all 

taken into account. 

The quality of placements has been very high. I’ve been lucky to have been supervised by supervisors with additional 

training in CBT, systemic, narrative, and psychodynamic and neuropsychology. There are a wide range of supervisors and 

the clinical tutors have long-standing excellent relationships with the supervisors so can usually get really good placements. 



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There is a lot of travel involved and the course don’t have a system to balance level of commute across placements 

meaning some people haven’t commuted at all and other have commuted on every placement. You have very little input 

into your placement and although you can make request it doesn’t feel as though these are listened too and it depends 

far more on availability rather than your personal interests and needs. The quality of supervisors is very high and my first 

placement experience was excellent, I learnt a great deal, was very well supported and had my learning needs and interests 

taken into account. However my second experience was not very good and there has been variability among my course 

mates in relation to this, although generally most people’s experiences have been very positive. 

The standard of placements is very high. Unfortunately, it is possible to have a weaker placement. 

I’ve thoroughly enjoyed my first placement, however, I had no input into the decision making process (possibly because 

I never requested this). My supervisor on placement was supportive and knowledgeable and supported my competency 

development. There is the possibility of a third year placement in Florida. 

I have been fortunate in having excellent supervisors across all my placements over the three years of training, particularly 

in my final year. 

I have had a good experience overall of placements, I feel that I’ve had a good range of supervisors with different skill/ 

knowledge areas which has helped me to learn a wide range of skills/approaches. I have felt really well supported, especially 

in my final year placement - I think the links the course has with placements helps as supervisors are aware of the 

demands of the course alongside placement. I particularly feel that I have had good support to develop my own interests 

and autonomy as I have gone through training. 

There is the possibility of a two-month clinical health placement at the University of Florida in the summer of final year if 

this matches with trainees’ developmental needs/interests and dissertation is completed early. 

I think placements are generally of a high standard, or a good enough standard where not excellent. I do feel there are a 

small number of supervisors/placements that are kept on the roster for necessity however, despite multiple trainees having 

complained about them, and I think this is the downside of the smaller geographical patch and some of the local logistical 

challenges (e.g. not enough supervisors for certain core placements leading to over-reliance on people who have been 

consistently reported as unsatisfactory). 

The placements available are varied and interesting. Your clinical tutor who arranges your placements assists you to help 

shape placements to suit your interests where possible. I have had some difficult placement experiences where my supervisors 

have not always been geared up to provide a trainee with what they need. Although supportive, I think the course 

should do more to prevent this happening. 



Answer 

Respondents 

Yes 88% 

No 0% 



Answer 

Respondents 

Yes 24% 

No 73% 






Responses indicated that trainees live mostly in and around Oxford and Reading, with some trainees also 

living in Milton Keynes, London, Berkshire, Buckinghamshire and Surrey. 


Answer 

Respondents 

Yes 0% 

No 100% 


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So far seem to be managing well, seem not to overwhelm you with too many deadlines at once 

The course encourages it theoretically, - you get a workshop on it in your induction, but I feel in practice they can be a bit 

contradictory about this? 

The course encourages you to have a work life balance, although this does not always feel possible. 

I think I have a reasonable work-life balance. The course does try to encourage this. 

I have found my work-life balance to be fine and hope that the course continues to promote a ‘good enough’ ethos. 

I think that is always going to be tricky. Juggling training is difficult but I don’t think that is a reflection on the Oxford 

course, I think it’s just trainee life. 

At some times of the year it is better than others. The course are very encouraging of self-care. 

It is definitely possible to have a good work/life balance in Oxford. I have found if the weekly study day is used well then 

evenings and weekends can be kept free, and there is scope for flexibility around this. In first year I probably worked more 

evenings and weekends due to there not being a full weekly study day (due to extra teaching) and being extra keen! 

Others can manage this well but I have found this challenging at times. 

It varies - there are times when you have very little additional work and other times when everything seems to come at 

once - if the course balanced out coursework a little more this would help. My social life has definitely reduced but to 

within acceptable limits and there is a certain amount of personal responsibility for organising your own time effectively. 

There has definitely been a step up in workload in third year, but I guess that is to be expected. Prior to that I have been 

able to maintain a reasonable work-life balance. 

The course is very sociable and set up social events in your induction block. I think this helps with work life balance. 

I have felt that a good work / life balance has been very achievable and the course is keen to ensure trainees engage in 

their interests and hobbies. 



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First year is manageable if you plan your time well and plan study leave in advance (10 days per year and 20 in final 

year). Inevitably I will work at weekends or evenings during deadline periods but many of us maintain a good work life 

balance. Understandably, this will fluctuate and decrease in third year! 

My life circumstances mean that it is difficult for me to work outside of work hours, so it is difficult for me to comment 

on whether or not the course allows for good work life balance in itself. However, I have struggled to balance the things I 

need to do in my outside life with the various demands of training, and that has meant that both have suffered somewhat. 

The course has been very flexible and supportive in me taking time out when needed, and readjusting deadlines. 

I found that in my first and second year I could more or less manage to keep a good enough work/life balance, though this 

varied depending on having a deadline coming up or not! But this has definitely been harder in third year. 

Can be a struggle around deadlines, but work-life balance is a very personal thing. 

Generally good. Some evenings/weekends you find yourself having to do a little extra work but generally it is manageable. 

I think it is inherently difficult on a clinical training course to maintain a work-life balance, and I feel it is as good on this 

course as one can expect! I do feel that a lot of thought is placed into assignments etc. being ‘necessary’ (for example, I 

appreciate the rationale behind not having exams) and into making sure that trainees don’t have multiple placements in a 

row that involve a long commute. I also feel that I had a fairly good work life balance up until the end of the second year. 

If you use your study days effectively, your work life balance can be good. I think there are times when the work load is 

heavier but is manageable and to be expected. 

Definitely gets harder as approach submission! But I’ve learned a great deal about how to look after myself. 

I think this is always a challenge! Being in first year we have fewer study days than we would have in second and third 

year though 


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Oxford is an expensive place to live but managing by living in shared house 

Oxford it pretty expensive and you do not qualify for the London weighting. 

Oxford is an expensive place to live and commute from/to. The day they extend London weighting to places that cost the 

same to live than London will be fairer. 

I think Oxford is an expensive place to live compared to most places (bar London). As a trainee renting here I have 

enjoyed a good financial quality of life so far but have not been able to save money on top of living costs and the odd 

holiday. 

Oxford is an expensive place to live. 

Oxford is a very expensive place to live and our pay does not take this into consideration. 

Oxford is very expensive and we don’t get additional wages increase. I am worse off financially now than I was as an assistant 

psychologist at band 4. 

Oxford is expensive! 

Oxford is quite a pricey area. 

Oxfordshire is an expensive area to live! But it is lovely. 


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Oxford is THE most expensive place to live outside of London! Rental costs and transport is expensive but the course does 

pay travel expenses for those commuting more than home-base. House sharing is much more affordable than living alone 

and student discount can help! 

Oxford and the surrounding counties are expensive in terms of cost of living but having a salary to train is definitely a big 

perk and it is a manageable amount to live on. 

Oxford is very expensive to live in (equivalent to London) but we are not paid any high cost area allowance. However, I 

certainly find it manageable to rent in central Oxford and still afford luxuries. 

I get paid to learn about something I love so I am happy with the payment! 

I think the pay is fantastic, but unfortunately Oxford is just a very expensive place to live given the fact that there isn’t 

‘Oxford weighting’ to make up for the cost of living! This makes my financial quality of life a bit less brilliant! 

I think we are paid fairly for the work we do. Oxford can be expensive to live in so I chose to live in a nearby town and 

commute in. 

Oxford is expensive! 


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Supportive friendly environment (other trainees and staff) 

The teaching is generally brilliant. Having the leads in their fields come to teach is very exciting and you get a lot out of it. 

There are lots of opportunities open to trainees to work with well-known professionals on placement and in research. The 

course staff are all really friendly and are easy to talk to which is helpful. The course are very interested in trainee feedback 

on each lecture we have which is good and are quite good at feedback how they plan to use it to change the course 

teaching etc. 

I thoroughly enjoy the teaching days, and find the cohort a great source of support. Due to the small course you also get to 

know the other year groups. 

Teaching is fantastic. Staff are very supportive. The course values our feedback and makes changes accordingly. Very 

reflective. 

Teaching and placement - I really enjoy being a trainee on the Oxford course. I have also made some great friends. 

The cohort. 

The size of the cohort, 10-20 trainees is an ideal number to get to know others well and meet up socially outside the 

course. Also a good number for reflection groups and group tasks during teaching sessions. 

The teaching days because I enjoy the lectures/learning side of the course and get to spend time with the other trainees 

on my cohort. 

The other trainees - we have an amazing year group. Never under-estimate the power of being able to word-vomit and 

panic to people by email at midnight and getting thoughtful answers back. 

The small cohort, contact with the other years and staff members and access to really interesting teaching. 

The relationships I have with my cohort and the quality of the majority of the teaching. 

Access to the University of Oxford, world-class research groups and excellent placements. The small size of the course is 

also very important. 

The people - everyone on the course has been warm, kind and thoughtful. The teaching has generally been excellent and I 

always enjoy teaching days. 

Meeting and spending time with other trainees. Placements for me are also enjoyable. 

It is a really supportive course with teaching from experts in different fields. The links with Harris Manchester college are 

a bonus and you get to go to Oxford balls! 

Placements are a real strength, and my personal experience of placement supervisors. A genuine focus on professional 

and personal development of individual trainees. The set-up of the course enables good theory-practice links. Personally 

the seminars from the academic syllabus in particular have been outstanding i.e. “clinical seminars” (reflective/systemic 

discussion and formulation of clinical cases) and “ethical issues seminars” (accounting for wider context and issues). 

In addition to the teaching and training experience on the whole, we have a small cohort and therefore have a good supportive 

network and group of friends! 

Friendly and supportive atmosphere contributed to by other Trainees and the staff team. There are several points throughout 

the year where the course meets as a whole (all years and staff) and these help foster a sense of “belonging” and 

being an individual on the course, not just a cog in a machine. 

The rest of my cohort - everyone is awesome and we get on very well. The other years are pretty good too! It’s a very friendly 

course. 

Probably the quality of the placements, teaching and of course, the cohort! Oxford is a fantastic place to study and has 

the added benefit of being linked to a college, for more of a University experience! 



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Placements and the support of my cohort and the course staff. 

I think the size of the course; it is small enough to really get to know most people in the course and having a small 

enough cohort that we all know each other well. 

The cohort! The medium size of 15 in my year is really good for having a range of people to turn to, learn alongside, and 

become friends with. 

The cohort is an excellent support. Learn a great deal on placements and get to work with interesting people every day. 

I like being in a smaller cohort. 

Staff and trainees! The people here are fantastic and the sense of comfort in the building - really knowing each other and 

really feeling at home here (to pop in and out on weekends etc.) has been a huge benefit to my experience here. 

I also really appreciate the attention to detail with the academic programme - a great deal of thought goes into reviewing 

it, and this dedication to the programme is manifested in the commitment that both trainees and lecturers display in 

terms of attendance and quality of teaching! 

This is hard, I like so much of it! I think the small cohort size is a huge bonus. A lot of our learning during teaching 

occurs from listening to each other experiences and working together on small group tasks. In addition, the small size 

enables strong friendships between all members to occur meaning we have made some life-long friends! 

Get great teaching from world leading clinicians. The leadership module is run in conjunction with the business school. 

Really good placements around the area as well. Lots of really high quality and innovative services offering placements. 

Access to all the fantastic opportunities in the University (research, seminars, socially etc.) 

Having a job where the purpose of it is to learn stuff all the time! But the best bit is sharing the experience with 16 other 

wonderful people! We all support each other and it’s great to have a small cohort as everyone knows each other. 



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The only thing I would say is that the course have a tendency to micro-manage slightly. This doesn’t really bother me as 

I’m generally quite laid back but I think some people find this challenging. 

Obviously don’t have anything to compare to but would definitely recommend The Oxford course. 

I would recommend potential trainees think about living in or around Oxfordshire to allow convenient access to the University 

as well as placements. If you are interested in learning about and applying CBT whilst integrating some ideas from 

other models/approaches then Oxford may be the course for you. 

All in all an amazing course. I wouldn’t have gone anywhere else and it’s been a wonderful 3 year journey. 

If you don’t want a very heavy CBT focus I wouldn’t advise coming here and there isn’t much opportunity to think about 

social constructionist and community psychology models. The course could really balance out the type of teaching. There 

isn’t a big enough focus on cultural and social contexts and factors - one short modules isn’t enough and individual lecturers 

barely bring this into teaching. The role of psychology in politics and social change could also be included into the 

leadership modules. 

Focus is largely on CBT and systemic. There is not a great deal on social-constructionist and community Psychology or 

wider NHS/Socio-political context. Other approaches also have received minimal focus (CAT, DBT, CFT, and Schema Focused 

Therapy); although there are opportunities during some placements to explore these approaches more. 

It’s not “harder” because it’s Oxford - all DClinPsy courses are hard! Don’t let the name put you off! 

The course could benefit from better communication at times, there are lots of competing demands and I feel that sometimes 

staff members forget this. 

I would highly recommend the Oxford course. 

I think the teaching could be improved by reflecting a bit more of the complexity in clinical work and I would personally 

have liked a bit more teaching on social constructionist approaches and wider issues of the social/political context and 

how this influences difficulties. 

The course would benefit from teaching more trans diagnostic skills rather than arranging modules (especially CBT in first 

year) according to diagnostic labels. 

I think there should be much more focus on diversity, and I think the lack of social constructionist thinking on the course 

- combined with the impact of being located in an area of academic and societal privilege - means that I think this is an 

area that requires more conscious focus and consideration within the syllabus and structure of the course e.g. in assignments 

and reflection etc.. (However, I do think there are various initiatives on the course that are helping with this, including 

the access and outreach group). I also think that whilst the current service user and carer input is invaluable, we 

could go much further with this! These perspectives and individuals should be more integrated into teaching, recruiting 

trainees, and generally considering how we can move more towards empowerment and away from ‘treatment’. 



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I think there are benefits to it being ‘Oxford’ in that we often have excellent lectures from prominent voices in the field 

and many of the course team are also well-known experts in their clinical/research area. This can make it a very exciting 

place to study. However, at the same time I think historical relationships are very important to the course so they will often 

continue to invite teachers who have had poor feedback year after year apparently in order to avoid severing the relationship. 

I feel that this is at the cost of the trainees experience and an unethical use of NHS time and money. Thus, I think 

the teaching overall could be far improved. 

There is a lot of support to complete your research assignments but if you are not confident in research methods at the 

start, I don’t think the teaching is very good so assignments might be challenging. I certainly have not learnt anything to 

date that was not covered in more depth in my masters and may be even my undergraduate degree. Research teaching is 

sporadic throughout the three years and there seems to be more emphasis on giving us tasters of research methods rather 

than really developing our skills. I am aware that this has been highlighted and the course plan to consider how the 

research modules can be improved. It may be worth investigating the progress with this when applying. 

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Having the choice again, I would definitely still choose Oxford. I find the course to be really supportive. 




Yes 0% 

No 100% 


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Interview and Group Task 


Teaching 

Year 1: 2 days (14hrs) per week + 4 week Full 

Time induction block (140hrs), Year 2: 1 day 

(7hrs) per week + 2 x 1 week full time blocks 

(70hrs) , Year 3: 1 day (7hrs) per week for 2 terms 

+ 1 week FT block (35 hrs) 

Placement 

3 days per week 

Personal Study 1/2 day a week in placement time plus - Year 1: 1 

day/week outside term-time + 10 extra days, Year 

2: 1 day week + 10 additional days, Year 3 - 1 day/ 

week Term 1&2, 2 days/week Term 3 + 20 additional 

days 

Research 

Included in above 


Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 0% 




100% 

90% 

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10% 

0% 

Yes 

No 

CPD 



100% 

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10% 

0% 

Yes 

No 


CPD 


Plymouth University 




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20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years old 



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0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 65% 

MRes 0% 

Diploma 5% 



None 10% 

Other 0% 


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None 

Less than 

one year 


know 



Respondents 









Other 35% 





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I found the day of the interview pleasant! It was well organised, calm and I appreciated having trainees present, both to 

discuss concerns and to talk to someone who wasn’t preparing for an interview to just have a chat with. 

Friendly and supportive staff team and trainees. 

The interview process at Plymouth was supportive and didn’t feel anxiety provoking at all. Both the staff and the trainees 

at interview were really friendly which helped calm any nerves. 

Really pleasant experience (ignoring my own anxiety!). It felt like the course was selling itself to you which was really nice. 

Lots of trainees around to talk to and lunchtime presentation from course team and trainees. All questions were manageable, 

nothing to throw you off. 

It was a very welcoming day; the current trainees were there to chat to us and answer any questions that we had. The 

course team gave a brief talk to give an overview of the course and the current trainees introduced their experience of 

being trainees at Plymouth University. Overall it was as enjoyable as interviews could possibly be! 

The Plymouth interview was really pleasant. The current trainees were there for support and very positive and helpful. 

All staff members, including the administrators, the head of department and interviewers were very friendly. I liked the 

vignettes that seemed really related to real clinical work. It felt OK to be myself, I was encouraged to take my time when I 

stumbled over some questions. 

I felt extremely anxious but found the course team and current trainees to be hugely reassuring and put me at ease. 

There was a free lunch and lots of informal time to talk to current trainees. I think it helped that the staff team were 

dressed as smart-casual rather than in suits. It felt like they were doing all they could to put us at ease. 

“Very inviting and friendly atmosphere. 

Current trainees were there to welcome us and support us on the day which enabled me to feel more relaxed and to talk to 

somebody in between my interviews. 

My impression of Plymouth was that it was accepting of diverse applicants.” 

Plymouth provides trainees with vignettes and the first few questions so you go in to the room knowing a little bit about 

what to expect. The day is generally run very smoothly with lots of trainees on hand to answer questions. Lunch is provided 

and over lunch the course team do a little presentation about the programme. The interview panels tend to be very 

warm and ask relevant questions that aren’t designed to trip you up. They’re usually a mix of course staff, local clinicians 

and service users. 

The course staff and trainees were very welcoming and reassuring during the interview day. They were friendly and I felt at 

ease quickly despite my nerves about the interviews. The ethos and values of the course are represented in the trainees. 

We were given lots of information of the interview process beforehand so it felt like I had a fair understanding of what 

would be expected of me. There were current trainees waiting with us, who were great at making you feel calm and 

distracting you from your anxieties; I think that helped us to feel comfortable with other candidates so it didn’t feel like a 

competitive environment. 

Thoughtful, person centred and reflective. 

I thought the reception at the interview day was very warm and friendly. There were lots of people around including current 

trainees and other applicants and I felt like the atmosphere was reasonably relaxed considering the context. There were two 

interviews plus a written task in my year and I thought this was about right in terms of the demands placed on me during the 

day. The style of interviewing was very encouraging. I felt like the interviewers wanted me to do my best, rather than put me 

on the spot. There was also a service user on the panel of one of my interviews which was encouraging to see. 

Extremely warm and friendly. Felt they wanted the best out of me rather than intimidating me. Nice to have current student 

there to speak to and ask questions and seemed well organised. 

Information about the process of the interviews was sent in advance, along with details of a paper to read for discussion. 

The staff organising the interviews on the day were very friendly, helpful and supportive, which eased my anxieties, as well 

as having time to speak with trainees from the course. I was very grateful for the lunch time talk from the course team 

and trainees, and this made me realise that this was the course I really wanted to be on. Whilst interviews are stressful 

and anxiety provoking, I found the staff and service users on the panels to be very supportive in helping me perform at my 

best and very much tried to put me at ease. 

The academic interview was very different to all other interviews I did - much more focus on theory rather than research. 

The clinical interview was nice - they panel were friendly and asked nice questions. 

I thought the interview was a welcoming process. 

There were 2 interviews and each had a vignette to read beforehand and some questions linked to it to be answered in the 

interview. There were 3 people on the panel which felt manageable. Trainees from the course joined us for the day and did 

a presentation so we could get more of a feel for the course which was really helpful. 

I enjoyed it. It was challenging but if you prepare it should go okay 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 


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The course focuses more on therapeutic skills which go across the board rather than a heavy input in any one particular 

therapy. You gain a lot of these skills when out on placement, which can be dependent on your supervisor’s preference. 

I think the topics covered are balanced in relation to the time devoted. 

I feel that the CBT teaching quality is not on par with other strands covering other psychological models. It is fantastic 

that we receive a foundation certificate for family therapy in our first year which provides us with skills for our first placements. 

Our course is also reflective throughout and encourages lots of interactive forms of teaching; trainees themselves 

are invited to co-teach with the lecturers. In Cornwall placements, it seems that CAT is a ‘hot topic’ so more teaching 

would be welcomed earlier in the academic year. Overall I feel that a social inequality underpins the teaching we receive - 

which is so important in this current political climate. 

This is a place to think critically and freely about current issues. 

I feel we ought to have more CBT because this is expected of Clinical Psychologists working within adult mental health 

settings, however, I prefer that there is less time devoted to CBT as we’re not training to be CBT therapists. 

The systemic and psychodynamic teaching on the course is very good 

The focus of the year’s changes. I’m in year 1 and we’ve completed the foundation course in family therapy and have 

teaching on psychodynamic, CBT and community psychology. 

The course focuses on systemic therapy but we also have excellent psychodynamic teaching, neuropsychology teaching 

and social inequalities/community psychology. The CBT teaching is there but isn’t a priority. 

We get a lot of teaching on systemic; though we have a few days on CBT it hasn’t felt like we have had enough to use on 

placements. 

I chose this course for its social constructionist and systemic orientation and the weight this is given suits me well. 

There has been a little less focus on clinical skills teaching than I might have liked. I think the courses emphasis is on 

getting core philosophy and orientation covered in the first year and then clinical skills are focused on more in the second 

plus on placement; however I feel I could have been more useful on placement with a bit more time spent on practicing 

clinical skills. 

Also I think the emphasis is away from the more branded therapeutic approaches towards a more social constructionist 

perspective (not that they are exclusive), but I think the philosophy is geared away from the more individualistic approaches 

to psychology with a focus on systemic and social inequalities formulation.” 

Whilst Plymouth is perceived to be a very systemic course, we do have good teaching in other core models and approaches, 

and specialist placements are available in some models in 3rd year. 

Too much time devoted to CBT - its a shame this is a requirement for the BPS. It would be nice to have some teaching on 

other approaches, such as ACT, Schema Therapy and DBT 

The course isn’t geared towards using CBT so the teaching on this is quite limited 

We would benefit from more and better CBT teaching. I would suggest external speakers who know what they are talking 

about and can explain things in an easily accessible way. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 




■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

We have a block teaching period you so start your placement with knowledge. I’m not sure we can ever be fully prepared; 

you just don’t know what to expect one placement to the next. 

In addition to the teaching block before placements begin, we also have a clinical tutor that we can contact. 

As a first year trainee, it can feel overwhelming and as if you are de-skilled; I felt that the course team gave a lot of reassurance 

that we are not meant to know everything and a focus on the wider systems in the first years enables you to think 

about the client and how their difficulties are framed by this wider system. Constant contact with our clinical placement 

tutor, alongside twice yearly group tutorials means I feel well supported and I would have someone to speak to if I had any 

concerns. 

I felt very satisfied though this may be more to do with my Pre-training experience than how the course prepared us. If 

anything, I found the induction days at the start of placement a little sporadic this meant that becoming integrated into a 

team and getting started felt a little slow. 

Teaching can never truly prepare you for the realities of going on placement and working with people and I’ve found that a 

lot of my learning has come from being on placement. 

We’re prepared generally but not specifically to the area you’re going (e.g. child LD, paediatrics) so that means you have 

to do extra reading on top of the teaching. That’s in line with the adult learner model though and means you can focus on 

what is useful for your placement. 

We all met with our supervisors before starting placement, so it was good to have a bit of contact. I think it is difficult for 

us all to be prepared as there is such a variation in the type of placements that people have. 

Placement is where the most learning occurs - it is hard to be prepared for everything but that is part of the process. 

A little more time on clinical skills would be helpful, time to practice in session. 

Great choice of placements not far from the city centre. 

Preparation for placements I don’t think has been great. I had a difficult experience on placement where I felt extremely 

let down by the course and the placement supervisor. I feel that I was not given sufficient support to reflect and repair on 

a major rupture with my supervisor which left me feeling victimized and blamed. The course would benefit from adapting 

the way they train and support supervisors and how they overcome challenges within placements. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 


at this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





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■■ 

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Managing all elements of the course is difficult. 

The commuting can be difficult and tiring due to covering a large rural area. 

There are lots of deadlines in the first year, so I have found that it is important to be organised as it would be easy to 

become overwhelmed. The course team are always on hand for support if you do need help which is great 

Being a student as well as an employee can mean lots of juggling and a honing of your organisation skills. The Disability 

Advisory Service at University used to outsource their support, due to external factors, they are doing more in-house but 

this has not been an easy transition. 

Managing the balance between home life with small children and training demands. The course has been excellent in 

helping me with all that has come up. My training schedule is now more personalised to what is realistic to my life. With 

this training has stayed enjoyable. 

No 

Training is demanding! Plymouth are very supportive and thoughtful about the timing of assignments. Generally it’s busier 

around deadlines but that’s to be expected. 

No, the course is well-established and therefore seems very well balanced and supportive. 

There is a fair amount of coursework in the first year but I have not found this too overwhelming with a good amount of 

study days. 

The nature of any course like this is that it is demanding. I have found looking into my own self, my biases, assumptions 

and experiences challenging - however this course is very reflective and encourages this and I believe that this is necessary 

in becoming a self aware practitioner. 

I think the course is pretty well balanced in terms of workload. Occasionally I feel like I could do with more study days. 

I have a physical injury to my back and neck, and found adapting to sitting in lectures all day and taking notes physically 

demanding. The course responded excellently to meeting my needs and ensuring reasonable adjustments following guidance 

from the disability service. They have arranged specialist chairs for me to use in lectures and on placement, tried to 

find placements which require less driving/travel, and have supported me in getting lecture notes in advance so I can use 

assistive software 

Year 1 places a lot of focus on academic development, so there are a lot of assignments and course work, which was difficult 

to juggle alongside placement work. 

Problem Based Learning is a difficult experience, and always seem to be that way, mainly due to group dynamics. I’m not 

sure this aspect of the course is well managed by the course team. 



Respondents 



Manager 26% 


Librarian 37% 





Other 16% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

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■■ 

■■ 

■■ 

■■ 

■■ 

Due to financial constraints, outside the courses control, there have been some changes to staffing and as a result this 

has, understandably, had some impact. However, I think that the course team have overcome the difficulties and dealt 

with them effectively. 

The course team have been very supportive and available whenever I have needed help 

It has not been easy to get hold of the course team at times due to staffing shortages, but they are aware of this and 

working towards making this more efficient. However, having said that, they are extremely good at organising meetings if 

needed i.e. to support me with my disability. 

Although the Plymouth team has reduced significantly over the last years, loosing some really amazing team members, 

and leaving the team quite stretched, I feel that I am supported whenever it is needed. Quite amazing. 

It has been a little difficult getting hold of my internal research supervisor at the beginning but no there are no problems. 

I have found the course team to be very promt and supportive, I feel we have a good relationship. 

The staff are highly supportive and this is a huge credit to the course. They are under pressure but always make time to 

meet you discuss personal/professional issues and are very understanding to the realities of having a life whilst on the 

course. 

At times the teaching has been quite emotive, but I have felt well supported by the staff team to manage this. I have 

found that the course have been receptive to listening to some of our views about how to improve the support the course 

provides including more reflective practice. I have had a few personal difficulties and found my academic and clinical 

tutor really good at meeting up and are very thoughtful about any difficulties. 

Overall great. Fellow trainees also offer a lot of important support. 

Plymouth is the type of place where you can get to know the staff at a human level and I feel like most of them would go 

out to bat for you if the chips were down. 

Excellent and I would not have managed to complete the course without this. My academic and clinical tutors have been 

particularly supportive, and always ensure I know they are there if I need anything. I am extremely grateful for their practical 

support and guidance. 

We have personal tutors, clinical tutors, research supervisors, and professionals’ mentors, so there are lots of people available 

to draw on for support. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

■■ 

Placements supervisors are extremely supportive of learning needs and styles. Having space to think about learning and 

trying to overcome any difficulties that may arise. 

Each of my placements has enabled me to develop both personally and professionally. I hope that post qualification I 

will be able to continue working with the colleagues that I have begun to develop working relationships with as they have 

inspired and supported me through my training. 

Placements to date (Children and Adult Services) all have had brilliant and experienced supervisors; colleagues have 

mostly been supportive, especially around my deafness needs, and I feel I have grown a great deal in the last 19 months 

since starting the course - I have been nurtured as well as pushed when necessary and my learning curve on placement 

has been steep. 

I keep coming across clinical working areas that are really not very therapeutic and it is a shame how NHS spaces are 

really not good enough (chipping paint, not enough clinic rooms, poor sound proofing, not closing doors; list is long). I 

have also become less tolerant about ‘hot-desking’ where there are not enough computers for staff teams, no good storage 

spaces for important clinical notes, etc. 

I have found all placements to be suited to my needs and all supervisors have been excellent. 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Plymouth allocates placement areas so the majority of placements will be within a specific geographical area (Cornwall, 

Plymouth, South Devon or Exeter). In interview you are able to rank your preferences and in my year everyone got their 

first or second choice. In the first year the placements are decided for you on the basis of your Pre-training experiences. In 

the second year there is more flexibility and in the third year placements can be interest based. 

Can be a lot of travelling but that’s the reality of working in Devon/Cornwall. 

We are allocated a placement area, though one placement has been out of area due to shortfall in placements. Coming up 

to second year we have more control and say over the placements that we get so that they are more inline with our learning 

needs and own personal interests; though this was not possible in the first year - simply because placements have to 

be organised before we start the course. The course does allow us to buddy up with other trainees so that we can spend a 

day in different services which may interest us. 

I’ve found that my supervisors have a fondness for the course, and a sense of commitment towards trainees to do the best 

by me. I have only had two so far but they have both been highly competent professionals and very caring people. 

The choice of third year placements was great and my clinical tutor spent time helping me reflect on my experiences and 

competencies achieved thus far, and really think about how to maximise my learning from my final placements. 

Really enjoy both my placements, the supervision is great and I do a wide variety of work on each placement 



Answer 

Respondents 

Yes 55% 

No 20% 



Answer 

Respondents 

Yes 15% 

No 75% 




Responses indicated that trainees live mostly in Exeter, Torquay, Plymouth, Cornwall, Truro and South Devon. 


Answer 

Respondents 

Yes 20% 

No 65% 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

We stay away from home during teaching blocks and are put up in a B’n’B. I think it’s always going to be hard to have a 

perfect work life balance on the Doctorate programme. 

■■ 

I use my study days effectively in order to try and manage my work life balance. 

■■ 

■■ 

Around times of deadlines, the balance can shifted more towards work, being a student - I rely on the timetable to give 

me the time that I need but sometimes it’s just not enough. 

The course is really helping keep a very good balance and I enjoy choosing from the ‘learning buffet’ rather being expected 

to know it all. 

■■ 

It gets busier around deadlines but that is to be expected. 

■■ 

I have been able to have a surprisingly good work life balance and I’m so happy about that. Occasionally I have to work 

evenings and weekends when deadlines are approaching but it’s been okay so far. 

■■ 

It is what you make of it! 

■■ 

Most of the year is pretty good for keeping work 9-5, but there are some times when this isn’t possible. If you have heavy 

social commitments these can be tricky but are very possible and the course is very supportive. 

■■ 

■■ 

It can be very difficult at times, but the course do encourage to maintain work life balance. 

You need to be organised but it’s manageable. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





■■ 

■■ 

Cornwall has plenty of places to explore for free 

I think Plymouth is probably one of the easier places to get by financially. 


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The small cohort develops into a support group where we can develop together and guide each other through difficult 

times. 

I can’t name just one as I it has all been an enriching experience. However, I suppose the ethos of the course is not only 

the reason I wanted to study at Plymouth, but also shaped my experience. 

The teaching has been great, with some fantastic speakers and being able to have such a great work life balance is better 

than I thought would be possible on the course 

My cohort - without a doubt. 

I LOVE the orientation of the different staff team. Everyone appears enthusiastic about their area of expertise and we 

get to share it with them. I also love that the course is about the community, the person in relation to others rather than 

looking solely at the individual. 

The teaching staff and critical, reflective, social constructionist approach. 

My fellow trainees 

The placements I have had 

The balance of teaching and placement. 

The course team are really supportive and I feel like they want to know who we actually are. They also have good links 

with placement supervisors who seem to really like having Plymouth trainees with them. 

The opportunity to think reflectively and reflexively about the relationship between personal and professional. The course 

ethos and focus on power and language is brilliant and has changed the way I see the world. My supervisors have been 

brilliantly skilled and thoughtful. I also really enjoy the social inequalities perspective which supports and encourages us 

to become political activists and agents of change. 

The faculty at Plymouth is packed full of very caring, real, humane people who are invested in creating an atmosphere of 

safety and support such that trainees can learn with a sense of fun and creativity and a focus on the important things in life. 

Psychodynamic teaching is excellent 

Reflective groups 

Learning systemic ways of working 

The passion and dedication within the course team 

The range and variety of teaching 

Opportunities to meet with other trainees from the Exeter course on some placements, and being Exeter/South Devon 

based, having opportunities to socialise with Exeter trainees too” 

Their focus on social constructionism and community psychology 

The critical nature of the course team makes it OK to be different and to ‘think outside of the box’ which I really appreciate. 

The variety of work I’ve been able to get involved in, ranging from seeing people individually to offering reflective groups 

to staff in a homeless shelter. 



■■ 

■■ 

■■ 

■■ 

Overall, the course is very responsive to suggested change and development. 

Read about the course, speak to present and current trainees to make sure it is the right place for you (do this for the 

other universities that you are thinking about applying to). At Plymouth we are more that happy to be contacted; I have 

arranged to meet with a potential trainee as she would like to learn more about the placement base before she accepts her 

offer. Good Luck and all the best with your applications/interviews. 

If you have a disability, make it known as early as possible, even if you haven’t applied yet, so you can meet the disability 

service and other disabled trainees. This is also applicable for those with a BME - there may be a perceived lack of diversity 

and culture here in the South-West but there is plenty of diversity here. Feel free to contact us trainees to find out more 

More time for reflecting together. 






Yes 0% 

No 100% 


■■ 

Two interviews assessing clinical, academic and reflective strengths 


Teaching 

Placement 


Research 

Blocks in year one and two and intermittent throughout 

Not stated 

Not stated 

Not stated 


Qualification 

Respondents 

Exams 0% 


Essays 100% 



Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Queens University Belfast 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 83% 

MRes 0% 

Diploma 33% 



None 0% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 50% 





■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Well organised and a warm welcome from staff and current trainees. 

It was ok, the course had trainees available to chat with interview candidates which eased tensions somewhat 

Great. Long day but very fair. 

The full day was exhausting but it was good to have it done in one day rather than having to keep coming back for different 

parts of the assessment. 

It was a long process but I felt I was given different opportunities to show my experience and who I am as a person professionally 

and personally. 

Very supportive. Trainees were on hand to help calm nerves and interviewing technique made the process less anxiety 

provoking. I felt like interviewers just wanted to get to know me as a person in the personal interview, which was nice. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 








0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 


■■ 

■■ 

Covering so many areas can feel cursory at times and that there is more breadth than depth to the teaching 

The quality of some of the teaching is not as good as previous courses such as my MSc. 

■■ 

Queens devotes a lot of time to a range of different therapies and reflective practise, which is great. I really enjoyed the 8 

week experiential Mindfulness course run in 1st year. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


■■ 

Our views on where we would like to go are taken into consideration. I have felt fully supported by all my placement tutors 

in setting up placements and supporting me on placement. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 






directly. 



■■ 

■■ 

■■ 

Year 2 has been particularly demanding due to the dual requirements for large scale research and academic coursework/ 

exams 

There can be significant time demands with the research element of the course to ensure research portfolio is submitted 

at end of April for June viva 

Balancing placement and different deadlines. The on-going nature of the large scale research project is tough. 





Respondents 



Manager 17% 


Librarian 17% 





Other 17% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

As part of the course the trainees take part in psychodynamic ally oriented personal awareness groups and these are a 

great resource for personal awareness, reflection, self-discovery and group support. 

I have received good support when I have sought it however there is always an awareness of the power differential between 

staff and trainees and seeking support can be a worrying time as you are unsure of how this will be viewed. 

■■ 

The emphasis is placed on the Trainee with not a lot of support from staff. 

■■ 

The Queens staff team are a really lovely group of people and always make time for you when you need their support. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



Answer 

Respondents 

Yes 100% 

No 0% 





Answer 

Respondents 

Yes 17% 

No 83% 




Responses indicated that trainees live in and around Belfast. 


Answer 

Respondents 

Yes 33% 

No 50% 

N/A 17% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

■■ 

Being a wife and a parent of young twins helps me to maintain a work life balance and helps to put the course in perspective 

as part of my life, but not my whole life 

At times the balance is heavily weighted on work particularly in third year due to the demands of the research portfolio 

The course has peaks and troughs of business - at times my workload is very busy and other times I have a better work life 

balance. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

Childcare is subsidised at Queens with high quality crèche provision, making it more financially possible to do the course 

whilst paying for two full time crèche places 


■■ 

■■ 

■■ 

■■ 

The focus on reflective practice 

The personal awareness groups which are mandatory on our course, facilitated by a group therapist 

Integrative approach 

The excellent teaching and the high quality supervision I have received on placement. 




Yes 0% 

No 100% 


■■ 

Interview 


Teaching 

Placement 


Research 

6 week block the one day per week 

3-4 days per week 

1 day per week on occasions 

Not stated 




Qualification 

Respondents 

Exams 100% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Royal Holloway 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



Royal Holloway, University of London 


Qualification 

Respondents 

PhD 9% 

MA 4% 

MSc 65% 

MRes 4% 

Diploma 4% 



None 17% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 26% 





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■■ 

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■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

I found the interview process to be quite friendly and unintimidating. I don’t think they are looking to catch you out; they 

try to help you to do your best. I had one research interview and one clinical interview, and for both I had two interviewers. 

Both interviews were relatively short. We had clinical vignettes to prepare for the clinical interview; again, this was not 

an intimidating experience. 

My impression is that the interview questions don’t change much from year to year, which means it is very much worth 

finding out what they asked last year and preparing accordingly. In my opinion this unfairly disadvantages people without 

‘contacts’.” 

Fairly straight forward and well structured, though I was asked to manage my own time in the interview with regards to 

length of questions. Otherwise, seemed open to getting the best out of you. 

I found the interview process to be friendly and the course seemed to be making it as relaxed as possible. There were current 

trainees around to ask questions. You had a clinical and research vignette before each interview, for which you were 

given plenty of time to prepare in a quiet room. 

I found the interview experience quite positive. The second year trainees were really friendly on the day which helped to 

put me at ease. The interview process was clear. I knew there would be a clinical interview and a research interview with a 

vignette for each. These were given to us on the day and there was a big room for a group of us to quietly read the vignette 

and prepare. The interviews themselves were quite brief (20 minutes each) and I liked that some of the questions were 

based on the vignettes. 

It was quite relaxed. We had plenty of time to prepare beforehand and there were no trick questions, they seemed to just 

want to get the best out of us. 

I found the interview process at RHUL really positive. There were two interviews: a clinical and a research one. For each 

there was a vignette to look at and prepare before going which helped give you time to think. The interviews felt like a 

fair assessment of the necessary skills you’d need for training, nothing to trick you up and not too difficult to prepare for. 

Before and after each interview there were lots of current trainees around to talk to and who were really friendly, which 

helped to put at ease. The whole process felt friendlier and fair compared to other interview experiences. 

The interview was as nice an experience as an interview can be! I was there for half a day with two 20 minute interviews 

(one clinical, one research). Both panels were friendly and I felt like they wanted me to do well. There were also ‘buddies’ 

from the current first year who were helping out on the day and who we could chat to or ask questions. 

Really nice! The questions were straightforward and it felt like they really wanted to get the best from you rather than 

trying to trick you. The clinical interview was quite short (20mins) so I felt that I didn’t really get to say as much about my 

experiences as I would have liked. I really liked the way there were current trainees around who you could talk to about 

the course and their experiences. They were all really friendly and positive about the course which gave me a very good 

impression. 

Friendly and straightforward. Good information provided about what to expect. 

The Royal Holloway interview seemed fair and straight forward. One clinical one, where you get a clinical vignette to 

prepare for, then a research one where you have a research vignette to prepare for (designing a study). Some of the interviewers 

were friendly but others were more straight faced, don’t let that throw you off though! Each interview was only 20 

minutes and you had to keep track of time, which I found difficult and definitely ran over! The waiting room is meant to 

be supportive and relaxing with trainees around, but I actually found the atmosphere a bit tense, may be an idea to go for 

a quick walk between interviews to clear your head. The admin staff related to admissions and interviews were lovely. 

The interviews were quite relaxed & not as stressful/high pressured as ones at other courses. I felt that the interviewers 

were trying to get the best out of me & there were plenty of people to talk to between interviews if you wanted to (I just 

wanted a quiet place to sit, which was also accommodated for). The interviews themselves were quite short. 

The interview process was transparent with no surprises. There is a clinical interview and a research interview. You are 

given vignettes to choose from ahead of the clinical interview, and given time to consider how you would design a study to 

answer a research question ahead of the research interview. All of my interviewers were friendly and encouraging. It was 

reassuring and helpful to be able to chat to current trainees while waiting. My PWP training really helped with the clinical 

interview. 

I thought the interview process was fair and not too anxiety provoking. They gave me ample time to look at through two 

vignettes (one research, one clinical) and had separate interviews on each with questions around them. I enjoyed that the 

day was run bu first year trainees as they felt close to the process and knew what it felt like to be on the “other side” so 

they had helpful advice. 

Fairly streamlined, helpful to have current trainees on hand. It was a little bit stressful because you are given a vignette 

before each of your research and clinical interviews, and you have to go in to a room at the right time to prepare the 

vignette and then have to sit in the communal room afterwards for a while until your interview without discussing the 

vignette with anyone. 

I found it quite simple a clinical part and a research part - it didn’t feel like the process was trying to catch me out 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 


I felt that I was made to feel very comfortable during the RH interviews (well, as much as you can feel!) - in comparison to 

those from other courses. I felt welcome by the interviewers and found that they tried to get the best out of me, given the 

small amount of time we had. There were current trainee’s on hand to talk to before the interview. 

Short and quite relaxed. Straightforward questions, no tricks. 

The interview was extremely warm and welcoming. It was clear that the course wasn’t attempting to catch you out or ask 

you trick questions; they were clearly trying to get the best out of you. I found it a really pleasant experience 

I found the afternoon less stressful than other courses. We had two interviews; one research and one clinical. There was 

a mix of vignette and non-vignette questions, and it didn’t feel like they were trying to trick you. My interviewers were 

engaged and seemed genuinely interested in what I was saying, which made a big difference when I think back to other 

interviews I have been to. 

I did two interviews that year and I definitely preferred Royal Holloway’s approach. I felt that the course did what it could 

to put candidates at ease and that the interviews themselves were fairly straight forward- clinical and research vignettes 

followed by the usual questions. Didn’t feel that they were trying to catch me out with anything that was asked. 

It felt like a welcoming atmosphere from both staff and trainees. There was enough time to prepare for vignettes, and they 

felt suitable. Questions in interview seemed fair and designed to get a sense of you as a person and clinician, rather than 

parroting out pre-prepared answers. 

While the experience was anxiety provoking, the interviewers were friendly and encouraging - as if they were trying to get 

the best out of you. Having first year trainees there on the day is a nice touch - they definitely helped me ‘regulate my 

emotions’ pre- and post-interview! 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 








0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 


I think RH is unashamedly a CBT course, but as someone who prefers other models I have found it bearable. 

First year is very CBT heavy and links more to different adult diagnoses you might be working with. 

Second year has been a broader, with more teaching on other therapeutic models.” 

I have answered based on our teaching in first year. We will get more models of consultation, NHS/Social/Political, Systemic, 

and Neuropsychology as the course progresses. 

So far in the first year of training we have had 3 days of psychodynamic teaching and one or two days of systemic teaching. 

We’ve had one day on schema therapy which was excellent! I am hopeful that the training will cover DBT and CFT at 

some point. 

Fairly CBT heavy, but am only in the first year so hopefully there will be more systemic/psychodynamic teaching in later 

years 

There is a lot of focus on CBT, which has been useful in preparation for placement. 

Very much focused on CBT 

So far in first year we have covered a far amount of CBT for different disorders, OCD, panic, anxiety, depression etc... I 

feel this has prepared me well for my first adult placement. We had some really good teaching on schema therapy and 

some really good psychodynamic workshops too. Looking forward to more of this. 

The course is predominantly CBT and systemic, although other models are covered & the course have been very good at 

adding in lectures requested by the cohort (e.g. narrative) 

CBT is the focus of much of the teaching and is very well-taught. We have also benefited from brilliant lectures on psychodynamic, 

systemic and schema therapies. 

First year is very CBT heavy, but as the course goes on other models are introduced and there is opportunity to request 

topics for teaching which we have done (narrative) 

I think the course has great systemic teaching but the second year has been very neuro-psychology focused. 

CBT is covered pretty comprehensively! I found that having a strong basis in CBT fitted well with our Adult placements. 

We’ve been fortunate enough to have received a variety of teaching from other topics outside of CBT. Schema therapy has 

been - by far - THE MOST interesting of all. 

Quite CBT heavy, but we have teaching on other models too. 

It is very CBT orientated. I think we would all like more focus on other approaches, there is very little awareness of social 

constructionism. 


■■ 

■■ 


The course is very CBT orientated in the first year. Lots of the lectures are “CBT for...” There are some introductory 

lectures for systemic and psychodynamic approaches. The course’s second main approach is systemic and a lot of this 

teaching is in second year I believe. 

First year is feeling very CBT-oriented, but I guess the relative structure of it as an approach can decrease your clinical 

nerves on placement. I do wish there was more social constructionist and psychodynamic teaching, but you know this 

when you apply to RHUL and it is the dominant model recommended by NICE anyway. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


this time 


■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

As placements can vary, teaching might set you up better for certain placements as opposed to others, so it can be a balancing 

act of what information you do/don’t know before placement. But this would be the same anywhere. 

We have a 4 week teaching block at the beginning which prepared us well for placement. My supervisor said that trainees 

always seem well prepared. You also have a placement visit a couple of weeks before your placement starts which is really 

helpful. 

We had a four week induction period which allowed trainee’s to get to know each other and to practise clinical skills for 

the start of placement. We were also advised to make contact with our placement supervisors and organise a placement 

visit during this time. 

The induction block at the start of year 1 prepares you as well as possible for the type of knowledge and skills you will 

need for your first placement. There is an assessment pass out at the end of the induction block, which is anxiety provoking, 

but is good preparation for starting placement. 

We had a month’s induction teaching block prior to the first placement which was useful. Sometimes the teaching doesn’t 

quite match up with what we’re doing on placements but this is pretty unavoidable! 

It is not always possible to have the teaching relevant to your placement before starting 

We have a month induction which was a great way to start the course and get to know the cohort well. The teaching in this 

time covered a lot of role plays and clinical skills and at the end we have a filmed pass out, one to one, with a course staff 

member playing the ‘client’ afterwards we receive feedback from them on our technique- this sounds scary but was actually 

very useful and the staff were supportive. I felt in a good place to start conducting assessments as soon as I started 

placement. 

We have opportunities to input into the process of placement selection (especially after first year) & the course do seem 

to try to match us with placements based on our preferences & location (although obviously this is not always possible). 

There are allocated people within the department to discuss placements with & they will usually always respond offering 

you a meeting to discuss anything raised. 

They take into consideration individual people’s needs eg. what training needs people have, where they leave, families etc. 

There are also loads of great placements given that it is a London course- I think the placements are the best thing about 

Royal Holloway 

My current placement is in IAPT, whilst I’m enjoying my learning experience here, I feel ready to move on to a new challenge, 

but I have x2 6 month placements here. I’m hoping for more varied placements in my second year. 

I was prepared well for my placement and felt like I had core CBT skills to draw from 



■■ 

■■ 

■■ 

There are some lectures which happen later in the year which you think would have been more helpful earlier on. There 

is a focus on general CBT, assessment and clinical skills in the induction block so you have the basics before you head to 

placement 

The induction block helped to cover clinical skills and CBT- it’s hard to know what else they should have covered without 

completely overwhelming everybody! 

I’m not sure anything can prepare you for placements, apart from actually getting in there and doing it. However, while I 

understand that there is a limit to the amount of experiential learning you can do in a classroom, I think Royal Holloway’s 

teaching could definitely be more interactive. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The first two years are intense with a large number of coursework deadlines. Royal Holloway seems to consider this some 

sort of test of character or ability, and so they give you more coursework than most other courses. I certainly found it difficult, 

and made it very hard to put 100% into placement. 

Not more so than any other aspects - all equally. 

The things you would expect: having to manage time on placement with seeing clients and finding the time for placement 

reading, managing multiple demands. 

Juggling research/assignments/placement can be demanding. You need to plan your time carefully and be prepared to give 

up some evenings and weekends at times. 

The demands have been as expected really - this is mostly around assessment and deadline periods. 

I found starting the first placement quite demanding and although I had previous clinical experience, I struggled with 

feeling a bit incompetent. My placement supervisor was really supportive with this. At times I have felt quite overwhelmed 

with the amount of information we are given on teaching, but this would be the same on any course. It can also be hard to 

balance the demands of the academic work with placement, but pays to be organised! 

I found the first two terms of the course were not demanding at all, despite having an essay early on. That may be in part 

due to my good placement and supportive supervisor so I feel no pressure there. I am feeling the demands a bit more now 

with two pieces of work due in and exams looming but so far as managing with study days. I am pleasantly surprised to 

still be enjoying my evenings and socialising at the weekend during my first year! I want to make the most of it while it 

lasts! 

The course is demanding, but I think that is to be expected of the qualification. Deadlines can bunch together & it does 

often feel like you’ve always got too much to do! It is manageable for the most part though, with good organisation & 

utilising support from others. Our cohort is very unified & this is a great source of support for me. The buddy system is 

not as well set up as it could be, but I think one main barrier to this is that the cohorts are rarely at the university campus 

at the same time. The personal tutor system works much better, although it is a small department so it may be that your 

personal tutor is also your MPR visitor and/or thesis supervisor and/or clinical tutor....! 

Managing deadlines worries about placement and exams at the end of first year. Writing first case reports and first essay 

was challenging as never done it before on the course, and the handbook was the only real support we go to help us know 

how to structure it. 

The commuting has been very demanding. I have also found the exam periods at the start of the summer quite difficult to 

juggle with placement commitments. 

Balancing university and placement is hard, plus the loss of 4 hours travelling to and from London twice a week, and 

becomes especially difficult to manage around deadline time. But otherwise, I enjoy the balance. 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Travelling long distances can be time-consuming and expensive. 

Yes, juggling all the different demands from placement, teaching, academic workload, thesis etc. has been quite difficult, 

but manageable. 

It can be tiring at times, especially around deadlines when you are trying to juggle your academic/course, and clinical 

heads. However this has only been the case around deadlines so far and I have managed to maintain a work-life balance! 

Royal Holloway seems to have a lot more deadlines than other courses I’ve heard from. There is a lot to think about and 

juggle in the second half of the first year (coursework, thesis selection, exams, placement, and lectures). 

This sounds clichéd, but getting the work-life balance can be a bit tricky. In our first year, its difficult gauging the academic 

level required so hopefully that will get better as we go. It also can feel like peaks and troughs with workload. It’s 

also an adjustment process getting used to being appraised/reviewed quite this often. 

Balancing a difficult placement with revising for looming exams 



Respondents 



Manager 23% 


Librarian 14% 





Other 18% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 


Course staff 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


to my course 




■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

The role of the personal tutor does not seem to be valued at Royal Holloway; it is treated as a tick-box / performance 

review relationship, rather than one for personal support. There are a few individual exceptions, but overall our impression 

is that the staff are not sufficiently supported by their managers to be able to provide this type of personal support; they 

are too busy or stressed. 

The course staff have all be very welcoming and friendly. They encourage you to go and see them if you have any difficulties 

and I would definitely feel happy to do this. 

At times, the course has been a bit inflexible about accommodating difficulties, but the general levels of support are good 

if you need it. 

I feel very well supported. My buddy and personal tutor are always available. Have also been well supported by placement 

supervisors and by others on the course. 

Really approachable staff team. 

I had personal issues prior to starting, the first year clinical tutors were supportive and found me a placement close to 

home to help with this. I really appreciated this. My personal tutor is friendly but I have not needed to meet with them 

more than once. I know other trainees feel well supported by the course when they have had difficulties on placement. 

Great support from staff on the course when I have needed it so far. It’s a small department & staff make an effort to get 

to know you & take an interest. 

The staff at Royal Holloway are some of the loveliest people you could wish to meet. They are very supportive, friendly and 

genuine. 

The support can be quite patchy. I had a really difficult experience on placement, and found the support for that incredibly 

helpful. However, I also had a very difficult experience with thesis topics and supervisors and found the course 

extremely inflexible and unhelpful. 

There are a lot of different types of support offered and it seems the course is happy for you to use what you find to be 

most helpful. 

They have always emphasised that they are available to be approached, and I have found this to be the case. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



Location 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

You don’t get much influence over your placements until the 3rd year. In some cases (mine) insufficient thought seems to 

have gone into the choice of placements in 1st and 2nd year, made it very difficult to meet the necessary competencies. 

Often varies on supervisors style and how that matches with the trainee, which is a hard one to predict, and some 

placements can be more challenging environments to work in, but overall this prepares you for what it will be like when 

qualified, and good realistic experience of different clinical areas. 

I have answered the above based on first year. In first year your placements are decided for you, however you do fill in a 

questionnaire which asks where you live, previous experiences, competencies, interest etc. which they use to determine 

your placement. I feel that the course have tried hard to match everyone with appropriate placements based on previous 

experience to maximise learning and development of competences. I am close to home on this placement, and they do 

take location into account, but my understanding is that one placement might be a commute of 1-1.5 hours - but I think 

it’s difficult to avoid this in London! 

Have just come to the end of the first placement which was a good experience. 



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■■ 

■■ 

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■■ 

My first placement is a yearlong in adult secondary care mental health service. All our first year placements are adult so 

they link closely with the teaching. I am really enjoying my placement, my supervisor is experienced and supportive and I 

am learning a lot through seeing a range of clients. So far placement seems the least stressful bit of the course for me but 

I am lucky as the location is good (1/2 hour drive) and my placement encourages flexible working so there are no service 

pressures. I know other trainee’s first placements haven’t been quite as good with relation to commute and demands from 

services. 

My second year placements in particular have been tailored to my interests & competency needs. The location of my first 

two placements were very convenient but the third is further away (far west when I live in south east London). However, 

the placement itself seems really good & aligned with my interests/needs & I think as a trainee you expect one long commute 

as part & parcel of training!! 

Placements are variable as with anywhere. Some placements are awful, and the course can only do so much to help you 

get through, there isn’t much scope to change if you get allocated placements you don’t get on with, unless there are 

exceptional personal circumstances. Overall, the placements and supervisors have been brilliant. 

Placements vary in quality and readiness to have trainee. Some of the placements I have been on have had poor resources 

e.g. no desk or computer access for days and others have been very accommodating and prepared, it varies. 

I have a long standing weekly counselling appointment for personal therapy. I have been granted flexitime to accommodate 

for this (working late one evening). I am so grateful for the flexibility to allow doing this. 

Many services are overstretched and under resourced which can make it difficult to be a trainee (lack of space and time 

for staff to support you) but gives you a good understanding of the reality of NHS services. 

I have had a mixed bag of placements, one was really great and the other one was extremely poor. I think everyone has a 

difficult placement at some point 

I am only in first year so had no say over where I would be placed, but it seems we have more input as the course goes on. 

Placements can vary in terms of supervision quality, but both of mine have been warm, approachable and invested in 

developing me as a clinician. However, it can have difficulties when you have a very busy supervisor, which provides its 

challenges. 



Answer 

Respondents 

Yes 0% 

No 95% 



Answer 

Respondents 

Yes 100% 

No 0% 






Responses indicated that trainees live across London including Surrey, Hertfordshire and Buckinghamshire. 


Answer 

Respondents 

Yes 0% 

No 100% 


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90% 

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60% 

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40% 

30% 

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10% 

0% 



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We have study days out of the university term time, which gives us time to complete some of the coursework, and significantly 

helps work life balance! We also have a 1/2 day reading day for every 5 placement days. Annual leave days are 

really flexible which makes a big difference. 

The course provides you with study days which help you to keep on top of deadlines. They eased us in gently which was 

much appreciated in the first term. 

It’s really down to the individual to plan their work to make sure that they retain a work/life balance, especially with 

research. You just have to accept that there will be times when deadlines are looming when it feels like the work/life balance 

isn’t as good, but generally it’s OK (and it’s only 3 years!). 

So far my work-life balance hasn’t changed much since before the course. Prior to deadline, it obviously gets worse but 

generally still good. 

We get a fair amount of study days which are useful for doing assignments and mean you don’t have to lose too much of 

your weekends! 

At the moment I feel I am coping well through using the study days but I imagine this will change nearer exams. I have 

been away for three long weekends in my first 8 months of training and the rest of my cohort is just as fond of holidays! I 

have found I am still able to socialise and exercise in the evenings although do feel generally more tired than before. I feel 

the balance is good for me so far but I have been lucky with my placement commute being under 1 hour. 

You have to make time for a work-life balance, but it is possible! 

I think it fosters a good work life balance with days given to you for study in your timetable. The course tries their best to 

look after you in this way. 

If you stick to the timetable you rarely need to work late or over weekends, but, if like me, you are not very disciplined, 

then around deadlines it gets stressful and intense. Most of the time you can have a totally normal life though. The annoying 

thing with being on training is that you can’t take leave on academic (teaching days) but I think that is pretty much 

the same across all courses. 



■■ 

Trainees are expected to sometimes work in the evenings and weekends which obviously impacts on work life balance. I 

find the work load intense during term time and more relaxed and flexible out of academic term. You need seriously excellent 

time management skills to ensure a work life balance. 

■■ 

Great - but as I said, more stressful around deadline time. Thank goodness for study days! 

■■ 

Changes throughout the year depending on deadlines etc. it is also affected by placement location which is outside of 

your control but can have a huge impact on the amount of time and money spent on travelling each day. 

■■ 

I think it can be managed if you are efficient! 

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I sort of expected to completely lose this, however it’s been surprisingly OK. It gets a bit harder around deadlines, but 

that’s understandable. 

Definitely varies depending on what demands are being put on us at the time. I think it’s possible to have a good work life 

balance if you’re organised and can stay on top of things 

Overall it feels manageable, though obviously there are times when it is more difficult than others. We have plenty of 

study days, though I’ve found that you need to learn to use them! 

■■ 

It has generally been OK. Upcoming exam period has shifted the balance. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

London is quite expensive, but you do get London weighting which helps a lot (about £4,500 extra per year). 

■■ 

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Getting onto training means I have been able to apply for a mortgage with my partner and look for a house, I feel lucky 

to be able to do this. I am better off financially then I was as an assistant, we are lucky to receive such as good wage and 

inner London weighting, 

Commuting in London & out to Egham is quite expensive if you don’t drive so make sure to take this into account when 

applying to Royal Holloway. 

■■ 

This is a course with London weighting! 

■■ 

Being that the Egham campus is counted as the base, very few trainees qualify for reimbursement for travel to placement. 

It makes it expensive- it cost £12 to get to uni on the train from Waterloo, and I was in zone 5 for placement for the whole 

of first year. London is generally expensive, although we get a London weighting it doesn’t necessarily cover all the additional 

expense. But we get paid to train, and London is an awesome city, so can’t complain too much! 

■■ 

Compared to other NHS colleges that pay is okay but it can be very difficult living in London and spending so much on transport. 

■■ 

I feel very fortunate to get paid the London weighting and to claim back for travel expenses over the cost of travelling to 

University alone, for a job I love to do. 

■■ 

■■ 

We are paid a lot more than most people that work in the NHS and are incredibly lucky to be paid to train. 

The London weighting makes all the difference, it would be difficult to live in London without it 

■■ 

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Travel to and from Royal Holloway can add up (especially in the first month when you’re there almost every day). Since 

Royal Holloway is considered your base, you can’t easily claim for expenses when travelling to placement. Saying that we 

are getting paid to learn so can’t complain too much! 

Travel to and from RHUL is expensive, so many of us are involved in car shares. London weighting helps! 




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Placements. This is why I trained as a clinical psychologist - not to become a researcher! 

I’ve really enjoyed my clinical placements in second year, with the opportunity to work with client groups I am passionate 

about, using multiple therapeutic models. 

The other trainees are fab! The course staff are incredibly welcoming and friendly, and make a big effort to make the environment 

open and encouraging. The course is also relaxed and they get a good balance between teaching you in a student 

role and treating you as adults on a doctorate course. We have had a lot of excellent external speakers teaching us. 

Having a really great placement with varied clinical experience. 

The peer support from fellow trainees, getting to try out lots of different areas to figure out what you might want to specialise 

in, gradually developing competence in research/clinical skills. 

My peers and placement. 

I have enjoyed the majority of the clinical teaching and have found the cohort really friendly and supportive. 

The cohort - really great bunch of people! 

The friendliness and support from peers 

I do really enjoy teaching days, it is nice to check in with the cohort as we as we all get on well and enjoy lunches out 

together. Most of the teaching is very good and some is exceptional, I really enjoy the interactive days with role plays and 

videos. I am also really enjoying placement days, my supervisor is supportive and I have such a range of clients to see I 

am learning a lot. I find as a trainee we are quite ‘protected’ with our caseload, at times I feel less busy than I did as an 

assistant! Overall I am enjoying my first year of training very much and am looking forward to picking my thesis topic. 

The cohort & access to great placements in London. 

I cannot emphasise enough how supportive and dedicated the staff at Royal Holloway are. 

Great course mates which comes from a big (but not too big!) cohort. The placements are also really good as they are all 

London based. 

The cohort! It’s really supportive within and between the years of trainees. 

My cohort - the peer support is amazing 

Role-plays...who’d have thought?! I’ve always learnt best through experiential learning. 

The rest of my cohort without a doubt. 

The cohort, We all get on really well and support each other, I think getting through the course would be much more difficult 

without this. 

The range of placements in London are very varied and specialist, and I don’t think you get the opportunity in other areas 

of the country” 

Placement - this is where you can learn the most! 

The mix of learning and working. 

Our cohort is fantastic, and we all get on pretty well. I’ve also learned a lot on placement, especially being on a split 

placement, and find it incredibly valuable. I also enjoy the reflective groups. 

The other trainees on the course. 



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It can be challenging to be allowed to do a thesis where an internal supervisor is not actively interested in this area, and 

we were the first year for them to limit how many of us could have external supervisors as leads for our theses. 

It’s a great course and I really enjoy being at Royal Holloway. I think Royal Holloway suits me well as a course, so when 

you’re applying think about how well the course suits you as a person, rather than just objective things such as how much 

CBT teaching there is etc. 

Important to consider the cost and time of getting to Egham two days per week as you won’t have teaching in London, and 

the travel can be wearisome. Otherwise it is a great, well-rounded course. 

It’s a really great, supportive course with access to a great variety of placement s (e.g. Great Ormonde Street, Broadmoor). 

The only downside I would say is that you need to be prepared to travel. I travel an hour to both university and placement 

I think our research teaching could have come as a block in the beginning of 2nd term meaning the research design assessment 

was due in before Easter, rather than it being due around the same time as our first case report meaning we are 

having to do both (3000 + 4000 words) at the same time! I think Royal Holloway is a great course though, it is supportive 

and the teaching is good, it is definitely the right ‘’fit’’ for me and I am so happy I accepted my place here rather than 

somewhere else. If you are someone who can get anxious and unsure I think that this course is good for you as the month 

induction block, reflective practice groups and course staff are all great support. 



■■ 

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■ ■ 

■■ 

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Being more open and communicative about staffing changes. 

The commute’s a killer - but you get over it. I can’t complain too much about getting paid for a rewarding job I love and I 

get so much out of it! I’m 6 months in and the time is flying. I’d personally like more social constructivist/ism teaching on 

the course as I feel that would help me conceptualise some of my current clients. 

“The process of finding thesis topics was extremely poor. There was little to no support in finding supervisors in your field 

of interest. It was a complicated and unhelpful process that lacked clarity and lots of people were left disappointed. 

Some of the staff (although definitely not all) can be quite unapproachable. The relationship between staff and our cohort 

sometimes feels quite strained. 

It does have a strong emphasis on CBT, so a focus on other models may make life more interesting, but that’s not particularly 

surprising given the guidelines and evidence base for CBT. There have been quite a few changes with staff at RHUL, 

but hopefully it will stabilise again and hasn’t massively impacted us. 




Yes 0% 

No 100% 


■■ 

Three interviews - research/academic, clinical and service-user. The research/academic and clinical interviews ask candidates 

questions about vignettes that they have been provided with earlier. 


Teaching 

5 – 35% depending on which year the trainees 

Placement 50% 

Personal Study 10% 

Research 

15-35% depending on which year the trainees 


Qualification 

Respondents 

Exams 100% 


Essays 100% 



Viva 100% 



Other 0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Sheffield 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 6% 

MA 6% 

MSc 47% 

MRes 6% 

Diploma 6% 



None 24% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 29% 





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Lots of different components to the interview. Gives you a chance to settle in. Make up for their sections you didn’t feel 

were great. Good balance. Probably quite hard to prepare for. 

Trainees and staff team were friendly 

While the day was long and somewhat anxiety provoking the staff and trainees on the day were really helpful and friendly 

and it actually felt quite nice. The interview was hard but again the panel were really friendly. 

■■ 

Whilst efforts were made to make the day relaxed, it was a very long day for me (around 6 hours from start to finish). 3 

tasks were used, and following the 1st, I did become much more relaxed as it settled my nerves completing this. The 

other students (current trainees) and staff I met were very friendly, even during the interview panel. The turnaround for 

outcome was extremely quick which really helped. 

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I found the course team friendly and felt they were trying to get the best out of me. The process was intense as a whole, 

but some parts were enjoyable. 

I had a great interview day. The course staff were very friendly and trainees were very helpful in calming our nerves and 

telling us about the course. I found the interview questions very accessible and relevant. It truly felt that the interview 

panel was trying to get the best out of me. The interpersonal task was another positive element. The topic was interesting 

and people in my group were very considerate which helped make the task less threatening. The written task was the 

hardest part, in my opinion. I was happy that it was the last task I had to do, as I left feeling quite discouraged. 

Very positive. Sheffield seemed to want you to do well, rather than catch you out 

A diverse range of assessments that were challenging in a variety of ways. The process was supportive and encouraged 

peer-support and support from trainees throughout the day. In my experience, the interview process attempted to draw out 

the best of my abilities and encouraged development responses that were considered to be of benefit to my assessment. 

The interview process included a group discussion task, an academic task and an interview which included personal, 

research and clinical questions. Whilst the interview process felt long as it span half a day, I felt that this helped to lower 

my anxiety. Trainees from the course supported interviewees throughout the day and I found them to be very supportive 

and helpful. 

Positive and warm friendly course interview. Included a group task, stats/numeracy and a written task as well as interview. 

Current trainees sat with us while we were waiting and made it a relaxed environment. No course staff came into the communal 

areas so you could chat with trainees about anything 

I found the interview process very supportive and challenging but fair. It was really useful to be able to talk to current 

trainees and the interview tested a wide range of topics in just half an hour. 

The selection process was thorough, relaxed and friendly. The interview panel seemed to want to get the best from you, 

and the trainees who stayed with us during the process were supportive and reassuring. 

I liked that the day had different elements to it: Individual interview, group task and written task. This meant that even 

though I did not do very well in one task, I had other opportunities to show my skills and abilities. I liked having the support 

of current trainees in the waiting area, as this definitely eased my anxieties and allowed me to ask questions about 

the course and course life. 

The staff were friendly and welcoming, they looked after us from start to end. It did not feel too stressful as this was managed 

by the staff. It was rigorous but didn’t feel too intensive. The task of critiquing a paper could have been better as the 

paper itself was too long and the task of critiquing it seemed too difficult to achieve in the time given. The interview itself 

seemed appropriate and well structured. There were a few questions which didn’t feel too much, the right amount to get 

information across however maybe more opportunity to talk about myself would be good. 

The course staff make every effort to make you feel comfortable during an understandably stressful process. Due to the 

nature of the interview (3 components) the day can feel long, however trainees are on hand to provide support which I 

found very helpful. During the interview I felt the questions were challenging but fair, and felt the interviewers wanted to 


There was three parts to the interview: a group task, a written task (with a numeracy test - think GCSE maths), and an 

interview panel. The process took a whole morning so was tiring and stressful however current trainees were very supportive 

and the atmosphere was friendly. I found the interviewers to be engaging and encouraging, it felt like they were trying 

to get the best out of me rather than just grill me on my knowledge. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 


Mindfulness 






Other 




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Lots of CAT and psychodynamic. Very little on third-wave approaches in the first year. 

There is lots of introductory teaching on different models. You will not be spending weeks at a time really getting familiar 

with a particular model or approach, so it’s your responsibility to do reading and get supervision and learning opportunities 

to practice skills on placement. 

I find that the course offers a good balance of teaching on different evidence-based psychological models, rather than 

specifically focusing on certain models. 

There seems to be a real balance of topics, at some point we have probably covered a bit of most dominant models. 

We have had teaching on a variety of models. I think in third year, we will get more teaching on third wave approaches, 

such as ACT. Models have also been adapted based on the client group, e.g. children and learning disabilities. 

There is an emphasis on Cognitive Analytic Therapy with two full days dedicated to this, as well as some half days on it. 

There could be more time dedicated to other therapies too rather than just half days. For example, full days on CFT and 

ACT. They are theory heavy in the first year, we could do with more practical applications of them too. 

Sheffield are keen to give trainees teaching on a broad range of models to give you the choice of which ones you may wish 

to work from in the future/ specialise in in your third year. I find this a very positive part of the Sheffield course. 

Much of the teaching in the first year feels introductory and I felt that I needed to do further reading to feel confident 

enough to use the models on placement. Additional optional CBT teaching sessions were offered which helped to demonstrate 

how the theory can be put into practice. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 

Very dissatisfied 


at this time 


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Placement varies and the teaching is relevant if you’re lucky. Clinical skills is a good opportunity to practice core skills. 

It gives everyone a basis for initial interviews and basic clinical skills pre-placement through the lectures. The fact that 

placements start about 3 weeks from beginning the course helps as we get to move into clinical settings almost immediately. 

A longer wait might increase anxiety for starting to see individuals. 

The course team ask for your views on (1) preference, (2) learning needs and (3) personal needs. Often we find out last 

minute and you might not always get your preferences. Overall, the course team work very hard to make the placement 

process as easy as possible. So far I’ve not been disappointed. 

Sometimes you find out your next placement quite late 

The course team are incredibly supportive and all trainees undertake meetings with their clinical tutors to discuss their 

aims and objectives at the beginning of placements. 

The course really takes into account your own needs, whether competencies or practical needs. This allows us to gain a 

really diverse range of placements across the course. 

The placement planners always ask us what our learning needs are and for any other information we’d like taken into 

account when organising our placements. 

Generally good organisation of the placements, with flexibility to get what we need out of them. The organisers have done 

well with matching placements with the trainee’s requests. We should have had more therapy teaching before beginning 



■■ 

the first placement, some of the teaching has arrived much later. The teaching has not all been logically organised to be 

the most helpfully aligned with placement needs. E.g. on specific disorders such as personality disorder, ACT, CFT, CAT all 

came much later in the year. 

There is a teaching block prior to first placement and within this there are several clinical skills practices. These involve 

role playing with actors, which I felt was convincingly realistic and helped prepare me for the clinical aspects of placements. 

The teaching of psychological models was limited prior to placement so further reading was needed. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

Qualitative 

30% 

Quantitative 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Excellent Good Satisfactory Poor Very poor Not applicable to 

me at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



me at this 

time 

Internal 

External 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 








100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 



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In first year so far, there has not been enough study time to complete the required studying, especially prior to deadlines. 

The coursework, as with any coursework feedback varies depending on individual tutors. This can make it difficult sometimes. 

The ongoing assessments do require a lot of motivation to complete successfully and up to standard. Assessments are all 

coursework based and are continual throughout the 3 years. 

The pace of the course changes dependent on the time of year. There is plenty of support from peers and the course team 

do stress the importance of self-care. 

The amount of coursework and timings of the deadlines. 

Getting used to balancing the many separate demands 

The most challenging aspect of the course has been setting up the thesis project. 

Some of the support around assignments has been insufficient, it was difficult to know exactly how to do the assignment 

which meant it was pressured to meet deadlines. We were expected to know how to do it and write it up even though it 

was new to all of us, but could have done with more support on this. The organisation of the teaching has not married up 

to the placement requirements therefore it led to a lot more reading and uncertainty about topics. The selection of thesis 

topic has not been well organised as the deadline overlapped with assignment deadlines therefore there was not much 

time to read around topic areas. It added stress on something which should have more time dedicated to it. This was 

done to help us have more time to work on the thesis which was good but just bad timing with selecting the topic. 

In first year we haven’t had as many study days as expected, so I have had to work more on evenings and weekends 

around deadline time than I anticipated. Fitting in placement, teaching, coursework and thesis demands is tricky at 

times, so time management is key. 





Respondents 


“Buddy” 100% 

Manager 47% 


Librarian 41% 





Other 18% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

Generally helpful and responsive. 

Sheffield is a very supportive course 

■■ 

It is a wonderfully supportive course, have particularly found having a mentor independent to the course to be useful. 

Staff are really accessible and helpful. 

■■ 

The course staff are really supportive, and there is always someone about if you need advice or support. 

■■ 

Good variety of support systems and all accessible 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 




0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 



Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

■■ 

■■ 

■■ 

■■ 

■■ 

Both placement supervisors I’ve had have been excellent and knowledgeable. You will likely have to hot desk on multiple 

placements. 

Really interesting placements, with great supervisors. Important to be open to new ways of learning. 

My placement experience has allowed me to develop a breadth of knowledge in psychological models including CBT, ACT, 

CAT, mindfulness, psychodynamic, therapy and dyadic developmental psychotherapy. Placement planning procedures 

have taken into account personal needs, including learning needs, location requirements and personal interest. 

Many of the placement supervisors have been through the Sheffield course which really helps and have found them largely 

really supportive. 

Placement needs were listened to and well matched by the course. Placements have been great, good experience opportunities 

and supportive supervisors. 

Placements vary greatly on the course and experiences of supervisors and client work can be very different depending on 

where you are placed. 





Answer 

Respondents 

Yes 76% 

No 6% 



Answer 

Respondents 

Yes 76% 

No 6% 




Responses indicated that trainees live mostly in and around Sheffield with some trainees also living in 

Durham, Leeds, Harrogate and Manchester. 


Answer 

Respondents 

Yes 0% 

No 100% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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If you are organized it’s fine. 

It’s excellent if you put the effort in to strike a balance. 

At points, it does not feel like I can indulge in personal life, particularly near deadlines. 

Course demands come in peaks and troughs. Whilst most trainees spend more time on work when approaching deadlines, 

it is helpful that we do not have exams as I expect that this could place extra demands on maintaining a healthy work-life 

balance. There has been a better work-life balance during the second year of training as we have study time every week. 

My fellow trainees have been important in ensuring that we maintain appropriate work-life boundaries and the course 

team advocates self-care. 

It allows you to organise it in the way that you work best - there is a lot of work but deadlines are spread out so you can 

prioritise what you need to at different times. 

Lack of study days has been an ongoing issue for us as it has meant a lot of work was done in our own time over weekends 

and even needing to take leave to finish assignments. This should improve over summer but has been insufficient for the 

rest of the first year. 

Study days in year one are sparse however we are expected to complete quite a lot of coursework assignments (the Sheffield 

course does not have exams). Therefore evening and weekend work has been common among our cohort. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



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The cost of living here is really good. 

We are very privileged to be paid a salary to train. 


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Placements. The balance this course allows. Not demanding (although sometimes). 

Having a supportive and diverse peer group with a range of interests. 

My Trainee colleagues and some of the teaching have been really interesting. 

Learning something new every day. Placements are of excellent quality. 

Peer support and contact with my cohort. 

The focus on clinical skills. I feel like I improved a lot very quickly due to the teaching and practice opportunities. The 

friendliness of course staff and colleagues. 

The diversity and eclectic range of teaching topics. Diverse range of trainees with a range of experience leading to good 

peer-support groups. Good support structures for trainees. CAT and CBT for eating disorders teaching is excellent. 

My favourite aspect of the course is my fellow trainees and the course team. I have felt very well supported during my 

time in training and feel that my needs are important to the course. There is a clear emphasis on trainees taking their 

annual leave and taking care of themselves, which is important to offset the inevitable stress trainees can feel due to 

competing academic and clinical demands. 

The sheer variety of the lectures and placements, the opportunities to meet so many psychologists in Sheffield and surrounding 

areas. 



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Placements as this is better suited to how I work, I prefer to be active and learn on the job rather than sit in class. It also 

helps me to apply my skills and learn better through practice. 

I enjoy the diversity of the topics we are exposed to in teaching (different models, issues, client groups etc.). My cohort is 

also one of my favourite things, we are very supportive of each other and this is very helpful during stressful times. 

Being able to explore psychological ideas, theories, and issues at length with like-minded people. Applying new skills in 

clinical practice on placement whilst supervised by qualified Clinical Psychologists. 



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Sheffield provides a great training experience. I suspect there are likes and dislikes on most courses. I have more likes for 

Sheffield than dislikes. 

I think the course could have stronger teaching (more focused on intervention models and practice) and a better balance 

of coursework. Study days were rare when needed, which does not make work-life balance easy, considering the amount of 

coursework we have. Also, coursework guidelines are not always clear or detailed enough for us to know what is expected 

of us. Adding to that, the number of times we can contact our personal and clinical tutors about certain pieces of coursework 

is limited. The course staff have also been a bit too keen on reminding us that we can fail the course, which I felt to 

be unnecessarily anxiety provoking at points, and inconsistent with the general friendliness I experience from the course. 

Sheffield is the best city to live in - and it gives you a wide variety of placements in the many diverse parts of the area. It’s 

a very friendly city and this is reflected in the course ethos. 

The course overall has a good variety of teaching and offers a variety of therapies and placement opportunities. The course 

could be more open to making changes suggested by trainees, it often feels like our suggestions are not really taken on 

board and things do not always change greatly. There should be more opportunity for trainees to feed into the course. The 

course also needs to have better teaching on working with diversity. It has a couple of sessions on racism and equality 

which is theory based however there is no teaching on working clinically with diversity issues which is poor. It needs to 

facilitate better conversation on working with diversity and clinical psychology doctorates generally need to embrace this 

topic better to make clinical psychologists more culturally sensitive. 




Yes 0% 

No 100% 


■■ 

Interview, group task and tests 


Teaching 20% 

Placement 570% 


23% (including research time) 

Research 

See above 




Qualification 

Respondents 

Exams 0% 


Essays 0% 



Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Southampton 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 6% 

MA 0% 

MSc 63% 

MRes 0% 

Diploma 13% 



None 13% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 19% 





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I found the Southampton University interview to be by far the most relaxed of all that I attended. The panels were warm 

and friendly and it was clear that they wanted to get the best out of you rather than tripping you up. I am aware that the 

process has changed recently so others who have interviewed more recently may have a different experience. 

Very relaxed compared to some other interviews. They try to get the best out of you as much as they can and will prompt 

for further information if required rather than trying to catch you out. 

I had a good experience at interview and felt most comfortable interviewing here than at other courses previously. There 

was one clinical interview and one research interview, in both I felt the interviewers were encouraging. They also introduced 

a role play in our interviews for the first time. Again the staff present were lovely and supportive which helped to 

ease my anxiety. 

I had a really positive experience of being interviewed, which was much nicer than the other interview I had. Whilst I did 

have to be there for most of the day due to having three different interviews, the course had really worked to make this 

process as seamless and relaxing as possible. There were trainees around on the day to speak to who were really helpful 

and reassuring. I really liked having three different interviews each with a different focus. It really felt like the interview 

panel wanted to get the best out of you and the structure of these (open questions) allowed you to demonstrate your skills 

and the interviewers would follow up on what you had said, so it felt more like a conversation and I could be honest and 

myself. It felt like they wanted to get to know me and I left the interview feeling that this was where I wanted to study and 

these were the people I would like to work with. 

The panel were very friendly and approachable and were really looking to get the best out of you on the day. This was very 

encouraging. 

Very friendly approach, made to feel like a chat rather than an interview and felt like the interviewers wanted to get the 

best of me. Lovely trainees available on the day to help make the process less intimidating and made it seem that getting 

on was a possibility! 

Very positive. There were three sections to the interview that were clearly explained ahead of the interview. I felt I was able 

to give an accurate picture of my ability and was made to feel very comfortable on the day. 

I found that everyone at the course was so warm and welcoming and I felt like they were really trying to help you succeed, 

not trip you up. It was good to get the opportunity to chat to current trainees and I was also pleased to see a service user 

represented on one of the panels. The day was well organised and ran smoothly for me. 

The interview process is well organised and clear for interviewees on the day, although there could be a long wait between 

interviews. The presence of current trainees is a really helpful and supportive aspect of the process. The interviewers on 

the whole were friendly and wanted to get the best from you in an encouraging way. Each interview is approx. 30 minutes 

and therefore does not feel too intense in comparison to other course interviews. 

Friendly atmosphere and tried to put you at ease. It was a good opportunity to meet current trainees and other interviewees. 

The interview felt relaxed and like a conversation rather than an interview. They were genuinely interested in my 

responses and the day was well organised. 

The interview process was actually really nice. The trainees there to help on the day were really friendly and welcoming, as 

were the interviewing team. The interviews required thought but it genuinely felt that the team wanted to know about me 

and my experience. 

It felt like they were trying to get the best from you, they were friendly and encouraging 

It felt really relaxed and supportive. Current trainees were on hand to chat to us and keep us calm, while answering general 

questions about the course and the area. During the interview itself I felt as though they were trying to get the best of 

me, rather than testing me and putting me on the spot. 

I found the panel welcoming and felt they wanted the best from me. I felt the questions were fair. There was a relaxed 

atmosphere in the waiting room. 

It was calm and easy going, the panel made every attempt to get the best out of you. 

Whilst I have no other interview experience to compare Southampton to, I found the interview process well-structured and 

those involved extremely friendly and welcoming. I liked how the 3 different parts to the interview were distinct and you 

knew what kind of questions where going to be asked in each one. I also found having current trainees available to ask 

questions to helpful and it definitely ease my anxiety. Furthermore, on being successful the university personally phones 

you to let you know which I felt was a nice touch, something I know other universities don’t do. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 







0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Mindfulness 






Other 




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The course is predominantly CBT oriented. Apart from systemic (we have received quite a lot of teaching on this), other 

models are generally covered in one to two days of teaching. Trainees have an opportunity to develop skills and knowledge 

in one particular area in the third year and there is a budget for this, e.g. for training, workshops, etc. 

The course is heavily CBT-orientated, so please bear this in mind when choosing a course. The main focus is on third-wave 

CBT approaches currently e.g. mindfulness, ACT and compassion-focused treatments. The second model is systemic, 

which has much more of an emphasis now than when we started training 3 years ago. The systemic teaching is very good 

and brings in wider societal and macro issues, which is lacking in the CBT modules. That being said, there is generally a 

limited emphasis on wider societal issues and how this affects health and wellbeing. It can be quite diagnostic led, thus 

following specific models and treatment pathways, which suits some practitioners and not others. You are encouraged to 

think for yourself however and become a critical practitioner, thus if this way of working does not fit for you, you are able 

to work in your own way and style on placement. 

The answers above are from a 1st year perspective, there are areas such as Leadership that I believe we will get much 

more of further into the course. Some topic areas are less covered in depth but mentioned and discussed within other 

teaching e.g. DBT, ACT. In the first year there is a strong research method and statistics focus throughout. In the first 

semester There is a lot of CBT and neuropsychology teaching. In the second semester, a lot more on diversity, social constructionist 

model and systemic. 

The university’s two core models are CBT and Systemic, which are the focus of teaching in year one, as well as a block of 

neuropsychology. We have not as yet covered any other approaches, and it is not clear how much time will be devoted to 

alternative models in future years. 

The first year of the course is predominantly CBT focused. Following that year the other models are considered much 

more. 

Felt a bit heavy on the neuropsychology side in the first term but this has evened out as the terms have gone on. Feels like 

a lot of time devoted to research in the first year as this happens every week through the whole of first year whereas the 

other teaching areas do not last all year. 

As a first year we have mainly had CBT, neuropsychology and systemic teaching. I am don’t think I can comment about 

the other areas at this early point in training. 

I am currently on my first year of training and therefore have not covered many of the topics mentioned - this may change 

over the course of training although I am unaware of time devoted to other topics other than the main focus of CBT and 

Systemic at Southampton. 

There is an overemphasis on CBT which has its pros and cons - help you feel more confident in a particular model. However, 

we would of liked more systemic teaching in particular as that is the university’s second model. 

The course is predominantly CBT focused. However there is also lot more emphasis on systemic models than there has 

been in previous years. 

A lot of CBT especially in the first year. More Systemic now being taught as well. We have had quite a few teaching days 

on other approaches as well e.g. CAT 

It is fairly CBT heavy: while there is a lot of systemic teaching (and of excellent quality), it does feel a little drowned out 

by CBT teaching. 

The course is heavy on CBT, however, recently more efforts have been made to include a more systemic approach. 

Being in the first year of training the majority of our teaching has focused on CBT, neuropsychology and a little systemic. 

Although we haven’t had teaching in many other areas i understand that this will be covered over the remainder of the 

course. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 



Somewhat 

dissatisfied 


at this time 


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Placements can be very varied and it is not always possible to have training which is specifically relevant beforehand. 

I live an hour and a half from the course location, and the course has been very helpful and practical in finding me 

placements that minimise my travel time. There is some-much negotiation, depending on placement ability and individual 

needs. Teaching has generally been clinically relevant and helpful in preparing to work clinically in the placement areas. 

Before your first placement you have a week long observation week which is helpful. 

Teaching has been scheduled to try and ensure that we have the necessary skills and teaching in different models to support 

our placements. We are given plenty of notice about where our next placement will be and support is given in starting 

placements. 

The course is very transparent when it comes to organising placements and will discuss any difficulties they have in finding 

placements. This helped prepare you for where you are going and what to expect from the service. 

I think the course prepares you as much as it can in terms of trying to teach CBT skills for adult placement and neuro 

skills for older adult placement in the first year. I don’t think you are ever going to feel fully prepared for a placement! 

I feel I was well prepared for my adult mental health placement as we had covered quite a lot of the CBT teaching. The 

two month teaching block at the start of training contained a huge amount of information and skills but was perhaps a bit 

full on and we could have done with more study days to consolidate the information we were given. 

We have an 8 week teaching block prior to commencing our first placement covering many topics such as CBT, neuropsychology, 

clinical skills etc. First placements were allocated in good time, however some of our cohort was late to hear 

regarding second placements and many were changed for various reasons. 

Provided with the details of placement supervisors for us to make contact with and liaise with them about the placement. 

You have a nine week teaching block before placement. This can feel overwhelming at times but does mean you start 

placement with a good baseline knowledge to build upon. 

Teaching and assessments has been structured in a way to help us feel prepared for the placements 

We didn’t always get much notice ahead of placements, which made planning a little difficult at times. 

The teaching takes ahead of time and prepare the Trainee well with placement. The Clinical Tutors also help in guiding 

the Trainee to get the best out of placement. 

I think it’s difficult for the university to prepare you for your placement as until you get there you don’t know what you’re 

going to be doing or what your supervisors particular orientation will be. Luckily I started in a CBT based placement to 

which we had had a fair amount of teaching. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 






directly. 



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I have never felt overly overwhelmed by the course. The study day each week really helps with managing time and demands, 

and the research block in the 3rd year enables progress on the thesis, which other courses do not offer. Compared 

with friends on other courses, I would say this course has been more relaxed and they try to get the best out of you to 

enable you to become a competent practitioner. 

There is a lot to take in in the first year, a lot of assignments with very few study days particularly in the first semester and 

poorly planned assessment deadlines. This leaves very little time for consolidation of work, wider reading and reflection. 

It’s demanding but that is also expected. Good organisation of your own time is required. I think more frequent, better 

timed and better use of group reflection would help. 

We start off first year with an 8 week teaching block without many study days. This was very intense and demanding. This 

was planned so that we had all the information needed to start placement, but it meant that it was very difficult to take 

everything in, and it was a bit of a brain overload and we were exhausted by the end of the block. However, everything we 

were learning was really useful and worthwhile, so it is a difficult balance to strike! 

Juggling the multiple demands of the course and the travel across placements can be demanding at times, but this is to 

be expected. 

Some of the coursework assignments have been particularly demanding due to a lack of clarity about what is expected 

from the assignment. Not having many study days during the first term has been demanding as there are quite a lot of 

assignments, averaging about one a month so it can be demanding to fit them in without study days. 

There are quite a lot of assessments in the first year which feels manageable but demanding. The initial two month teaching 

block was perhaps a bit too intense and more time could be given for consolidation of learning. 

Balancing study and clinical work is always going to be a challenge, particularly around assessment deadlines. 



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The lack of study days at the start of the course is very difficult due to a lack of consolidation time during a very intense 

teaching block. Communication is a particular weakness of the course (e.g. with particular modules, sharing of information, 

modules communicating with one another) and can be stressful to manage in the context of an already demanding 

course. We have a substantial amount of submitted assignments which can be difficult to manage alongside placement 

and teaching, especially when deadlines are very close to one another.” 

The volume of work and demands of the course can be difficult to balance at times, which requires a high level of organisation 

and juggling skills. 

The course does have a lot of deadlines which can feel overwhelming. This is noticed particularly when multiple deadlines 

fall at the same time or when there are conflicting course/placement deadlines. In the first teaching block there was a lack 

of study days which meant we had very little time to complete reading or assessments. 

The workload in the first year was incredibly heavy, with deadlines very close together. After first year the pace was a lot 

more manageable. 

There were many deadlines in first year, particularly in the first semester and I found this highly demanding alongside 

managing being on a new course and starting a placement for the first time. 

■■ 

The world that surrounds the thesis. 

■■ 

I think the amount of coursework is at times particularly demanding and the timings of deadlines could be improved. 

However, I feel both the course and placements are usually well managed and always supportive in times of need. 



Respondents 


“Buddy” 100% 

Manager 19% 


Librarian 63% 





Other 13% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 




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Whenever I have had any difficulties, course staff have been very quick to respond and I have felt well supported throughout 

my time at Southampton. Placement supervisors have also been excellent. 

I feel a strong disadvantage of Southampton is the access to staff. The course base is in a porta cabin and the programme 

staff are mainly separate from the students. As a result we have no actual base where we can congregate as a programme 

so we do not know the other years and do not regularly see the course staff. This reduces the cohesiveness of the course 

for me. 

The course staff are really helpful and supportive. Many work part time so it can be difficult to catch them during office 

hours, but they are very accessible on emails. My mentor is absolutely fabulous, and it has really helped me to have someone 

outside of the course to reflect on things with. We have reflective practice sessions, which are helpful but not frequent 

enough, as they are only for 1 hour every 6-8 weeks. 

The staff on the course are very approachable and the variety of sources of support are excellent. 

Overall, support has been excellent and timely. Occasionally in research areas it has been difficult to access. 

Staff have tried to be supportive and flexible around personal circumstances and encourage you to make contact to discuss 

personal issues. 

The course have always been supportive and looked for ways of helping you to cope with the demands of training 

I have had family difficulties with a family member being unwell and the course as well as placement have been extremely 

supportive. I have had support from my personal tutor, placement supervisor, mentor and thesis supervisor. I have been 

given extensions on coursework where necessary. 

The course is incredibly supportive and flexible when difficulties arise for the Trainee. 

Whilst on the whole communication and support is good at the university, there is unfortunately some staff who can take 

long periods of time to respond to emails, etc., which can add to stress levels. The variety of support is really impressive 

although sometimes we don’t have enough time to access this as much as I would like. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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I am pregnant and live two counties away from the course. The course has been 100% excellent in ensuring I have placements 

as near to my home as practically possible and in accommodating my physical needs whilst pregnant. I have been 

100% supported by the course and placement supervisors. 

We were asked to provide information about training needs, prior experience and anything we wanted to be considered 

when being allocated placements. I have had some health problems that affected my ability to commute distances and 

the course and placement were really supportive and took this into account. 

I have only done one placement so far but my experience was excellent. My supervisor was very aware of how nerve-wracking 

it is being a trainee and pushed me out of my comfort zone but not too far. Service I was in was really friendly and 

supportive and the clinical experience gained was excellent. 

I have only completed one placement and therefore this was decided for me - we can have more input in placements later 

in training. The placement itself was positive, supervision was regularly scheduled and prioritised. My learning needs were 

identified and considered. Due to working part-time my supervisor was not always available, but alternative support from 

colleagues was always considered. I was well supported to provide a variety of interventions. 

Given the current climate in the NHS it felt turbulent at times but as a trainee clinicians tried to balance protecting us 

from that and gaining insights into the current issues. 

Placements have generally been really good and I have found myself working in some nice teams, well supported by supervisors. 


■■ 


I have really enjoyed my placements so far and they have both been located near to where I live. Both supervisors have 

also been lovely although I think communication between supervisors and university could be improved. 



Answer 

Respondents 

Yes 62% 

No 19% 



Answer 

Respondents 

Yes 38% 

No 50% 




Responses indicated that trainees live mostly in and around Southampton with many trainees also living in 

Bournemouth, Portsmouth and Winchester. 


Answer 

Respondents 

Yes 25% 

No 56% 

N/A 19% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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I think this is largely up to the individual. If you are organised, it’s definitely possible to have a good work-life balance. 

Workload tends to fluctuate so that there are times when work takes over! But this is balanced with periods of relatively 

low levels of work. Southampton offer a good number of study days to help manage this. 

I feel if you are organised and plan your time you very rarely need to use weekends or evenings due to the study day and 

study time provided on placement. Around deadlines some weekend working does occur, but this is rare. I opted for an 

Isle of Wight placement and stayed on the island during the week. This was through choice, although not everyone is offered 

it as a choice. I found being away from home difficult at times due to practical issues, but generally it was fine and 

it was only for 5 months. 

In general I have been able to have a really positive balance, the only exception is around deadlines and end of placement 

which tends to be a bit hectic. 

There are times when this is easier than others. 

Work life balance has sometimes been difficult due to lack of study days and lots of assignments. Now we have study 

days, if study days are used productively, I find little impact on work life balance. 

Work life balance is variable, for example in the initial teaching block with a high number of assessments it was more 

challenging to keep an even balance. 

A work life balance has been very difficult to maintain since starting the course. There are times that this is easier to 

achieve, and times when it is impossible due to the demands of the course. Lack of study days and multiple deadlines/assessments 

at the start of the course made this particularly difficult. This is also difficult due to competing demands from 

placement, assignments and teaching. 

It’s constantly challenging to have a work life balance, at different points the course demands are higher although at other 

points there is less pressure and there is time to recuperate. It’s definitely more than a full-time job. 

There are times when this is easier but when there are multiple deadlines at the same time and limited study days it 

becomes harder to maintain a good work/life balance. 

It goes through stages, sometimes it’s pretty poor and other times it is good. 

Using study and uni days effectively generally means my evenings and weekends are free. Having to take annual leave 

only on placement days can be difficult however. 

Much harder in the first year due to all the deadlines but has been more manageable in second year. 

At times it can be challenging, however, when there is no teaching on Fridays this helps with catching up on reading and 

coursework instead of using most of the weekend to do it. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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Placements - these are varied and interesting and I have found supervision to be an invaluable learning resource. 

The placements. 

The quality of the teaching. Small close, supportive cohort. 

Being taught by local clinicians. It is really great to have different people coming in to teach us about different parts of 

their work and specialities - their enthusiasm is infectious and it really gives a new insight into different areas. 

The teaching and the expertise available. 

The small cohort has made it an excellent environment to grow in confidence and get peer support when you need it. 

I have really enjoyed the clinical teaching we have had and it has been of extremely high quality so far and I have learnt a 

great deal. The research emphasis of the course is strong but I see this as a real positive and something that I am enjoying 

and want to incorporate into my future career. 

Meeting the cohort and working together, we have formed a great team. 

The cohort - we are very supportive of one another and this enables us to manage the demands of clinical training. The 

clinical teaching is provided by NHS Clinicians and their experience and expertise is very valuable. 

Encourage feedback on all aspects of the course; quality of the teaching is excellent and often inspiring to hear about 

clinician’s experience. Our cohort really support each other every step of the way and that makes an incredible difference 

to help get through the highs and lows. 

The teaching is excellent!! Lots of the teaching is given by external clinicians who are experts in their chosen areas. Without 

exception the lecturers have been really knowledgeable and approachable. 

The opportunity to be taught be people who are expert in their areas, working with different teams/ supervisors on placement. 

My course mates. 

The quality of the teaching and the closeness I feel to my cohort. 

The other trainees and placements. 

Placements and the systemic teaching from very competent NHS colleagues. 

My favourite aspects of the course are the placements and the teaching completed by clinical psychologists working in the 

field. 



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I think Southampton offer a good balance between clinical and research experience. I have found it to be a pretty laid 

back course and I think the staff team have realistic expectations of the trainees. I would highly recommend the Southampton 

course. 

The course is keen for feedback and regularly updating and thinking about the best way to deliver it. There are still a lot 

and some of the same challenges as the previous year particularly with the research methods module. The first year works 

on quite a tight timeline and assignments can be quite full on and made more stressful by vague or incomplete guidelines. 

There is very little time for wider reading especially if you have a busy placement. 

I understand that the course has changed a lot in recent years. The course is still fine tuning a lot of these changes. It can 

be a little uncertain at time as many of the assignments are new, but it is really good to see that the course respond to our 

feedback and take this on board. 

Increase in number of study days during first term would be really helpful, not just to do assignments but to consolidate information 

learned during the first teaching block. Sometimes the course can be disorganised and the need to sit with the uncertainty 

and rolling with the fact that things change last minute and can be very unclear is a key skill! Generally though the 

teaching is excellent, the majority of support is good and the small cohort makes the course feel a very safe place to learn. 

The administration and communication side of the course could be greatly improved to reduce frustration and uncertainty 

during an already stressful time. 

The course work quite hard to select people who are personable, supportive and gel together. I’ve really enjoyed clinical 

training so far and the course staff are constantly working hard to take our feedback seriously and make appropriate 

changes which is really encouraging. 

I would recommend this course to others and I feel lucky to be part of it. A particular strength is the support from the 

course staff. Another strength is the openness to us finding our own individual approach as a psychologist, acknowledging 

that there are different ways to be as a psychologist and encouraging us to find our own way of being a psychologist. I 

think something that has been helpful for this is the fact that most of the teaching is delivered from external clinicians, 

and as such we have come into contact with many different psychologists and we have been able to hear about their 

unique ways of working and ask questions about their practice. 

It is a brilliant course that has recently had very good changes made to it. 






Yes 0% 

No 100% 


■■ 

Role-play, 2 interviews (academic & research, clinically-relevant skills) 


Qualification 

Respondents 

Exams 0% 


Essays 0% 


Role Play 0% 

Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Staffordshire and Keele 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

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0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 33% 

MRes 0% 

Diploma 8% 



None 33% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 50% 





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Excellent. The role play element helped us to show what kind of clinician we’d be not just our academic ability. 

I found it helpful having two relatively short interviews - one academic and one personal interview. I felt that the interviewers 

really tried to draw the best out of me and wanted to know about me and my personal journey and how this related 

to my chosen career. 

Very good- friendly and quick. Straightforward questions. It’s different now though and involves a role play etc. 

Good - panels was welcoming and friendly, gave you time to answer the questions and felt like they wanted the best out of 

you. Interview times were arranged so you were only there for time needed (2 hour slots) and only with three other people 

defiantly helped to reduce anxiety. 

I found the panel really friendly and non-intimidating. The questions felt like the panel were genuinely trying to get to 

know the most about me, and not in any way difficult or ambiguous. I liked that these were also presented on a small 

card so that I wasn’t worrying about trying to remember the question OR worried about going on a tangent! The interview 

process included a personal and academic interview and role play. I feel that the role play was a useful additional to 

my previous year applying as I got to show a bit more about how I would behave in practice and when it got started my 

personality was able to show through (the actor was really good!). Staffs really make trainees feel welcomed and supported 

throughout the entire process. A really friendly happy group of staff and trainees who support the process! 

I found the process was very good. The pre interview screenings were well organised and clear to complete. The interview 

day was very positive - all the staff were friendly and the panels themselves made me feel calm and brought out the best 

of me, 

Very positive. An extremely friendly and welcoming atmosphere. 

The staff were lovely throughout, really encouraging and I felt they wanted me to succeed and get the best out of me. Left 

the interview feeling really empowered and happy. 

The process was efficient and timely which meant that there was not a lot of unnecessary waiting around - helpful when 

anxiety is running high! I found that the staff were very friendly during the interview day and tried to make the process as 

relaxed as possible. I enjoyed the fact that they had two parts to the interview: the clinical interview and a role play with 

some value based questions; I feel this gave me good opportunity to show strengths. The course also encouraged trainees 

already on the course to come and help out and this helped contain some anxiety. 

I thought the interview process was very well thought out. Not too many other candidates there all at once, very supportive 

current trainees helping, and lovely panels. 

The interview process was fairly relaxed. A lot of effort had been made to greet interviewees and have current trainees on 

standby to help out. The setup of the day didn’t feel too formal. Additionally, the length and number of interviews was 

much more manageable than I initially thought it would be. The interviews were split into two, both 30 minutes each, 

so it wasn’t a long gruelling day. The panels were welcoming and I left with a sense that they want you to do well. I also 

felt encouraged to take my time answering questions, which was really useful. If I didn’t know something it was OK to 

take the time to think about it or come back to it later on in an interview. I think that all of these factors contributed to it 

feeling relatively relaxed, which probably helped people to interview better! 

Compared to other interviews, Staffs felt the most friendly and relaxed. It was a lot shorter than those I attended for other 

courses, which I think helped with the anxiety as it was all over fairly quickly and there wasn’t a lot of waiting around! It 

felt very organised and efficient, and staff were friendly and smiling, helping to put me at ease. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 




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Feels like we could have more on these areas 

Thus far, we are early into our first year so my comments for this section are limited and do not reflect the entire course. 

It feels too CBT heavy. I don’t think there is enough psychodynamic teaching and other areas such as systemic don’t seem 

to be done in enough depth 

It is difficult for the course to provide all the necessary training in the first teaching block and as a result you may learn 

skills/models on placement before the teaching days and this is unavoidable. This is useful as it allows you to apply real-life 

cases to the teaching material. 

These ticked choices are not really covered in the first year. 

In the first year we’ve touched upon the main three models so far, CBT, psychodynamic and systemic, but I’m hopeful that 

in the second and third years we’ll get more time to spend on other models. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 


■■ 

The lectures and placements do not line up. So I had a forensic placement in year 2 but no lectures on it until year 3. 

This made my child placement also challenging as I felt that we had no practical lectures until second year in child 

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Appropriately timed lectures on placement and issues that may arise. Perhaps more time could have gone into different 

types of placement and what to expect? Perhaps from previous trainees reflections. 

A lot of the initial teaching block was focused on therapeutic skills and how and why these should be used. This included 

video recorded role-plays with peers to gain feedback. There was also sufficient teaching on risk assessment/management 

and sessions on the demographics of the local areas for students who were not familiar with the region. 

The course prepares you very well for placements and the teaching and support available in regards to teaching is great. 

The course held a number of placement preparation workshops which were really helpful. They helped you to think about 

what you want from placement and how to manage any dilemmas along the way. At the start of the year there is a 6/7 

week induction block of teaching. Although this is a lot of teaching in one go, it helped me to feel settled before starting 

placement. It also gave us a lot of opportunity to learn and practice clinical skills prior to starting placement. 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





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Travel, but that’s unavoidable. 

Thesis process. Not much support given in any aspect of thesis process. 

■■ 

There are times work life balance slips. Also need to remember to keep on top of forms for trust and university which have 

slightly different systems. 

■■ 

Not as yet! 

■■ 

We were given a session in year 1 on self-care and accessing support from a number of different sources available to us. I 

have recently tried to get extra support and am finding this very difficult. 

■■ 

Research element 

■■ 

Placements vary a lot on how much support you get from the service and trust - there are big differences between the 

input north staffs and south staffs trainees get from their respective trusts. 

■■ 

■■ 

Balancing the workload at assignment time with placement took some thought initially. 

No more than expected for this level of training. 

■■ 

This will be very similar at other universities, but I’ve found the frequent change quite difficult. You begin the year with 

a 6/7 week, university based induction block. Then there is a 5 month placement followed by 4 weeks of study. You then 

finish the year doing another 5 month placement. I’ve often thought that once I’m starting to feel settled in one thing I 

need to move onto the next. This isn’t a specific difficulty with the Stafford course, but training courses in general. It’s 

easy to underestimate how taxing lots of change can be. 



Respondents 



Manager 50% 


Librarian 42% 





Other 8% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


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Outstanding! 

Staff are approachable and make as much time as they can to meet with you, email, telephone when in need of support. 

Your personal and research supervisor were combined which made it very difficult if you did not get on with that supervisor 

very well. I do not feel there are any systems in place to complain about your supervisor to the university. 

The staff at the university are mostly very supportive on a 1:1 level. However, when I have needed extra support and have 

had issues with reflective group, I don’t feel like I have been entirely listened to. 

All course staff and supervisors are brilliantly supportive. 

As I am a first year trainee, I have not come across too many incidents where I have required academic support, however I 

have been able to access support from my personal tutor for a personal matter which was really helpful. 

I think this is a real strength of the course at Stafford. It’s made clear in your first few days what support is available and 

how to access it. There are so many channels you can go down to get whatever support you need. The course team have 

always been very approachable and happy to meet - whether they are your personal tutor or not. If I’ve ever need support 

for University work, or placement or for personal reasons, I’ve always felt that it is easily accessible and available to me. 

During the initial induction block, we were also encouraged to get to know our cohort. Due to the longer induction block 

at the start of the year, this was easy to do and meant that we all bonded really well. That support network has also been 

really useful throughout the year. 



Placements 


Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 




0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



■■ 

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Have only completed one so far and met with new supervisor and team recently. So far very pleased. 

Placements so far have been great. Supervisors have been supportive and you have a lot of power over your development. 

Generally the teams I’ve worked in have been happy for me to get involved with anything that I think might be interesting 

and beneficial. I’ve also felt comfortable to say no if something didn’t seem so helpful. It can be difficult being the ‘new 

person’ a lot of the time, but that’s the nature of placements and I think is something you adjust to over time. 





Answer 

Respondents 

Yes 42% 

No 42% 



Answer 

Respondents 

Yes 50% 

No 25% 




Responses indicated that trainees live across a wide geographical area of the Midlands and North West including 

Birmingham, Chester, Manchester, Shropshire, Staffordshire, Stoke-on-Trent and Wrexham. 


Answer 

Respondents 

Yes 8% 

No 75% 

N/A 17% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

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10% 

0% 





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The study day makes things so much more manageable! 

Good work life balance if you use the study time appropriately. Be aware that placements are spread across a large area 

and although the course are very good in taking people’s living arrangements into account, the commute to placement / 

university can still be very long especially if you live outside of Staffordshire / Shropshire region. 

This course involves a lot of commuting. 

As with any course there are times when this slips. 

Once adjusted I think our schedule allows plenty time for work life balance e.g. study day per week. 

I have found the university’s attitude to this to be somewhat contradictory. They talk about this balance being important 

but are fairly rigid in what they will allow regarding time off for social / family events. 

Course really values home life and is flexible as regards finishing lectures and such to not encroach on family time. 

As a first year trainee, I anticipate that this will become more difficult as I proceed through the years. 

The commute can be tiring and expensive. 

It can be difficult, to begin with, to get the balance right. At first it felt like there was so much work to do and I would use 

my own time as well as study time. However, once things settle a little, it’s not that hard to get the balance right - there 

isn’t an overload of university work or placement work to do, so as long as study days are used effectively then there’s no 

need for it to eat into your personal time. 

So far things have felt surprisingly manageable. Around deadline time then things do start to build up and the balance 

shifts in favour of work, but I think that’s understandable. It feels that the study days built into the course are very 

generous, and if you use these effectively there’s no reason why you can’t keep your weekends free to help maintain the 

balance. 


100% 

90% 

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70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

■■ 

■■ 

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■■ 

It is well known some trainees pay tax and some do not through the years training. This seems an unfair discrepancy and 

would mean some trainees will be financially better off than others & subsequently may make some universities unfairly 

more popular! 

If you live outside of Staffordshire then commuting takes quite a lot of your salary. 

We are being paid to train though so no complaints there. 

North staffs trainees are not paid as much in expenses as south trainees (e.g. to and from university) and this does add up 

particularly in teaching blocks. 

Expenses to and from university and placement are not funded so it can be very expensive if you have a big commute. 

I think to be paid at band 6 whilst training is really good - especially when you consider the banding system in relation to 

other professions. There can be a lot of travelling which can cost a fair amount of money. Where possible you can claim 

this back but if your placement base happens to fall far from home, this can be expensive. 




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Everything!! My cohort, the staff, the teaching, placements! I’m loving being a trainee and learning so much. 

Approachable course staff who are supportive and always open to receiving feedback about the course, meeting fellow 

trainees, critical and community approaches within the course. 

I have liked all my placements and had good relationships with all my placement supervisors 

Skills workshops - although daunting they are good practice and is lovely to get feedback from professionals as well as 

peers. 

Access to varied placements! 

Being able to experience many different teams within the NHS and get a feel for the area I might like to work in when I 

qualify. 

Variety of placements and teaching b 

The supportive nature of my cohort and the staff. 

We have a great cohort that are really supportive, friendly and approachable. This, along with friendly and relaxed staff, 

provides a great learning environment for first year trainees. 

My supportive cohort! 

This is a really tough question, because I’ve liked the whole experience. I’ve particularly enjoyed teaching, particularly the 

6 weeks at the start of the course. I know that this is longer in comparison to other courses but it’s really beneficial. It’s a 

good amount of time to get stuck into learning and it’s great to spend the time with your cohort. I also think that the level 

of support available is brilliant and the course team have always been great. 

Meeting other trainees, new experiences and working with new client groups. 



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Apply to Staffs. 

The course is currently recruiting new tutors so hopefully that will improve support offered by the university 

Let your personality shine through! 

The organisation and administration of the course feels very disorganised and chaotic. Hopefully this will improve as it has 

been fed back to staff on numerous occasions. 

Although there is good train links into Stoke, the placements are likely to be widely spread across the Stoke and Staffordshire 

and so I would recommend having a car available to help with timely travel. 

Staffs is a lovely, supportive course and it was worth the wait until I got on a course that was suited to me and my needs, 

it is definitely worth the long commute. 




Yes 100% 

No 0% 


■■ 

Two interviews, during one of which the applicant engages on a role play with a trained actor. 




Teaching 

Placement 


Research 

Approximately 7 hours (1 day) per week, but 

there is a 6 week induction block at the beginning 

of each year. 

This varies but overall approximately 22.5 hours 

(3 days) per week, increasing to 4 days during 

the summer. 

Approximately 1 day per week for study/research 

See above 


Qualification 

Respondents 

Exams 100% 


Essays 100% 



Viva 100% 



Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 





100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


University of Surrey 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 46% 

MRes 3% 

Diploma 17% 



None 34% 

Other 0% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 31% 





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It was challenging and required reflective skills. The working with people interview was more about expressing your views 

and opinions. 

Enjoyed both the personal interview and academic one. Good mix 

Reflective. 

Loved it was about who you are not what you can recite! 

Very good, the personal interview wasn’t as challenging as I was expecting. 

Staff were friendly and welcoming, you felt they did want to get the best out of you and not trip you up. However some of 

the questions in the personal interview were tough and you certainly needed to show that you were ready and passionate 

about training. The trainees that were helping out that day were really helpful to chat to as well. 

Well organised, they seemed to do as much as they could to relax us. I felt that they were trying to get the most out of us. 

It was a little emotional but handled well. 

It was difficult to prepare for the interview at Surrey, other than the statistics test. The interview was more about understanding 

us as individuals i.e. our self-awareness and ability to reflect on the experiences that had led us to the point of 

applying. In some ways this was a relief because it relied on us reflecting about ourselves rather than reeling off lots of 

theory. As a result of this, one of the interviews is very personal and it is important to think about what you are comfortable 

disclosing on the day. I felt that the course team were genuinely interested in me as a person and my thoughts on 

clinical psychology and the application process. There were also lots of current trainees on the day to ask questions and 

just generally reduce some of the anxiety. I really enjoyed the interview with service users and came to understand their 

large involvement in the course. I am still unsure exactly how my personal statement/ application form was used in the 

process, other than to see if I met the entry requirements, as none of my interviewers had read it. 

I found the interviewers very warm and they clearly were trying to get the best out of applicants, rather than trying to make 

it an unpleasant experience. However, I found it a significant advantage having had an interview at Surrey the previous 

year, as I was much better prepared for the highly personal nature of the ‘personal interview’, which really took me by 

surprise the first time around (as I had previously had ‘personal interviews’ at other universities which were much less personal 

in nature and more about practice issues and my personal response in given scenarios). The Surrey interviews were 

much more about me as a person, which has both strengths and weaknesses. 

I went into the interview process with the usual nerves, but felt the interviewers put me at ease. I particularly enjoyed the 

service user interview, and found the service user a joy to talk to. There didn’t appear to be any ‘trick questions’ and I 

genuinely felt as though the interviewers were listening out for my strengths. 

I enjoyed the Surrey interview. I felt the interviewers were honestly interested in getting to know me. 

The found the interview process well organised and well managed. The people who interviewed me were empathic and 

tried to bring the best out of me. 

I enjoyed the amount of reflection that we needed to do for the personal interview and found it interesting rather than 

intrusive. I thought that the more clincial interview was appropriate and reflective of issues we need to think about as 

trainees. 

The interview process is stressful, and demands that you are able to reflect on personal experiences that you may find 

difficult. However, interviewers are warm and I really got the sense that they wanted me to do well. 

Found the interview process to be very positive, it was about getting to know me as a person rather than what I know or 

have done career wise. 

The interview was more focused on me as a person and my experiences, but there were also questions about my employment 

and experience 

I found the interview process ok and at times I quite enjoyed it. There are two parts to the interview, the clinical interview 

and the personal one. The personal one I found more challenging, I was asked about my personal and family history, as 

well as my personal characteristics linked to my suitability for training and becoming a clinical psychologist. However now 

that I am on training I think it is very helpful to reflect on these factors before commencing the course and Surrey encourage 

reflective practice throughout training. The clinical interview was more in line with what I was expecting to be asked 

and a service user or carer was on the panel. 

Very unlike any other interview I had done. They didn’t ask the normal structured questions you would expect to test your 

explicit knowledge. The questions required you to reflect on yourself and your past experiences (for the personal interview) 

and draw on your previous experiences and knowledge to consider in-the-moment dilemmas or issues. In a way this made 

it harder to prepare for, but it means you don’t have to revise set answers, you get a chance to genuinely show who you are 

as a person and show your natural thinking style. 

They put you at ease - No trick questions 


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I liked that the interview focussed on who I am as a person and how I think rather than my ability to regurgitate information. 

I enjoyed reflecting on myself with the interview team and discussing clinical information. It wasn’t really something 

you could prepare for so it felt like I got on because of who I am rather than what I know. 

The interview was challenging as understandably it was a nerve wracking experience however the interviewers did their 

best to create a calm and positive atmosphere despite the context. I found that I enjoyed the personal suitability interview 

as it was an opportunity to own a bit of myself in the room and to share my personality. I also enjoyed it because having 

been to a Surrey interview before I knew that it couldn’t really be revised for as it’s very much about who you are. 

It was quite exposing at times, having one interview focus largely on you personally - how you work within teams, your 

personal experiences of difficult times, so it’s important to be prepared with what you’re happy to say about yourself. It 

was nice to not have to worry about the research side of things, as that is covered during a written exam. Overall I found 

the interviews OK, and probably less stressful then if I was asked about lots of facts or current affairs! 

I really enjoyed it, the Surrey interview really encouraged you to reflect on your experiences, motivations and wishes. It 

also explored your clinical skills and application to a case which I thought was a good way of assessing us. 

The interviews involved both personal and professional reflection, the interviewers were curious yet respectful and kind. 

There was a friendly and personable atmosphere in the interviews. 

I felt relatively prepared for the interview as I had spoken to a few people with past experience of the Surrey interview. 

Both the team and the supporting trainee’s did a great job and easing people’s nerves, and overall I was able to enjoy the 

experience. 

I found it really enjoyable. There were two interviews, a personal and a professional issues one. The professional issues 

interview was a chance to discuss a topic with a panel of people who had interesting opinions and generated some interesting 

ideas. The personal one was an opportunity to reflect on my development and lifespan which was also quite fun! 

Felt a lot like supervision! 

The interview was unusual as it was quite personal, they were trying to find out who I was as a person rather than my work 

experience or knowledge. It was actually quite nice, they were really supportive and gave me a good chance to reflect on 

things. 

Really positive, I was particularly impressed that there were service users and carers on the panel. Everyone was really 

friendly and welcoming. 

The interview was very reflective but a supportive environment 

It was different to the other interviews I had. Much less focussed on my experience, knowledge and skills and more about 

me as a person and my self-awareness of how personal experiences have shaped my assumptions and biases and how this 

would impact me as a clinical psychologist. 

A lot of ‘personal’ preparation - exploring yourself, your journey and why you want to be a clinical psychologist. Well managed 

on the day(s). Practice and past experience helped. 

It was difficult to sit with other interviewees in the waiting area. I did not think I had passed my first interview “Working 

with People”. I enjoyed the second part of the interview process, the personal interview, as it felt like I had the opportunity 

for the course team and I to gain a sense of who each other was. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Mindfulness 






Other 




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I feel that more time could be spent on systemic ideas. 

In the first year it is mainly CBT with other models covered later in 2nd and 3rd year. 

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The first year mostly focuses on CBT and Psychodynamic models with other models covered in years 2 and 3 

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The team try to accommodate our learning needs as much as they can. We are encouraged to go to conferences, and have 

a small personal budget to support our attendance at conferences. 

A good balance, although CBT is the predominant model for the first year. 

The first year is very focused on CBT and other models are considered more in the second and third years 

The course is particularly focused on CBT and Systemic approaches as well as neuro teaching. We have a little introductory 

teaching on the other models e.g. 3rd wave CBT (ACT, CFT, DBT etc.), psychodynamic theory, with a psychodynamic 

week of teaching in first year. 

I think its a pretty good balance. They can’t fit everything into the allocated teaching time, and we get a chance to develop 

our knowledge of other models on placement and through further reading. 

There are talks of increasing systemic training so it is equivalent to level 1 qualification 

There’s a focus on attachment perspectives and includes CFT and narrative work” 

Surrey has an even split between CBT, Psychodynamic and Systemic which I have appreciated as I’m able to drawn on 

multiple theories quite flexibly when on placement 

The course gives us opportunities to explore different approaches over the three years, with an option to focus on a more 

specialist therapy in our third year. For example there is some talk of the course offering a CFT or ACT course in the third 

year, which we would have to enrol ourselves on. 

I feel the course is very broad in its approach and I enjoy being taught CBT, psychodynamic and systemic in equal 

amounts. I feel it makes me a rounded, integrative practitioner 

Whilst the teaching does cover a range of different models, the opportunity to implement and relate this to clinical 

placements has been difficult, due to the lack of placement that offers opportunity to work using models other than CBT. 

Having said that, there are opportunities to be integrative and use the ‘thinking’ and ‘formulation’ for psychodynamic and 

systemic ideas, which I think makes us flexible more in our clinical work. 

Only being 6 months in this may not be an accurate reflection of what’s to come. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 




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If you don’t already have a basic knowledge of CBT it can be tough as the teaching happens after you’ve started seeing 

patients. 

We had particularly good teaching on building a therapeutic alliance prior to beginning placement, which I found invaluable. 

I think the course tries its best, but sometimes we have teaching in a particular area after we have done a placement or 

written a case report, which is unfortunate. 

Due to the way the course is organised we sometimes do not have much teaching on the client group before we go onto 

the placement. 

Adult mental health placement maps well onto adult teaching, but in second year the cohort are split in what placement 

they do which means that course teaching sometimes doesn’t match with what would be helpful to learn for your placement. 

It does depend on the order you get your placements. Sometimes you’ll have a particular placement before all the relevant 

teaching has taken place. But again this is really hard to get right for everyone as the course is constrained by the timetable 

- they definitely do their best. It also depends on your previous experience - if you have less clinical experience or less 

CBT experience, you’ll naturally find it harder picking up the basics at the beginning. Again, the course try their best to 

get the basics across in the first teaching block. 

- Course prepares you well:- We have a pre-placement visit - 1st years have 2 hrs supervision - A detailed and thorough 

placement assessment helps with development. 

We have a ‘pre-placement visit’ day allocated, which is helpful (even if you don’t go on that actual day!). 

CBT training is sparse prior to first placements starting. 

More teaching on different supervision styles, and how these change between being an assistant psychologist and trainee 

clinical psychologist, would have helped to prepare me more. 

In first year, it was a bit of a jump going into an adult placement without CBT training. I believe they have changed this 

now. 

We have teaching which matches the core placements, however this often did not coincide with time on the placement. 

Generally I have learnt more on placements than through the formal teaching because I have been able to read/self-learn 

about what is especially relevant to my placement and team’s way of working. I think the teaching on this course could be 

better and much of it is pretty average and taught by local clinicians, rather than anyone prominent in the field. Personally 

I don’t think we get enough of the things we need and I think the teaching could be made more interesting, however it 

prepares you enough to get through the placements. 

I think the course taught me to realise that I cannot know everything even as my practice develops, there will also be 

something to learn. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 

Excellent 

Good 

Satisfactory 



Poor 


Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 

If you would like more information on support for individuals with disabilities, please contact the course directly. 





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The research component. 

Yes all assignments. 

Academic work/assignments 

Just how organised you have to be to manage your time effectively between the different demands of the academic work 

and work on placement. 

Travel, I live quite far away, also the placements cover a wide area which can lead to long commutes 

I think like all courses, at times managing the demands of the course, placement and your own personal life can be difficult. 

Having said that, the course have been responsive and validating to my cohort if deadlines have needed to be moved 

or if people are doing a lot of work in their free time. 

Balancing time demands for deadlines with work on placement. 

Juggling the various deadlines and responsibilities can be a real challenge. 

There is a large academic workload, and at times balancing the university work and placement expectations has been 

especially difficult. 

Juggling all the different demands. 

First year was quite assignment-heavy, which was a tough start. I think more balance across the 3 years would have been 

better, which the course now does for the subsequent cohorts. 

It can be challenging to have a placement that is far from home and requires overnight stay. It can also be difficult to 

manage assignment deadlines amongst other demands. 

The deadlines always seem to be placed close together and it can seem as though the different assignment co-ordinators 

do not organise this between themselves to space these out a little more. April - June in both years have been very stressful 

in terms of deadlines and placement demands. 

The most demanding times for me have been when assignments are due in. The course are very good at taking on trainee 

feedback and do make attempts to spread out deadlines, however deadlines do tend to occur as placements are coming to 

an end, which is a busy period and can make things a bit stressful. Although this is the nature of training, there are just 

times when things are busy and stressful and times when things are less stressful. 

Course is demanding at times, however I suspect this is same with any other courses. Whilst it is demanding it is manageable 

Yes - mainly balancing coursework/ research alongside demanding placements. 

For me I have had a lot of travel on the course to South coast placements because I also live on the South Coast. Up to 

2 hours one way for most placements, however this has not been the experience of all trainees and I knew when I started 

the course that I would have a lot of travelling after I decided not to move into Guildford. 

For me the expectations regarding such a high standard of spelling and punctuation are difficult in light of my dyslexia. 

There are not really any measures in place to help people with these problems. I do see the need for our spelling and 

grammar to be good but it can be discouraging to always have comments over an area that you are trying your best at but 

unable to reach the standards set. 

Balancing assignments, clinical work and reading is demanding but the course staff appreciate that trainees will be challenged 

by different things at different times, they do their utmost to meet and support individual needs 

The workload is very high on this course which can be challenging at times, when you’re juggling case reports alongside 

thesis work and placements it can be hard! 

Balancing placement needs and university work around deadlines can be difficult at times. 

There has been a lot of coursework and assignments, more so than other courses, however this is being streamlined. All of 

the assignments have been useful and I believe that the emphasis on reflective assignments has helped make me a better 

trainee. 

Generally deadlines - the course and different lecturers having slightly different descriptions or expectations of the work 

required. 





Respondents 



Manager 36% 


Librarian 58% 





Other 12% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


■■ 

■■ 

Had an awful experience with a member of staff but it was resolved and more help offered! 

I think this is generally a strength of Surrey’s, though people have different experiences. 

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The staff team are very aware of the demands placed upon trainees and are both available and supportive in their response 

to difficulties experienced by trainees. 

Support, like people, is unique and varied depending on who it is I am consulting with. At times, it has been tricky for me 

to get what I needed from the ‘allocated’ person, but largely, the team is very approachable and there is usually someone 

that can help - even if it isn’t the allocated person. 

The course team is comprised of excellent researchers and clinicians, however at times they are so busy that you cannot 

access support as readily as one might like. Often you need to organise support in advance. 

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I have found the staff very supportive. 

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When I have required support for various reasons I have been extremely well supported and have been able to talk to other 

members of staff when my line manager was not available, which was good. 

There are MANY support options available. Sometimes it is difficult to know which one to choose! I have found that peer 

support from other trainees has been the most valuable for me, although the course team are also pretty approachable and 

helpful too. 

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The course goes out of their way to be very supportive. 

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I have not needed to access much support but I feel like the support is there if I needed it. 



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The course team are really busy but my experience has been they will always try and find a time to meet with me even if 

it’s just for an informal debrief. This includes course team members who are not linked directly to my project, they all try 

to make themselves available to trainees. 

When I have experienced any difficulties the course staff have been very supportive. 

Very caring, compassionate and committed whilst focusing on your development as a professional 

The staff are very supportive and understanding of our needs as trainees. They are very responsive to concerns and the 

challenges with face with being split between university and placement. 

Staff team have been very helpful, I enjoy being able to access a personal tutor and a mentor outside of the university. I 

also have found the Research Development Team very helpful in improving my writing skills for the thesis and supporting 

those of us with and without dyslexia 

Changes within the university structure have placed difficult demands on the course team which has impacted on our 

learning and the support that we can access. Overall I feel that there are lots of support systems on paper, but irrelevant 

to the actual support you need at times. 

Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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People’s experiences across the cohort are variable, but I have accessed support from the course team any time there has 

been a problem and have been impressed by their responsiveness. 

Supervision very much depends on the supervisor and the environment/colleagues very dependent on the service/team. 

The NHS is under a lot of strain so it can be difficult to get the basics such as computer access etc. 

I have had good placements and all of my supervisors have been very experienced and knowledgeable and provided me 

with excellent supervision. Whilst we do get to put a choice of 3 placements, the final decision of where we are placed is 

with the course team and the reasons for the placements does not always feel transparent. 

Experience on placement very much depends on the supervisor and the team you are working with. Some supervisors and 

services are more stretched than others which compromises the quality of the placement. 

Obviously the quality of supervision has varied slightly depending on placements but I have had some really excellent 

supervisors and this has been where some of my most important learning has occurred. However placements do vary and 

other trainees have had some difficulties, so this is only my experience. 

Placements vary a lot, so I have had quite different experiences across the three placements I’ve completed so far. 

Placement supervisor styles can vary a great deal. However when I had a challenging relationship with a supervisor, my 

clinical tutor was very supportive and helpful. I just had to find the courage to tell her things weren’t going well despite 

my imposter syndrome! 

I’ve had really great supervision on placement which has helped so much. There are often issues with access to IT which 

makes organisation difficult. 





Answer 

Respondents 

Yes 94% 

No 3% 



Answer 

Respondents 

Yes 43% 

No 51% 




Responses indicated that trainees live mostly in and around the Guildford and Surrey area and South / South 

West London, with some trainees living in Hampshire or other areas of London. 


Answer 

Respondents 

Yes 23% 

No 63% 

N/A 14% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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This differed according to different course demands. 

They do try and give you more study days around the time coming up to a deadline, but I don’t think it’s possible to avoid 

working the odd weekend and evenings. 

Can be a struggle at times. 

This is variable, depending on upcoming deadlines/demands on placement. Overall it is good, but there are times when 

demands are higher and I find that I need to work during my spare time. 

It can be difficult to strike a balance between work and life due to various pressures. However, the course team as a whole 

appears to promote work-life balance, and where possible encourage trainees to value and prioritise self-care. 

The amount of coursework takes up a large amount of time. Study days are given but not always at the best times. 

Overall I have found my work life balance ok except when I had to stay away from home due to placement. There are 

weekends that I have had to do uni work or worked late in the evening to get coursework done or finish work on busy 

placements. 

It fluctuates often - when there are many deadlines it is difficult to achieve the balance (no matter how organised you are) 

but there are other times in the year when you are able to take some more time for life 

You do have to kind of insist on having a work life balance, the course encourage it, but they also have to place certain 

demands on you. It would be possible to work all of the time and have no life, but you have to force yourself slightly to 

ensure that you take annual leave and try to avoid working at the weekends. There have been many times that I’ve found it 

unavoidable and have had to work during evenings and weekends, particularly at the end of placements (especially the 6 

month ones) and when assignments are due. 

I’ve been surprised how easy it has been to maintain a good work life balance. I had expected it to be more of a challenge. 

However, I know this has varied across my colleagues. 

There have been many points where it has been impossible to maintain a work-life balance but the course is demanding 

so I expected that. 

There have been times across the three years when there has been less or more of a work/life balance and this has been in 

the context of deadlines and thesis commitments. 

It fluctuates - when assignments are due (and we are still at placement, having teaching days etc.) work seems to consume 

everything, but at other times of the year it feels much more balanced. 

I have found the course demanding in terms of balancing home and work life as it always feels like there could be more I 

could be doing but I think this would be the nature of this course anywhere not just my university! 

A challenge as I imagine with any doctorate, however course has a personable atmosphere and promotes staying within 

working hours, providing study time within the working week 

It can go in ebbs and flows - sometimes you can strike a good balance, but sometimes the workload feels very overwhelming. 

I look forward to weekends when I qualify! 

Work life balance gets much harder around deadline times but it can be achieved with a bit of organisation. 

The work life balance is what you make of it. There is enough time to do the work, if you are efficient and sensible with 

managing your time. I have never had to compromise on having time off, going on holiday or seeing friends. I usually have 

most evenings off. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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Get a high areas allowance 

My wages dropped by starting the course as I was working in London prior to this so it has been difficult to adjust 

Surrey and London (where most trainees live) are two of the most expensive areas to live. This can be a difficult adjustment 

for those who have moved from other areas of the UK. 

Travel expenses are paid which is a great help. However, these are a month in arrears, and so in the past have set me back 

on my finances. Trainees can reduce the effects of this by ensuring expenses claims are submitted on time and how and 

when is made clear by the course administrator. 

In this climate, we are very fortunate to be paid to train (although we do work very hard for our money). Travelling can be 

expensive and we do work many more hours than we are contracted for, but I am grateful to be paid. I would not be able 

to have started the programme if it was unpaid. 

As the course is based in Surrey we get the fringe London weighting, which is better than nothing but isn’t loads, and as 

someone who still lives in London it doesn’t go that far! 

Lucky to be being paid while training! But a lot of people have financial responsibilities (cars, mortgages, high rent etc.!) 

and it is an expensive area to live, so sometimes feels less generous then it is! 

I feel really lucky to be paid for doing this course - it’s such a privilege and makes doing the course much easier as you 

don’t have to worry about working a job to earn money alongside doing the course 

While I am grateful to have a funded place, it would be helpful if the people who lived or were placed in London were 

eligible for some amount of Higher Cost Area Supplement, and the cost of living and travel can be higher. 

University are good at getting expenses for travel back. The only issue I’ve had is sometimes travel to placement isn’t as 

far as to university so I haven’t been able to claim 

If you life in London it is properly more expensive than living on the south coast or in surrey and you do not get London 

weighting on your salary. However I think the opportunity for a work/life balance better in London and there is better transport 

links. 


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Placement 

My colleagues on the course - we all get on really well and everyone is so supportive. 

The staff are very approachable and understanding, they help whenever they can 

I really appreciate the support systems and the course team’s interest in supporting us to be reflective in making links 

across our professional and personal lives. 

The academic staff on the course are excellent and work hard to create good communication between the cohort and staff, 

being highly responsive to our feedback and readily available to meet with trainees upon request. 

The cohort is a major source of support and help to make things more manageable. We are a fairly diverse set of people, 

and have different strengths. We often share information which helps. At time has gone on, we have got to know each 

other fairly well, and feel safe to express concerns and strategies which is normalising and feels very supportive. 

Placements 

Clinical work on placement and the support from colleagues on the training course with me. 

The opportunity to have had such good experience on my placements. 

Peers on the course are an invaluable source of support, knowledge and advice. 

Being back into formal learning. The quality and breadth of our lectures is fantastic overall! 

The support I get from other trainees, and the balanced emphasis on training Surrey take, combining clinical, research, 

leadership and reflective practice. Oh and I have really loved some of my placements too. 

I love the course and all the opportunities it provides to experience lots of different aspects of clinical work. I think they 

try very hard to make our lives as trainees as positive as possible. 

Support in placement e.g. 2 hrs supervision and detailed placement evaluation form to aid development - also there’s a 

focus on service users/carers perspective and a group that we can consult 

I have really enjoyed my placements and have been lucky to have supportive/ reflective supervisors. Some of the teaching 

has also been excellent - in particular, our psychodynamic and systemic teaching weeks gave a really good grounding in 

the models which were very enjoyable. 

The opportunity to learn about the clinical application of psychology over a range of populations and settings. The opportunity 

to think and reflect with other trainees and psychologists. 



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The opportunity to work in so many different areas of mental health but within supportive, contained environments. It is a 

good opportunity to learn our way of working and what we really feel passionate about. Also - the cohort!! 

Learning about this area and having the opportunity to use what I’ve learnt in practice. 

Personable atmosphere of the course, promotion of professional development via both personal and professional reflection, 

availability of staff and supportiveness of cohort 

Personal and Professional Development Group 

The wide range of therapies taught the support from the university and peers. 

The cohort is great and there are lots of different types of support if you need it. 

The balance of teaching between CBT, psychodynamic and systemic. The service user and carer input. 

Placements 

The support offered by staff. The course team are a very welcoming team who take interest in you professionally and personally. 

Feedback is requested and responded to. 



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The course team really tries to incorporate matters of diversity into our learning, and tries to implement understanding in 

how they support us as trainees. The service user and carer committee is attached to the course team and are absolutely 

phenomenal! They provide real hands on advice and support, which I have only ever been impressed with. 

It is a very reflective course and the interview process reflects this so people should be prepared for this type of interview. 

A great course for those who value reflective practice in addition to developing theory, research and clinical practice 

You may be placed very far from home, commuting can often be an issue for us as we have a wide patch - it’s not uncommon 

to be commuting around 2 hours each way if you live in an area where lots of other trainees live and there aren’t 

enough placements for everyone. 

Overall it is a good course and I have enjoyed my time. Every course has good and bad aspects, for me the reflection was 

an important area of personal development, which this course has provided me with. There is a greater emphasis on leadership, 

consultation, research and team formulation than on becoming therapists which was again my preference, however 

if you want to get more 1:1 therapy experience and solely work therapeutically I would look at courses which have a 




Yes 100% 

No 0% 


■■ 

Interviews assessing academic, clinical, professional, personal and learning skills and capacity. 


Teaching 

Placement 


Research 

15 hours 

22.5 hours 

Allocated within 

Allocated within 




Qualification 

Respondents 

Exams 0% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 100% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Teesside University 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 5% 

MA 11% 

MSc 42% 

MRes 5% 

Diploma 0% 



None 26% 

Other 5% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 5% 





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The panels were very friendly. Current trainees were available to show you to your panels and answer any questions. I 

also liked that there was a service user panel, as it suggested the course valued the opinions of the people we would be 

working with. 

The interview process overall seemed fair and I preferred this to other course methods where you may be grouped with 

other applicants, complete tests or an unknown presentation or role play on the day. Doing a research presentation first 

helped me to settle in to the interview. The research panel do expect you to have some knowledge of statistical and qualitative 

methodologies and issues, so I found it useful to have refreshed my knowledge prior to interview. The clinical panel 

appeared to want to get the best out of you. 

I felt that at Teesside, staff were aware that this process can be very anxiety provoking for many and were keen to minimise 

this and just get the best out of me on the day. I was supported to attend the appropriate rooms by a current Trainee 

and was able to sit with her for some reflections afterwards which I found to be helpful and comforting. They brought 

sweets too! 

It was generally a good experience. The interview panels were relaxed and friendly and the presentation was a positive 

aspect of the process too. 

The environment and individuals assisting us (current trainees) were supportive and made the process clear and comfortable. 

The interviews were relatively quick and both panels were down to earth and genuinely appeared to want the best 

from you. 

I found the interview process very well organised. The trainees who chaperoned on the day were very helpful and containing. 

The interviews were challenging (the academic more so than the clinical) but fair. I personally found doing a prepared 

presentation at the start of the first panel helped to settle me into the interview process. 

It was quite relaxed and I felt welcomed by the panels and the trainees who were there on the day. 

The interview process was a positive experience, the staff and students are really supportive. 

The interview process was clear and I was made to feel at ease on the day. The interview panels were friendly and I felt 

really tried to get the best out of me. Current trainees were available for support between interview panels and they really 

helped ease my anxiety on the day. 

The course interview felt very balanced with a separate interview for clinical and research based questions. It felt as 

though the interview panel wanted the best from you and were very encouraging 

The interview process has remained simple compared to some on the other courses with a clinical and a research interview, 

both 30 minutes. You are required to give a 10 minute presentation on a bit of research you have been involved in. 

The questions were fair and the clinical panel was very friendly and welcoming. Trainees are also there to help you through 

which is really nice. 

Good support from current trainees on the course, quiet space available if required and did not come into contact with 

other interviewees which was positive. The interview process was as calm and relaxed as it could be. 

Very containing, I felt welcomed into the university and had a chance to chat to current trainees before the interview 

Teesside had a friendly atmosphere with the panel feeling the friendliest panel out of all courses I interviewed at. The current 

trainees were extremely helpful and containing on the day. The panel tried to get the best out of you by asking follow 

up questions rather than trying to ‘trip you up’ in any way. 

The interviews were well spaced out with only a small gap between the two. The trainees from 1st year waited with you 

between interviews, and they had a quiet room if you wanted to wait alone. I found it to be a lot less scary than I had 

expected. 

Lovely, friendly and approachable 

I found the Teesside interview panels to be very friendly, and despite the high nerves it was actually a nice experience. 

Some of the questions were challenging but I felt that they wanted to get the best out of me, and the questions were not 

designed to trick the candidates. They appear to want to get some idea of your personality and this is reflected in the 

process. 

The Teesside interview was my favourite. Two panels, one clinical and one research. Lots of nerves before the interview 

which is natural but the course did their best to support this. I was paired with a current trainee for in-between interviews 

which was lovely, and other trainees were on hand to answer questions. I also appreciated being able to practice my presentation 

before going into my research panel. The panels were professional but friendly. 

The interview was a really pleasant experience. It was great to have current trainees around to chat to and help to calm 

your nerves. It was also not as long and drawn out as some selection events can be, whilst still feeling that you had time 

to think and show your strengths. 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 







0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Mindfulness 






Other 




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There is a lot of focus on health psychology and neuropsychology. I would prefer more time devoted to certain models (e.g. 

CAT, CFT). 

Teaching gives a broad coverage of the main psychological models. Teachers from the field tend to have preferences for 

one or two models, which they link into their teaching topic. 

The course is open to feedback about the modules and the teaching. I am a first year at the moment and I believe we are 

due to get more in depth and specialist teaching as the course progresses. I love Psychodynamic, Attachment Theory, 

Systemic, and CAT and the teaching we have received on these topics in particular has been of a very high standard, from 

experienced and knowledgeable clinicians. I would like more of it, but that’s just because I really enjoy learning about it! 

Teesside offers a large variety of area’s covered by teaching. This is positive as it allows trainees to carve their own path 

in deciding the type of clinician they will be once qualified by allowing us to gain a broad understanding of the range of 

approaches with opportunities for specialist placements in third year. 

CBT seems to be more popular but we have had teaching on other models. Some other models or therapies are taught in 

second and third year 

The course is fairly well spread amongst the different models but still quite CBT heavy overall. 

The course is really responsive to feedback and really want to nature your strengths and interests. Unlike other courses 

there is not a strong leaning to one model and there is space to decide this yourself - which is a merit of Teesside, they do 

not push models onto trainees and all models are covered equally. 

Personally, I feel there is not enough time devoted to consolidating skills in the core models of therapy the course 

teaches. There is also a lack of time to examine the wider social issues at play, i.e. social constructivism and community 

psychology. 

The course offers a diverse range of models and theoretical perspectives. The course does not attempt to focus heavily on 

any particular model and trainees are encouraged to develop their own interests and are given opportunities to practice 

different models. 

We have little teaching on ‘just’ CBT, more often it is discussed within topics on depression in older adults, or other clinical 

areas. 

The course’s main models are; CBT, CAT, Psychodynamic and Systemic. There is more focus on CBT however this tends to 

be a reflection of the NHS today rather than the course aims. There is definitely a push to integrate therapies and to use 

clinical judgement. There is also a good amount of time given to research methods and our resident statistician is fantastic. 

Overall there is a good balance. 

There are a range of models talked about, although because of BPS guidelines it can sometimes feel that there is more of 

a focus on CBT. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 


at this time 




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I would prefer more guidance over the paperwork that we have to submit. Also, placements are organised quite late on. It 

would be helpful to be aware of these earlier so that we can make contact with our supervisors (although I appreciate they 

cannot be made too early as supervisors’ circumstances can change). 

Some teaching has been very helpful in being able to apply to placement, whereas others can focus too much on assessment/formulation 

than intervention. At times good teaching has been at the end of placement which would have been 

useful earlier, but often this is due to rescheduling. The focus on multiple models and developing your own style as a 

Psychologist helps to adapt to the models of individual services/supervisors. Finding out which placement you are going to 

next can feel a little last minute, more notice would be useful. 

We don’t get much notice about where we are next for placement as the course is careful to wait until they have everything 

confirmed first. This can be a bit of a pain when trying to plan life around the course and we are often all itching to 

know what our next placements will be. However, I have known both a couple of weeks before starting which was enough 

to arrange pre-placement meetings. You choose your final two placements in second year so I should have more notice for 

those. 

You aren’t prepared as such but they seem to have matched trainees with a placement they have some experience in for 

the first placement. On reflection this was really helpful when trying to find your feet with the course and when learning 

how you best juggle placement demands and assignments and teaching. 

You don’t find out about where you are placed until very late in the day, which can cause some anxieties. There is some 

initial teaching on basic skills which can be used on placement but the paperwork can feel quite overwhelming 

Teaching isn’t always matched to placement; therefore you can sometimes receive teaching that would have been relevant 

and helpful, after the placement has passed. 

Unlike other courses there is not a long teaching block before placement starts in week 3, this does feel scary, but learning 

is much more experiential, and you have plenty of opportunity to link what you have learnt to your practice. 

Trainees could probably do with being informed of placements earlier than they currently do to allow time to arrange pre 

placement meetings and undertake extra relevant reading. Teaching could be delivered in blocks as it can at times feel a 

little disjointed. Otherwise I have felt confident with how much preparation I have received for placements. 

We began placement 1 after only a couple of weeks of teaching so I didn’t feel particularly prepared. However, teaching 

occurs every week from October to May and this helps to keep knowledge fresh and also allows for regular peer group 

discussion. 

There is an induction process and block of teaching before starting placement. Depending on placement and supervisor, 

there are options to have a quicker or slower start depending on previous experience and confidence. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



time 

Internal 

External 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Excellent 

Good 

Satisfactory 

Poor 




Very poor 






100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


University 

Placement 


directly. 





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Trying to balance academic work, placement demands and thesis can be stressful at times. Some of our deadlines are very 

close together which adds to this. 

I haven’t had any particular issues, but the course itself does require balancing lots of plates and sometimes there are 

multiple deadlines within a short space of time which can be quite demanding. As a cohort we have requested extra 

reflective space and this has been provided. 

The way I would describe the course is that it is a bit of a rollercoaster. Most of the time I love it and just get along with 

life and meet the deadlines with minimal stress. Other times it can feel very busy, with lots of things to hold in mind, 

juggle, and deadlines to meet for the different aspects of the course feeling very close together. Life outside of the course 

during these times has been a bit less balanced, but there are supportive staff available and between us we seem to be 

muddling through fine! 

■■ 

■■ 

Having recently had lots of deadlines close together 

too many deadlines in March. Could be better spread out which has been fed back. 

■■ 

When deadlines are looming and placement is busy at the same time it can feel quite a lot to manage. However, on the 

whole assignments are fairly well spread. I’ve found the work very manageable and still had plenty of my own time. 

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During certain parts of the year there is a greater emphasis on academia which can feel somewhat overwhelming 

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There seem to be periods where we have a lot of assignments due all at once, but if you are well organised these are 

manageable. 

Balancing academic deadlines which clinical work can be hard, but this is the nature of the training. I have worked at 

weekends but this is more due to my nature rather than the course demands. 

The course is demanding in terms of managing workload, placement demands and retaining a work-life balance. However, 

there are lots of effective and resourceful support networks in place. 

There are points in the year that there are a lot of deadlines and these can feel very stressful. Additionally, there are ongoing 

deadlines throughout the year and it is difficult to balance all of the competing demands and to take time for yourself. 

■■ 

Sometimes assignments can come in a chunk, however we do get study time for the purposes of completing assignments. 

■■ 

It is difficult to balance the demands of placement, assignments, teaching and thesis, although this would be the case on 

any course, and there are good support structures in place. 



Respondents 


“Buddy” 100% 

Manager 28% 


Librarian 33% 





Other 11% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 


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Generally, course staffs are very supportive. Most of them only work part-time though which means it can be difficult to 

get a hold of them at times (although they usually respond by email). 

Personal tutor and other course staff would much prefer you to seek their help than be struggling in silence. PPD tutor 

always makes he is available. The cohort is also a great deal of support; everyone is in the same boat and likely having the 

same anxieties as you. 

I have received support from module tutors regarding assignments for their modules. I have received support from staff 

regarding questions and challenges arising from my placement. I have had support regarding my thesis topic. I have had 

support regarding my planning of future holidays which is all part of the course-life balancing act and was very helpful. I 

have also received general support from a member of staff that makes themes very available to us for anything we need - 

this is particularly comforting when the course is busy or life feels a bit stressful. 

The personal professional development tutors are extremely helpful and supportive, and are very approachable and easy to 

talk to. For me they have been especially helpful when needing to talk through some personal difficulties that I experienced 

during the first few months of training. 

Course staff are very supportive and make themselves available for any reason at any time. 

The course staff are really lovely and treat you like colleagues. They are readily available, however quite a lot work part 

time, which sometimes can be a little troublesome. 

There is a great emphasis on PPD on the course as well as on reflection. This is something that has been really helpful 

The course places great emphasis on PPD with teaching on self-care running throughout the course. I found the course tutors 

very approachable and supportive and have always felt that should an issue arise, I could talk to them about anything 

in an open and non-judgmental environment. 

The support on the course is excellent and the course staff are really interested in getting to know what kind of a person 

you are, your strengths and interests. They take time to nature these. There is also no limit on the support and the staff 

are happy to meet as often or as little as you need. So much so we asked for more reflective practice which was organised 

quickly. The course understand the transition to being a trainee comes with many challenges and they attempt to prepare 

you are see you through this process. 

Excellent support whenever this has been needed. Support with academic assignments as well as any other factors that 

may impact on placement work or University related work is consistently offered. 

One of the main strengths of the Teesside course is the access to support systems. Course staff always make time for you, 

even if you just want to talk about something personal. Everyone treats you with respect and as a valued colleague. 



Placements 


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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I would prefer more discussion around core placements and what our preferences are. I have been very lucky in my placements 

so far, but it would have been nice to have more say in what we were looking for before placements are decided. 

Luckily, we do get more of a say in our third year placements. 

Only had one placement so far and core placements are organised by the course, although they do try to take into account 

previous experience and location. 3rd year placements take into account own wishes and can be organised by ourselves. 

The course try as much as possible to get placements close to home. I travel to the course for teaching from a nearby city 

but both placements to date have been more local to home. I am very happy with both of my core placements so far. 

Placement near my location 

I have only had one placement so far it was an excellent experience. The supervisor was very nurturing and supportive and 

the team was all great. 

I have had excellent experiences on placement with opportunities to pursue my own interests and identified needs for 

professional development. 

My first placement was fantastic. It allowed for both professional and personal growth as; I was able to develop my; 

competencies, skills, and confidence, take an active role in my learning experience, and additionally I felt valued by my 

supervisor and colleagues as a clinician. 

Placements in the first two years are chosen for you. However, the location of them are usually organised according to 

where trainees live. Experience and competency needs can be discussed with supervisors on starting placement and most 

are flexible in meeting trainees’ needs. You can choose your final two placements in third year. 





Answer 

Respondents 

Yes 63% 

No 16% 



Answer 

Respondents 

Yes 32% 

No 37% 




Responses indicated that trainees live mostly in and around Teesside with many trainees also living in 

Durham, Middlesbrough and Newcastle. Some trainees live further afield in Bishop Auckland, Northallerton, 

Richmond, and York. 


Answer 

Respondents 

Yes 5% 

No 95% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





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It can be difficult to maintain this at times, particularly when assignments are due. I think is probably true of every course 

though. 

I have generally been able to keep my work life balance, but there is often work to be done on a weekend. More study 

time could be useful. 

I think that some of the work life balance comes down to personal work ethic and how well we organise our time. However, 

we have also asked for more access to study time around months with multiple deadlines to reduce the impact this has on 

work life balance. 

There is a lot of work to do and a lot of deadlines but I think as long as you are strict with yourself you can maintain a 

work life balance 

That’s the trainees responsibility. Course staff can support where needed if necessary. 

If you use your study days well the work is very manageable. 

The work load has increased in third year, but that is to be expected. It is up to the individual to manage deadlines, but in 

general I have found that the study days provide enough time that the work doesn’t take up too many evenings or weekends. 

A lot depends on your ability to work effectively and manage the work load 

I have managed to retain a good work life balance by being able to continue to play sport at a professional level. Both the 

course and placement supervisors have been extremely supportive and accommodating with regard to this. 

I have found it difficult to find a good work/life balance. Whilst there are a lot of course demands part of the difficulty is 

personally learning to manage these demands to ensure quality personal time. 

We get plenty of study time to complete assignments; I find the work life balance manageable. I’ve been quite boundaried 

in that I keep my weekends protected. 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



■■ 

■■ 

■■ 

We are very fortunate to get paid and I have found my finances are able to cover everything necessary. 

I believe our pay is good considering we are in training. I’m sure everyone will usually say that they would like to be paid 

more. 

Very fortunate to be salaried at a band 6 but still enjoy student discounts and discounted rail fare! 




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Placements and working alongside & learning from experienced Clinical Psychologists. Reminds me why I want to do this 

job. 

The emphasis on developing yourself and what kind of Psychologist you want to be. The flexibility of models, and respecting 

our training and values, against the current NHS pressures. 

Being paid to learn! 

The variety of teaching and the personal professional development modules are my favourite aspects. There is a lot of 

reflective teaching sessions in the PPD module and we also have reflective practice groups in our cohort which are a very 

good part of the course. 

Regular teaching which means the cohort have had a lot of time to get to know each other and support each other 

throughout. Our group also generated a reflection group which is supported by course staff which is a good example of 

flexibility and meeting our needs as trainees. 

I think the varied teaching makes the course stand out and the friendly nature of the staff team. 

The emphasis on becoming a Psychologist that feels right for you. There is no pull to one orientation of therapy or model; 

this enables you to think openly and critically about a number of topics. 

I have really enjoyed my placements. It has been excellent to work with new client groups in different areas across the 

region. So far my placements have differed from my previous experience and I feel like I have learnt a lot and developed 

as a trainee. 

It feels like a very balanced course, there is good focus both clinical and research whilst promoting self-reflection and professional 

development. I have enjoyed the focus on leadership and thinking about the professional role of a psychologist 

in the current landscape of the NHS. 

No one aspect - enjoy the mix 

Placement 

Wide variety of experience available with extremely supportive staff. 

Reflective elements 

The statistics teaching is excellent and my personal experience of clinical placements has allowed me to begin to develop 

my own style of clinical practice. 



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I’m really enjoying the course, even though training is stressful at times. I have learned a lot and am able to apply the 

theoretical knowledge to my everyday clinical practice. 

The course and teachers are generally very responsive to feedback, so we tend to find issues can be discussed if not 

always resolved. More study time around deadlines would be helpful. Overall, I am enjoying the course so far. 

Some of the teaching can be quite repetitive. This could be improved upon. 

I would highly recommend applying to Teesside which develops trainees to be reflective, critical thinking clinicians with 

desirable leadership skills. 






Yes 0% 

No 100% 


■■ 

We have 2 interviews: first a research based interview and second a more general interview where the panel includes a 

service user and an NHS based clinical psychologist. No test or exams. 


Teaching 

12 hours of teaching in years 1 & 2 and 4 hours 

in year 3. A break in teaching for the 3 summer 

months each year. 

Placement 3 placement days per week (4 days for the 3 

summer months). 

Personal Study At least 10% of the programme time is personal 

study. This increases as trainees get further into 

the programme and need more time for their 

major research projects. 

Research 

There is a research module in each year. 

During the second half of the programme more 

study time is given for thesis work. 


Qualification 

Respondents 

Exams 100% 


Essays 100% 


Role Play 0% 

Viva 100% 



Other 0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


Nottingham Trent University 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 





Qualification 

Respondents 

PhD 4% 

MA 0% 

MSc 65% 

MRes 4% 

Diploma 22% 



None 30% 

Other 4% 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

None 

Less than 

one year 


know 



Respondents 









Other 22% 





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Initial selection test on research design and critique was well organised. I felt the questions were of a fair level of difficulty. 

Then a week or so later was invited to an interview day. Broken into multiple parts: group task, group reflection, clinical 

interview, personal interview, and research interview. Therefore good to have multiple opportunities to display yours 

strengths in different areas. Get chance to chat with other applicants and current trainees in between interviews. Admin 

team on the day were helpful, supportive, and well organised. 

The interview process was undeniably challenging, however, I did feel that the amount of panels ensured that I was given 

opportunity to interview well. More so than a single half hour would allow for. 

It was a very lengthy day, however a lot of support was available. The interview had 4 parts to it (4 different interview; 

clinical, academic, group, personal. The interviewers on the panel varied in their approach. Overall, it was a understandably 

challenging experience. 

There was a large group task, a small group task and three interview panels (Academic, Clinical and Personal). A talk at 

the start of the day was given to introduce the three panels. The day was organised well. Some panels had up to 7 members 

on, others had only 4. There were current trainees present to answer questions. Lunch was provided as well as tea 

and coffee. The admin staff were great and really helpful. 

The written test was on a separate day, which gave us one less task on selection day. I was grateful for this as the selection 

day is a long process. I found the day challenging and very thorough, but overall it was a positive experience. I liked 

the variety in interviews as if you didn’t feel like one went so well you could make up for it in another. All the staff were 

really nice and supportive. I’d say the day is a fair reflection of the course itself. 

Tiring! It was a long day with different types of panels and group tasks. I think that the process aims to get the best out of 

you and gives you the opportunity to show off your strengths in different areas. 

The interview day offered you the opportunity to show your skills in different areas which seemed a fair process. The interviews 

themselves were challenging but offered you the opportunity to apply your own knowledge and experience rather 

than being specific question/ answers. 

The Trent interview was challenging and unlike any other interview I had ever experienced. However I felt the process was 

designed to try and get the best out of you, and the different panels provided the opportunity to demonstrate a range of 

skills. I found the presence of current trainees on the day to lend support very helpful. 

The whole interview process was very well organised. It was a full day starting with a group task followed by three different 

interviews: academic, clinical and personal. Although it was inevitably anxiety provoking, it felt as though they were giving 

you several different opportunities to do well, which reduced the pressure on each of the individual tasks. I’d had interviews 

at other universities and in comparison it felt very fair and comprehensive. There were current trainees around to 

offer support which was really helpful and lunch was a bonus. 

It was a difficult and challenging day, but the varied aspects of the interview day provided an opportunity to show my 

skills and strengths in different areas. It certainly gave me a taste of how challenging the course would be! 

The interview process was difficult but fair. The range of activities throughout the interview day provided candidates with 

an opportunity to demonstrate a range of skills. The number of professionals and service-users on each panel was slightly 

intimidating but overall they were receptive and considerate. I experienced some panels as more difficult than others and 

that perhaps reflected my ability within the area being assessed. Overall, I preferred this style of day to shorter, purely 

academically-focused interviews as it felt that Trent was trying to get a feel for the person and push you to answer to the 

best of your ability. 

Tough and exhausting but very fair! 

Robust - gave opportunities to show strengths in many areas 

I think it is very fair as the course ask a range of questions and so give each applicant the best opportunity possible in my 

view. 

Although a tiring day, I felt the interview process was very fair. With three interviews over the day I had multiple opportunities 

to demonstrate my experience and knowledge. 

Prolonged exposure!! They give you a pre-interview day chat to remind you that the odds of getting a place are better than 

you think and this takes the pressure off a bit. It’s nice chatting to current trainees who attend in a supporting role. 

Although the day felt very long, I felt as though there was a fair chance to demonstrate my strengths. Having three interview 

panels, a group interview and a written test allowed me to show some of my knowledge and skills in different areas 

and to make up for some of the interviews that didn’t go as well. All of the course staff, admin staff and current trainees 

were really helpful and answered any questions I had about the course. 

It’s a long day with 3/4 panels and a group task, taking place at either Nottingham or Lincoln on alternating years. There 

are current trainees there to support applicants. It doesn’t have to be scary! 

Very positive enjoyable day. 



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Very demanding but thorough. I walked out with a sense that the course team had made a genuine effort to get to know 

me and though that was fair. I did not experience that with any other course. 

I found the interview process thorough giving me a full opportunity to demonstrate my skills and sell myself. It was anxiety 

provoking and there are particular panels through which your social behaviour is assessed by the course team providing 

lots or little feedback and this can challenge people. 

Fair - a number of different panels looking at different aspects. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 






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Mindfulness 






Other 




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CBT is main focus in first year. Psychodynamic is given as main alternative. More focus on systemic. The cohort chooses 

as a group what they want the other model of focus to be. Course is very flexible in terms of trainees choosing what models 

and areas they want to specialise in. The course also covers the majority of models in the second module of teaching 

to ensure a basic awareness and knowledge of the models available. 

In year 1 the majority of the teaching is CBT, with some time given to Attachment, Systemic and Psychodynamic. ‘Taster’ 

half days on CFT and Schema have been provided although these have been introductions only. 

Lots of CBT - although I imagine this is the case for all courses. Trent has a particularly long teaching block so there is 

lots of option for a variety of approaches to be taught and to get a ‘taster’ of other approaches. Lots of teaching on formulation 

which is really good and useful for placements. 

The teaching block in the first year is 3 months full time and focuses predominantly on CBT skills to get you ready for 

your first placement (including psychometrics and some introductory teaching in other approaches). In the second year 

you are able to choose a specialist option from the different approaches where teaching is more in-depth. The course also 

offers taster days on a range of different approaches which is good, however, I think it would have been better if there was 

more time devoted to the specialist option (currently it’s only 3 days), seeing as the CBT approach took up the majority of 

3 months teaching. 

Although the first year is primarily CBT focussed the course does offer teaching on different perspectives; I have personally 

found this helpful in terms of application in clinical practice. 

As a first year it’s hard to comment on the teaching that will come in future years. In first year there is a primary focus on 

CBT, although alternative approaches such as psychodynamic and systemic are also taught and we’re encouraged to compare 

and contrast these. Placement supervisors often use a range of approaches so we’re getting exposure to a wide range 

of areas. I’m hoping there will be more specific teaching on different models in years 2 and 3. 

There is a very heavy emphasis on CBT - the first year is almost entirely devoted to this. However, this reflects the evidence-base 

for practice and the current context of the NHS. During the second year of training there is a focus on other 

models of therapy with the opportunity to think about how these compare and contrast with CBT. This really develops 

critical thinking skills and builds confidence in choosing the right therapy for you as a practitioner and for the clients you 

work with 

The first 13 weeks is an intense period of teaching which focusses on the development of clinical skills. We were introduced 

to a range of approaches, particularly CBT. This was aimed at a level accessible to all. The second half of the 

year focussed on clinical interventions and again contained teaching on a number of models. CBT skills were developed 

through workshops and role plays which was very useful. There was some research teaching though this was task-focussed 

and I think many people would have liked ore on this. However research tutors are very generous with their time and welcoming 

in terms of arranging meetings to discuss research ideas and methodologies. 

A lot of CBT and not enough of other models like attachment and systemic 

The allocation of non CBT models appears haphazard and without consideration of what services/placements are using 

In first year you get a lot of teaching. When you first start, you have a 13 week teaching block which mainly covers CBT, 

psychodynamic and systemic. It also focuses on clinical skills and therapeutic engagement/relationship. 

There is an initial focus on CBT, then trainees can start to choose what they are interested in. There is at least a taster of 

most models. 

It depends on what trainees select for specialist options. 

Year one is CBT heavy in line with accreditation, Year two you choose a specialist option from 5 that are offered including 

CAT, Schema, ISTDP, ACT, Systemic (the two most popular each year are run), Year three focuses on working with systems 

(using any theoretical approach but typically CAT, Psychodynamic, Systemic and Social Constructionist). 

A lot of taster days for different approaches. Option to pick in the second year, which gave more of a basis on a particular 

model although it is still limited to learn a different model in a few days of teaching. Difficult to balance breadth/depth 

and I do not think there would be one approach that I wanted more teaching on. 




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Neither 


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Course organises placements for you in the required areas: adult, children, older adult, learning disability. You can then 

choose your own specialist placement in third year. On placement from December onwards three days a week. Your line 

manager from the course will meet with you and your supervisor at least 3 times during the placement. You complete a 

portfolio of proficiency during your placement and they help you to ensure you are getting the relevant experience whilst 

on placement. Feel very prepared and supported. 

I believe that I felt more prepared for placements due to my experience prior to training. 

Given teaching on engagement, professional and formulation skills. A 12 week teaching block is provided before we are 

allowed to start on placement which significantly longer than other DClinPsy courses. 

We have a long teaching block involving role plays to practise clinical skills, and lots of teaching on theory and formulation. 

I felt like this was really useful prior to starting placement. 

The teaching days are helpful in preparation for placement, but there are also reflective practice groups in which trainees 

can discuss placement. There is also the opportunity to meet with your clinical tutor to discuss placement. 

The first teaching block is dedicated to professional skills and assessment which I felt provided the necessary foundation 

for going into placement. 

Trent is slightly unusual in that you spend from September to Christmas in full time teaching in order to prepare you for 

your first placement in adult mental health. It feels slightly overwhelming but is good preparation for placement and by 

Christmas I felt keen to get started with clinical work. 

The initial teaching block builds skills and confidence in CBT which is the focus of many first year placements. 

We had a lot of teaching on theory related to specific models and the opportunity to practice skills and receive feedback. 

There was also some teaching on psychometrics and formulation which I have been able to apply on placement. 

Only CBT teaching and so not fully prepared for the variety and complexity of client presentations. 

Ok preparation for first year ‘CBT’ placement. Very little teaching about placements in other key areas 

We have a long teaching block before starting placements. This actually feels a bit excessive. A greater focus on process 

rather than just models and techniques would be helpful in this teaching block. 

You start your first placement in adult mental health at Christmas time. I think the course prepares you really well for going 

to work in a team and NHS setting. Also the first term focuses a lot on therapeutic engagement and CBT skills, which 

was helpful on placement. 

The placements are the best part of training. 

Having lots of previous experience I was very prepared but others in my cohort with less clinical experience did struggle at 

times - though they were then well supported. 

There could be more critical thinking applied to theoretical aspects of the placements, or comparisons between different 

placements/client groups. However, all of the placement supervisors have been helpful and knowledgeable, which has 

helped me think about this on placement and I would rather get on with the placement rather than have more teaching. 




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oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 


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dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 

Qualitative 

Quantitative 




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time 


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me at this 

time 

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External 


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Excellent 

Good 

Satisfactory 

Poor 




Very poor 






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University 

Placement 


directly. 





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The course involves a lot of driving. You get your mileage back but it can be tiring. The course gives very honest feedback 

on your abilities which can be scary but it builds you into a more effective and assertive practitioner. 

I have found the workload challenging (although manageable) and navigating the dynamics of a cohort, however there has 

been copious support available. 

The academic side has been extremely demanding with a lot of assignments. This alongside placements (where sometimes 

two placements can run parallel) has been very difficult to manage. 

Managing the demands of placement work, academic assignments and research has been challenging at certain points. 

Deadlines can be close together. 

I’m not sure how it compares to other courses but Trent seems to be quite assignment-heavy. Having many deadlines 

alongside placement demands has been challenging. 

The course seems to be quite assessment heavy with lots of essays, role plays and presentations. It can sometimes be 

difficult to manage these demands as well as being on placement. 

Having to develop a research question and idea early on in year 1. Upon reflection, I think I would like to have known this 

beforehand and would have maybe prepared ideas during the summer before starting. The research methods teaching 

would have then been more relevant and could be applied to my research question/idea. 

Trent is heavily assessment focused. Balancing this with placement and research has been quite demanding. However the 

course provides wonderful support to help you keep up with these demands. 

It’s understandably demanding juggling the various assignments and clinical work however if you’re well organised it is 

manageable. 

There is a really high work load in terms of academic expectations. This can be really challenging and demanding at 

times. 

The first year is very assignment-heavy and there is a lot to manage whilst also working on placement. It is very demanding 

and requires a lot of organisation and pacing which can be challenging. Some parts of teaching have been emotionally 

demanding but the other trainees and clinical staff have been very sensitive and supportive in this area. 

Lack of support and difficulty contacting supervisors 

Lack of values in teaching and approach of some course staff. Inflexibility of teaching days to accommodate long term 

health needs. 

The first few weeks of the course felt very anxiety-driven. We were treated a little but like children and fear of failure was 

used as a way of motivating us. This created an ‘us and them’ narrative. Course staff have been supportive when you need 

them but I wasn’t massively motivated to seek help from people who I suspected were against me. Those first few weeks 

should have been exciting but they actually made me question my decision and made me dread the years ahead. On reflection, 

the rest of my experience of the course has been very positive but first impressions count for a lot. It seems that 

we have more assignments than other courses as well. 

I think with any doctoral training, the course will be demanding. I have found the first term very assessment heavy and it 

has periods where it feels more intense than others. However, I feel that there has been enough support for this, particularly 

from course/placement staff and my personal tutor. 

Around assessment deadlines things can be stressful. Trainees are encouraged to hand in their Theses early (Jan of third 

year), if possible. 

No more than would be expected for a doctorate course and no more demanding that an Master’s or PhD. 

I have found the research most demanding as I have less research experience and did not complete a masters prior to 

training. However, I was supported well by my chosen supervisors and passed all of my research assignments, have had 

my systematic literature review published in a well-regarded journal and submitted my thesis in batch one (the earliest) 

and passed with minor amendments. I believe Trent supports you in your weaker areas well but you have to be willing to 

seek out the support/say you need it first. 

I had a particular crunch time with project work, course assignments and clinical placements which was hard to balance 

but passed through. 






Manager 78% 


Librarian 35% 





Other 9% 


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Course staff 

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satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


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I was going through a hard time at home. The course staff made time to see me and supported me throughout the whole 

thing. Cannot fault them at all. 

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Although the course is challenging, which is to be expected, the level of support available has more than matched that. 

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Personal tutor system is very helpful. Also an option to be matched with an external mentor who is independent of the 

course. 

We were made aware of the ability to have a mentor, and we also have personal tutors for support. I have found course 

staff to be very responsive via email with any questions and flexible with arranging meetings if required. At the beginning 

of the course it’s emphasised that help is always available and to ask if you need it! 

You have to be proactive in asking for/seeking support. The course is very supportive if you let them know you need some 

help. 

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Support is available from several sources and I have found research and personal tutors particularly helpful. 

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I have received wonderful support from the staff. I think there are unspoken concerns that asking for help means you are 

not ‘fit to practice’ or a ‘bad trainee’. However the course reiterates that self-awareness and seeking support when needed 

are important attributes they want in their trainees. 

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If you ask for support you will get it, there are plenty of avenues for support. 

Personal tutor system has worked well for me 

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Supportive staff but you have to seek it out. 



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I have had no concerns with the support that has been available to me since I started on the course. I have support from 

my line manager, academic tutor, personal tutor, placement supervisor and also a mentor external from the course. Everyone 

has been happy to meet with me and discuss any queries I have had. I think they encourage you to think for yourself, 

but are happy to advise you. 

There are many supervisors (personal, clinical placement, clinical manager, research x2) available to support trainees 

through different aspects of the course. 

Very prompt and thorough response, e.g., when struggling to find a suitable client for a case study. 

I have had three personal tutors across the three years due to staff leaving/going on maternity. This has been different 

to the majority of the cohort and at times I did not have a personal tutor available to me. I did not struggle/need to seek 

support from them but if I had it would have been frustrating not to have someone who I had developed a relationship 

with to do this. Additionally there are some inconsistencies between the level of support offered by personal tutors: some 

will offer more support with assignments as standard than others. 

Placements 


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Location 



Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 





0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 

Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 



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We get a lot more involvement in choosing placements in third year. The course ensure we cover all competencies during 

our placements. We cover adult, CAMHS, older adults, and learning disability. We do a number of case studies. One on 

CBT and then we can choose another model. Usually either psychodynamic or systemic but it is up to us. My supervisor is 

fantastic and so supportive. If we do have any difficulties then we are able to tell the course without fear of it being used 

against us. There are regular meetings to check our progress on placement which is really helpful to keep us on track. 

My supervisor is familiar with my course and the assignments I am required to do which has been helpful. My supervisor 

is also interested in my general wellbeing and is sympathetic towards the demands of the course. 

Placement has been generally good so far. I have lots of autonomy and the work is flexible. My supervisor is readily available 

and so far I am able to meet all the competencies required for the course. The staff at my service have been really 

welcoming and ensuring I have access to a computer and a filing cabinet. 

To date all of my placements have been excellent. The supervisors I have had on placement have all been very supportive, 

understanding and knowledgeable. 

Expectation to travel 140 per day to placement for 10 month first year placement followed by both second year placements 

being at least 1.5 hours’ drive each way (I live within the county boundary so not commuting from outside of the course area 

or even outside of my trust employment area). These were allocated despite long term health condition and course tutors 

knowledgeable about the impact of travelling, as well as placements that could have been made available in closer proximity. 



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Several placements lacked clinical space or available IT facilities. They gave us iPads in the second year but these were 

largely useless. Good for watching films on though. 

I have had a really good experience of my first year placement. I work in Lincolnshire, which is a very large region and the 

only downside is that I have a long commute! But I choose not to live in Lincoln, which adds to this. My line manager and 

placement supervisor have been very supportive of my travelling and have been flexible with my working hours and also 

my location of work. Also when I have had unfortunate personal circumstances, they have been more than happy to support 

me with them. They have been accommodating when thinking about what learning needs I have and what would be 

helpful for me on placement. On placement I have been able to use a range of techniques and draw on different models 

for formulation and intervention. 

Location is usually decided for you, although they attempt to place you near where you live and things tend to balance out 

over the course. Almost all trainees tend to get their choice of elective placement. 

Can be hit or miss. I have worked with some amazing and inspiring supervisors and the odd not so good experience. 

As the course covers a vast areas placements can be up to 2 hours from home. I do not feel the course take enough account 

of where each trainee lives when deciding placement as some people in our cohort had across the three years placements 

that were all within 30 minutes of travelling whereas others had multiple placements over an hour away including 

up to 2 hours. 

I have enjoyed my placements and they have been well organised, supportive and helpful so far. 



Answer 

Respondents 

Yes 100% 

No 0% 



Answer 

Respondents 

Yes 13% 

No 61% 




Responses indicated that trainees live across a wide geographical region across Lincolnshire, Nottinghamshire 

and Derbyshire, with many trainees living in Lincoln, Nottingham and Derby. Some trainees live in 

Sheffield. 


Answer 

Respondents 

Yes 4% 

No 91% 

N/A 5% 




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You get one study day a week. This goes up to two days in the summer holidays. It is up to you if you work over your hours 

for university work. Placement work does not tend to interrupt life. But assessment deadlines might!! 

As mentioned above, due to the academic pressures as well as placement alongside it can be difficult to develop an adequate 

work life balance 

First year: study days did not begin regularly until mid-Jan, during this period all research work was done on evenings/ 

weekends. We now have 1 study per week, at times this has been adequate and at other times I have worked evenings and 

both Saturday/Sunday. Annual leave has also been an issue. I have taken annual leave from placement and used this to 

attend research meetings at the university - I am aware this has been the case for a number of trainees. We were also not 

permitted to book annual leave between starting the course until Christmas due to the long teaching block. This resulted 

in ‘cramming in’ all annual leave from Christmas to the end of March. However, during this period a number of assignments 

were due so annual leave was booked but used for work purposes. I think this is a key issue that all trainees should 

be aware of before starting training. 

Work life balance has been difficult around the time of deadlines and I have worked in my own time a bit. I think if you 

are organised and committed you would be able to maintain a fairly good balance, however I think it’s probably accepted 

that this will change throughout the year dependent on deadlines. Trent has a lot of different assessment procedures and 

it is pretty much one after another for the first year. 

I think when deadlines are coming up you have absolutely no work/life balance - but perhaps that says something about 

how I plan my time! 

The stories I heard prior to getting on the course were quite negative but I’ve been pleasantly surprised. If you’re organised 

it is possible to get a balance most of the time. There have been times before deadlines where I’ve had to sacrifice 

evenings and weekends but it’s not a regular thing. 

It is really hard to have a good balance. Sometimes you just have to sacrifice some of your personal life to meet course 

demands. 

There isn’t one unfortunately. The course is so assessment heavy compared to other courses and the geographical area 

and trust limitations for placements mean that a lot of travel is necessary. 

Commuting is costly in time and energy. I haven’t worked too many weekends and we get quite a lot of study days. 

First year has been very assessment heavy. The first term was hard to balance time to get work done, due to having no 

study days. However, this has improved in the second term and I find that if I work in the evenings, I have time on weekends 

and also in the week to see friends/family and do things other than work. 

It varies a lot between trainees, but for me, some weekend and weekday evening working was required a few times a year 

around times of assessment deadlines 

It is what you make of it. Some people might opt for more “life” and do well enough, others may opt for more “work” and 

get more out of different learning opportunities. Better balance than doing a PhD at any rate. 

The course does put high demands on trainees and there are often times when weekends and evening are consumed in 

the run up to deadlines. This is tolerable given the reward and temporary nature of the demand. 

It fluctuates particularly around assignments. However, I do not think that you are going to have a ‘good’ work life balance 

if you are doing a thesis. 




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You don’t get travel expenses back until you start your first placement. Therefore the first teaching block in first year can 

be expensive for those that have to travel. Once you get your expenses then financially it seems fair. 

There is much confusion currently about the Widening Access to Training Scheme and potential refunds on National 

Insurance and Tax. 

My financial quality of life is good, no complaints. 

It’s definitely cheaper living further north. I would say that I am able to afford a comfortable lifestyle currently. 

I feel very fortunate to be paid band 6 while training. 

I have spent a lot of money on fuel getting to placement and university, but I choose to live in Sheffield so get less business 

miles. Being paid a band 6 salary has helped this though. 

Car maintenance can be a major drag. 

I am grateful that I have been paid a good salary to train 


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I love placement and I am learning loads. The support of the staff on placement and on the course is fantastic. 

My favourite aspects are the placements and the research. 

Placements 

Course staff have varied backgrounds and preferences for different modes/models/approaches which I feel is a real 

strength of the Trent course. I have found teaching and placement supervision has been of an excellent standard. 

The staff - they are all lovely, have a great sense of humour, and are very helpful and supportive. The teaching is really 

good and we have many ex-Trent trainees and people from the local area talking about their area of expertise which I find 

really valuable. I also really like my cohorts who are a fantastic group of people! 

Placement has definitely been really good and I have learnt a lot about myself and working with colleagues and clients. 

I really enjoy my placement, so far it has given me opportunity to develop my clinical skills and put into practice the 

skills/ knowledge learnt during teaching. Teaching has also been excellent and has been delivered by a wide range of 

different academics, health professionals and service users; all from different perspectives, offering unique and valuable 

knowledge which has encouraged me to think more critically. 

I am currently loving my CAMHS placement. I also have formed some wonderful and supportive friendships with trainees 

in my cohort. 

I’ve really enjoyed the teaching so far, it’s been to a really high standard and delivered by really experienced clinicians. 

Placements without a doubt! 

I particularly enjoy the teaching as it is introducing me to a number of ways of thinking and working which are new to 

me. Many of our guest speakers are very experienced in their presentation area and it is invaluable to be able to pick their 

brains. 

Clinical experience within NHS trusts 

Despite placements being a long travel they have overall been interesting and supportive 


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Clinical placement. 

Placements. Hanging out with your friends during teaching every Monday is a great perk. 


The balance between teaching and placement. I have really enjoyed this. Also I have enjoyed being in my cohort, who 

are all very supportive of each other. Placement has also been a really good experience so far. 

Placements and client contact. Getting work published in peer-review journals. 

Placements are of an excellent standard. 

The other trainees - very supportive of each other. 

Tutor responsiveness, some very knowledgeable individuals, plenty of learning opportunities, different thinking. 

Learning: I truly feel it is an amazing opportunity to be paid to learn (theoretically and practically). 

Placements 



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The course is all about exposing you to new situations and so it can feel scary and testing of your ability to cope with 

anxiety. But they do it in a way that is helpful and supportive and their main aim is to make you the best you can be. It is 

great because it develops you into a competent, confident, and assertive practitioner. 

What could be improved: better management of study days/annual leave/assignment deadlines/the 12 week teaching 

block. Why you should apply to Trent: The focus is on exposing yourself to new situations to facilitate learning (high 

demand, high reward!), a large geographical area means there are many different types of placement on offer, high quality 

research and publications are encouraged, the course staff are excellent and they strive to provide the best for trainees. 

Think about your location and how this might affect your commute. The course is demanding but from what I hear, leaves 

you well prepared on qualification! 

The course is demanding, there are lots of assessments and you feel like you are constantly being tested. That said, I think you 

definitely feel more confident in your academic and placement work afterwards (I think this is termed “deferred success”). 

Trent is a demanding but very rewarding course. 

If you have a disability I would think twice 

The course needs to focus on its values base and how it uses these to approach teaching and its representations of people 

who use services where clinical psychologists are employed. 

The course is very supportive and nurturing. The interview day gives you a fair shot given there are a number of panels. 

The teaching and quality of external speakers has been mostly of an excellent standard. 

They are keen to have feedback and will make changes based on it, although there are some tendencies for rigid approaches. 




Yes 100% 

No 0% 


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A screening test (written critique of a research paper) is conducted to short-list interviewees. The interview comprises 3 

different panels: Personal, academic, and clinical. 


Teaching 

Placement 


Research 

7 hours 

24 hours 

8 hours 

8 hours (within personal study) 




Qualification 

Respondents 

Exams 0% 


Essays 100% 



Viva 100% 



Other 0% 


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Yes 

No 

CPD 



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Yes 

No 


CPD 


University College London (UCL) 




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20-‐24 years 

old 

25-‐29 years 

old 

30-‐34 years 

old 

35-‐39 years 

old 

40-‐44 years 

old 

45-‐49 years 

old 

50+ years 

old 



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Qualification 

Respondents 

PhD 0% 

MA 0% 

MSc 48% 

MRes 0% 

Diploma 4% 



None 30% 

Other 4% 


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0% 

None 

Less than 

one year 


know 



Respondents 









Other 29% 





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It was quite nerve-wracking. The questions were designed to make you think and the interviewers were encouraging. Current 

trainees were around to talk to which I found helpful. 

Really enjoyable process each time I applied. The interviewers are clearly trying to get to know you as a person and it was 

a chance for me to see if I liked the feel for the course- this is really important!!! The questions encouraged you to think 

on your feet and bring all of what you know together. 

Good. Quite informal panel - set up in a course tutor’s office and all sat round in chairs. Very encouraging - asking follow 

up questions and felt like they were really trying to get the best out of me. Less of an overall group cohesion with other 

interviewees than the other interview I had, but I think that’s largely due to the full day vs one slot interview format and 

the addition of the group task since I interviewed may well have changed that. 

The interviewers were really friendly and encouraging; they give prompts if you are struggling. Questions are unpredictable, 

it’s much more about seeing how you think and cope under pressure than evaluating your knowledge / experience. 

The UCL interview process was well thought through with a felt sense that they were trying to get the best from you as a 

candidate. All the staff were very friendly and helpful, with current trainees available in the waiting room to speak to. The 

questions were thought provoking, but difficult to prepare for in advance (although I think this is a good selection method!). 

I enjoyed the course selection process and thought it was a good way to select trainees. 

Really clear and simple. Not too long and a very encouraging panel. 

It seemed like the fairest way to interview candidates as there was little preparation you could do to answer specific questions, 

as UCL don’t ask the same questions each year. 

I found the interview process very fair as the questions are completely different each year, so you cannot just learn 

responses, you really had to think on the spot about what you knew about psychology. I also found it much more relaxed 

compared to other interviews I had, and really felt like they were trying to get the best from me. 

It was nerve wracking beforehand but I found the panel friendly and reassuring. There were tough questions aimed at 

getting you to think on your feet but overall a good experience compared to other interviews I have attended. 

Supportive and encouraging. 

The process was very hard to prepare for as the questions are non-typical and designed to make you think on your feet. 

But the panel were lovely and it felt as if they were truly trying to help you to give your best. 

The UCL interview is tough. While the elements contained within the interview are predictable e.g. clinical vignette, research 

questions, the specific content of these elements is not predictable. This makes is quite hard to prepare for. They 

want to see how you think and are therefore not very interested in hearing you trot out pre-prepared answers to predictable 

questions. When I came out of my interview, I was convinced I had not done well enough to be offered a place, so was 

pleasantly surprised when I was! 

It was a positive experience. The interviewers made me feel very comfortable, asked follow up questions and genuinely 

appeared to want to get the best out of me. 

Overall I found the interview experience at UCL a supportive one. The course staff were welcoming and friendly, and I felt 

they were trying to get the best from me. There was a video vignette followed by one interview (with about nine questions) 

which lasted about 45 minutes, and I felt exhausted afterwards! 

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I found the actual interview quite challenging, I thought that the questions really made me think hard about the answers - 

you really couldn’t have prepared for most of the questions. I like the interview as I thought the panel were more interested 

in how I thought than in what I knew. On the day the administrative staff were friendly and helpful, but I didn’t stay for 

the talk - I wanted to leave as soon as possible! 

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Quite pleasant, interviewers were very warm and friendly. There is a sense that they are trying to get the best out of you. 

The interview process is quite unexpected and there is little predictability year on year which I feel means that there is a 

level playing field. 

It was really relaxed more like a conversation about psychology. I didn’t feel like the panel were trying to trick me up on 

the contrary they seemed interested in what I had to say and I got the impression they wanted to get the best out of me. 

It was the most interesting of the three interviews I had in the sense that the questions were very broad ranging and could 

not have been predicted in advance. They were warm and friendly and I felt quite relaxed as a result. 

UCL’s interview process was incredibly rigorous: I think it assessed only declarative knowledge of clinical psychology but 

also the kind of thoughtfulness and incisive thinking that would be helpful for a clinical psychologist (as therapist and 

researcher and team leader/supervisor). I thought it was lacking very significantly, however, in regards to the assessment 

of personal capacities to sit with, contain and think through distress with another. Moreover, it failed to assess, I think, 

personal reflexivity to a sufficient degree: it would have been useful, for instance, to have some questions around what 

one brings, personally, to the role and how this may play out and effect, both the practice of therapy and the interaction 

within MDTs. 



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I actually found the interview really challenging and did not think I had been successful. However, everyone was really 

friendly and welcoming. I liked the fact that the interview makes you ‘think on your feet’ - you can’t be prepared for it - 

which puts everyone at the same level. 

I found the interview process to be interesting and fair. It felt was different to other universities in that interviewers followed 

up with relevant questions and allowed you the opportunity to more fully express your ideas (and realise any errors 

in your thinking!). The interview was also in line with the course’s pluralistic ethos, as it asked open questions which 

allowed candidates with a range of backgrounds to be able to apply their individual experiences. 

The interview was a challenging process, with answers which forced you to stop and think. I found the panel to be helpful 

and warm and encouraging when I was thinking about my answers. I felt like the interview provided me the opportunity 

to demonstrate my reasoning, values and interpersonal skills, rather than just to talk about them. Information before the 

interview was made really clear which was helpful, informing us in writing when we would expect to hear back and how. I 

found that quite containing. 

Interviewers were supportive, aimed to get the best from you 

The interview felt very intimidating as it was in a small office so I was very close to the panel. It was very focused on 

research and theory, and this surprised me as I had interviewed here once before and the interview had felt more clinical 

then. Role-playing how I would respond to the client I had seen in a video vignette was also uncomfortable, but probably 

a good way of gauging my interpersonal and communication skills and style. 



0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% 


Psychodynamic 

Integrated 

Systemic 





A lot 

A fair amount 

A little 

Not much 








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Mindfulness 






Other 


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There is a real emphasis on CBT in first year with psychodynamic teaching introduced towards the end and systemic in 

second year. These were accompanied by seminars which complimented the teaching. There has been a fairly good spread 

of areas covered by the course. 

The course is really fantastic in providing a solid basis of teaching in CBT early on the course so that you are ready for 

first year. We then had extensive Psychodynamic teaching but real experts which was great. Systemic teaching came in 

second year and was very thorough. Reflective seminars in both psychodynamic and systemic are helpful in cementing the 

learning in lectures and making links to placement. 

A pluralistic stance is maintained and in the first year there has been a balance of psychodynamic and CBT teaching. A 

focus on the latter at first to prepare us for placement. Systemic teaching I think comes in second year to match up with 

our child placement. 

The course is presented as pluralistic, although there is a focus on CBT (although this is not a negative in lieu of competency 

frameworks). There is more systemic teaching than psychodynamic, but with the option of pursuing more of individual 

interests e.g. by selecting seminars in the 2nd year. 

CBT does receive the lion share of the teaching but this is not done in a mechanical way. We are encouraged to learn and 

consider when CBT is applicable, and when another approach would be more appropriate. 

In my experience UCL is pluralistic, however in second year the majority of the teaching has taken a systemic approach, 

which has been fantastic and a great building block to the CBT (and psychodynamic) foundation taught in the first year. 

Although pluralistic and a fair amount of time dedicated to psychodynamic in the first year, there is a heavy weighting towards 

CBT, be it more traditional CBT approaches or the third wave therapies e.g. ACT/CFT/Mindfulness. To make it more 

pluralistic there should be greater time devoted to social constructionist and more social/political concepts. Reflective 

practice too could have more time devoted to it. 

The first year predominately focuses on CBT but there is real mix of orientation throughout the years. I think it’s a good 

balance. 

It varies according to the year of study, for example, there is more systemic and psychodynamic teaching in the second 

year. The first year is good in that it aims to give you core clinical skills and teach CBT, which the majority of trainees are 

learning on placement. 

The time devoted to teaching specific areas varies according to the stage in training. I have selected only what has been 

taught so far, however all the areas and topics mentioned will be covered later in training. The pluralistic ethos of the 

course is really embedded into the timetable. 

There’s a good range covered. All trainees choose either psychodynamic or systemic to have further teaching on in second 

year in addition to CBT. The course is encouraging of trainees thinking from a range of perspectives and working interactively. 

The course is predominantly focused on CBT, psychodynamic, and systemic approaches. In the second year you are able 

to choose whether you prefer psychodynamic or systemic approaches and to attend additional seminars in your model of 

choice. These were led by experts and were outstanding. Most of us enjoyed these so much that we continued to run 

these informally as peer-supported journal clubs once the seminars had ended. 



With regards to placements, how satisfied are you with the way your 

course prepares you? 


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I felt as prepared as I could have been for my placements. In first year there is a whole block of teaching prior to starting 

placement that focuses on general clinical skills, setting up for sessions etc. Thereafter we are able to make requests 

about placements we would like, although they are not always guaranteed. 

Focus on CBT which can be harder if your placement uses other models. 

First year front loading of CBT and psychodynamic teaching prepares you well for first year placements. Teaching matches 

well with potential themes of placements e.g. systemic teaching in the 2nd year coincides with child and LD placements. 

Structure seems well thought out. I could not think of how it could be improved. 

In the first year, some placements work within models not taught by the course, so it can mean a very steep learning 

curve, and a lot of extra work on top. 

I have felt that the course places trainees in placements that suit their development needs. For example those with a predominant 

background in research are placed in IAPT-like services to build a foundation in therapy skills, and those with 

previous therapeutic experience tend to bee placed in more complex settings. There seems to be a lot of thought and work 

that goes in to finding appropriate placements for each trainee. 

As everyone is on a different placement it is impossible to always prepare you for it. Certainly in first year I felt that the 

teaching mirrored placements well but once you go into second and third year and placements are quite varied sometimes 

the teaching doesn’t always map onto them - but that isn’t a problem! 

Quite thorough pre-placement talks. If there are any issues the Tutor team are very supportive and responsive. 

The course in my experience is extremely supportive in relation to placements and any difficulties that may arise 


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0% 


oriented 


than clinical 

Even mix 


than research 


oriented 



at this time 




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Qualitative 

Quantitative 

20% 

10% 

0% 



dissatisfied 

Dissatisfied 

Very 

dissatisfied 

Not 


this time 


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10% 

0% 



time 




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time 

Internal 

External 


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Excellent 

Good 

Satisfactory 

Poor 




Very poor 






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University 

Placement 


directly. 





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In third year managing placement with thesis is a particularly challenging time. 

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The course is demanding- it is supposed to be and the demands will go up and down throughout the course. This is a 

valuable learning process in itself. 

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Settling into placement and managing supervisory relationship difficulties. 

Increased work load in the 2nd year with the introduction of the research projects. 

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At times it feels as though there are numerous deadlines and that can be demanding e.g. case report revisions + revision 

for exams + placement planning forms 

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It can be quite difficult to juggle uni and placement work around deadlines, however it is manageable with some planning. 

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Juggling multiple demands, especially in second year. There are new placements, ethics applications, other thesis work, 

case report, exam revision (and life!) to manage concurrently. 

There is no particular aspect that is particularly demanding it is more the workload. Particularly in second year you have 

placement, thesis and exams all at once - it is a lot to juggle and can feel very demanding. 

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The most demanding aspects of the course are common across all universities - juggling many tasks at once. 

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Juggling workload around deadlines and exams. Our study days are limited so revision does need to happen during free 

time. 



Respondents 



Manager 21% 


Librarian 25% 





Other 8% 


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70% 

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40% 

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0% 


Somewhat 

satisfied 

Neither 


dissatisfied 

Somewhat 

dissatisfied 

Very 

dissatisfied 

Not 


my course 


Course staff 




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I have felt well supported by the course, specifically my tutor and research supervisor throughout the three years. Help 

and support is available, but you need to make sure you seek it out appropriately. 

Very available with multiple options. 

Really excellent support, with an open door couldn’t have asked for a more supportive environment 

The course is very supportive. 

I have found the course staff that I have been in contact with very personable, human, and supportive. I really value how 

trainees are treated a professionals, and not ‘students’. 

I haven’t needed any additional support from staff but friends have. In these circumstances the course and the staff have 

been incredibly supportive and always have your wellbeing and best interests at heart, they really fight your corner and go 

out of their way to help if you are struggling. 

UCL seem to have some of the best pastoral care, and the course staff are extremely supportive. Have always found the 

tutor team to be very caring and responsive. 

Support has been excellent 

The support has been excellent - there is always someone you can talk and staff are really approachable. You are all 

assigned a personal tutor who can help with any personal dilemmas on the course and most lecturers are happy to answer 

questions outside of the lecturers. Couldn’t feel more supported. 

My course tutor has been an excellent resource, and we are encouraged to meet with them regularly. The course are also 

keen to ensure that we are receiving adequate supervision on placement. I feel comfortable approaching staff to help me 

resolve any problems that arise. 

The course staff are really friendly and approachable and make efforts to get to know trainees, which is very much appreciated 

given the size of our cohort. Our administrative support is particularly excellent. 

Support has been excellent, in particular my personal tutor is very helpful and available although this may be a case of 

luck. 

I have had difficulties with my mental health for many years but never really had treatment for this. My course tutor has 

been instrumental in helping me to access support, and has provided emotional and practical support as needed. My 

research supervisor has been incredibly helpful and has worked with my needs, setting mini-deadlines throughout the 

course to help break things down in a way which is less anxiety provoking. 



Placements 


Location 

Competency 

needs 


Interest 

Personal 

circumstances 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 


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Supervision 


Physical 

environment 

Colleagues 

Personal and 

professional 

development 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

Excellent 

Good 

Satisfactory 

Poor 

Very poor 

N/A 

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 



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It is difficult to comment generally on all placements as each service varies greatly. On the whole most placements and 

supervisors are very good at ensuring competencies are met. Where there are issues is in relation to personal support and 

development. The course will intervene as long as any issues are flagged up by the trainee or become apparent at the 

mid-placement review. 

Placements have all be satisfactory and varied. 

I have two school aged children with constrains the amount of time I can spend travelling to placement. The course has 

taken this into account and all my placements have allowed me to fulfil my motherly duties and get to placement on time. 

Placement and supervision quality has been especially high in second year. 

My personal experience has been brilliant. I felt that the university took note of my preferences and I have been very 

happy with the results. 

We had a fairly comprehensive form to complete before starting training and I feel as though my experience was taken 

into account with the placements I was offered. The opportunity to get placements in special interest areas can be a bit 

limited, although these are only available in the third year. 





Answer 

Respondents 

Yes 0% 

No 100% 



Answer 

Respondents 

Yes 100% 

No 0% 

N/A 0% 



Responses indicated that trainees live mostly in and around London with some trainees living in Essex and 

Hertfordshire. 


Answer 

Respondents 

Yes 0% 

No 100% 


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The work-life balance fluctuates depending on time of year. Generally March- June tend to be stressful with poor work-life 

balance due to increases in demand on our time owing to exams, assignments and thesis. But on the whole it is possible 

to maintain a good work-life balance throughout the course. 

The course is intensive and there will be times when you cannot have the balance exactly as you would like but you get 

used to it. You find your own balance. 

No extra assessments such as essays 

The course is very well supported, but inevitably there are times when you spend a large amount of your time doing work. 

It varies during the year with certain crunch times around exams and if there are a few deadlines or things to do simultaneously 

It has its peaks and troughs - exams are looming at the moment so it feels less balanced than perhaps is normal. 

Slightly harder to maintain a balance around deadlines, but it’s otherwise not a problem. 

As UCL have exams in first and second year there has been a good 6 weeks in the spring where there is little time to do 

much except work and revise. However, saying this, UCL do not set many pieces of coursework, so there are definitely 

times where life can definitely have its place! 

The work life balance is up to you, if you want to have a life outside placement you need to be organised and use your 

time well and plan ahead. If you don’t then I imagine the work life balance can be tricky. 

There are points in the year where things get very stressful like the run up to exams but on the whole I have done very 

little work in the evenings/weekends. 

There are times when you have a good balance and times (prior to hand ins) that work takes over a bit more. On average it 

is pretty good. 

I think the work-life balance is good at UCL, although I am sure there are some elements of compromising work-life balance 

which are common across all courses. 

It’s what I expected, less balance around deadlines, but otherwise quite easy to keep up life priorities. 

It is difficult to do anything but work on the thesis at times, but this is to be expected. There are not an unreasonable 

number of assignments. 


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Working in London and commuting in London is very expensive, so I have had to carefully watch my budgeting which does 

limit spending. I would recommend making the most of student and NHS discounts. 

I am fortunate in that mine is not the only salary contributing to the family finances... 

I have lived in London for 6 years so the cost of living is normal to me! I am also married and my husband earns more 

than me, so that helps. 

The London weighting is very useful and necessary for commuting and living in London 

We get a good living wage and student discounts on travel and council tax help with the cost of London. 


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The people (fellow trainees and staff), the quality of teaching and the variety of experiences. 

The really great lectures, the reflective practices, the psychodynamic seminars 

Nice mix of people in the year, ages, ethnicities, backgrounds and opinions. And the pluralistic stance a close second. 

Excellent teaching. The course is responsive to feedback so there is the sense that it is streamlined and adapted to trainee 

needs. 

Working in placements 

I enjoy the balance of university 2 days a week and placement 3 days a week. 

The high quality teaching and conducting the research project with excellent researchers/clinicians who are highly regarded 

in their field. 

What I love about the UCL course is that it is pluralistic! We get taught CBT (as everyone has to) but also systemic and 

psychodynamic. UCL encourage you to think about the different approaches and engage with them in different ways. They 

are open to different opinions and so the course staff reflect a variety of psychologists and interests. 

Although the size of the cohort was initially overwhelming, it is now probably my favourite aspect. 

The supportiveness of the course, its pluralistic nature, opportunities for more in depth psychoanalytic/systemic teaching 

I feel privileged to receive teaching from a range of experienced and influential course staff. It is also an advantage to 

receive research supervision from people at the top of their fields. The course is very experienced and listens to feedback 

from previous trainees, resulting in a effective and interesting course. 

The teaching is fantastic, regardless of the background of the speakers, I really come away from teaching days feeling like 

I have learned something which is useful theoretically, but which I can also implement in my work. It really does feel as 

though every aspect of training has been thought through very well. 

The teaching at UCL is outstanding. I have always loved the lectures and feel they are of an incredible standard, often 

led by experts in the field. The masterclass at the end of each term is also wonderful. This involves a presentation by a 

current third year student of a clinical case, which is then thought about by experts in different models, to show how they 

might have worked with the same case. 



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UCL is a fantastic place to do your training. The course is open to feedback and receptive to trainee suggestions. I have 

thoroughly enjoyed my time at UCL. 

My experience of the course is that it puts you in a very good position for working as a clinical psychologist within the 

current NHS- across multiple layers of systems, not only with the patient. 

More focus on reflective practice would be nice. 

The UCL course is excellent and highly recommended. They allow you to develop into your own type of practitioner based 

on personal interests, rather than force any particular philosophy. 

UCL is a fantastic course, teaching is pluralistic and lecturers are often inspiring. 

Getting a place on a DClinPsy course can feel daunting and the odds do not seem to be in your favour, but you’ve got to 

be in it to win it! 

UCL has a big group - around 50 each year. So the teaching has to be quite didactic at times. There are opportunities for 

smaller group tasks and seminars, and I think there could be more of these opportunities to enhance personal and professional 

development. Overall though training at UCL has been excellent. 



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When I started at UCL I thought that everyone in my cohort was going to be really serious, competitive and nerdy - they 

really aren’t! Although we are a big group everyone is supportive of each other and respects differences in opinions. There 

is no competition and much more of a sense of we are all in this together just trying to make the most of the 3 years. I 

will be very sad to leave. 

The teaching room is not ideal, and the cohort is very large, which makes it harder to socialise as a group. 

It’s a big cohort, which can be overwhelming and intimidating at times, especially when teaching can touch on sensitive 

subjects. Get to know your fellow trainees well as it makes a big difference having that support. 




Yes 0% 

No 100% 


■■ 

Interviews 


Teaching 

Placement 


Research 

15 hours 

22.5 hours 

Within teaching slots 

Within teaching slots 


Qualification 

Respondents 

Exams 100.0% 

Practical Reports 100.0% 

Essays 0.0% 

Small Scale research projects 100.0% 

Role Play 0.0% 

Viva 100.0% 

Thesis 100.0% 

Presentations 100.0% 

Other 0.0% 




100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 


CPD 


100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

Yes 

No 

CPD 



The British Psychological Society 

St Andrews House, 48 Princess Road East, Leicester LE1 7DR, UK 

Tel 0116 254 9568 Fax 0116 247 0787 

E-mail mail@bps.org.uk Web: www.bps.org.uk 

Incorporated by Royal Charter Registered Charity No 229642

The Alternative Handbook

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