The Alternative Handbook

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University of Liverpool Support for trainees with disabilities Do you have any disabilities? 20% 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? ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ 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. 322 British Psychological Society
University of Liverpool ■■ ■■ 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! In relation to the last question, what support systems exist? Support system Respondents Reflective Group 79% “Buddy” 93% Manager 64% Placement Supervisor 100% Librarian 50% Professional Mentor 86% Personal Tutor 100% Research / Thesis Supervisor 100% Independent personal advisor 14% Other 14% How satisfied are you with the level of support you receive? 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 course Course staff The Alternative Handbook 323
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Pre-Qualification Group The Alterna
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Introduction Dear Prospective Clini
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Introduction Please note: We recomm
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Bangor University 17 responses (55%
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University of Bath Other than your
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Cardiff University 7 responses (17%
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Cardiff University The selection pr
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Canterbury Christchurch University
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Coventry University 12 responses (3
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University of East Anglia 16 respon
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University of East London 38 respon
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University of Edinburgh 32 response
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University of Exeter 7 responses (1
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University of Glasgow Other than yo
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University of Hertfordshire 19 resp
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IOP Other than your undergraduate d
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Lancaster University 16 responses (
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Plymouth University 20 responses (4
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Queens University Belfast 6 respons
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Staffordshire and Keele 12 response
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Teesside University 19 responses (4
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Nottingham Trent University 12 resp
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University College London (UCL) 24
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The British Psychological Society S
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