In order to complete the Doctorate in Clinical Psychology, you will be required to study the following modules:
C84ICI - Individual Client Interventions
This module provides students with the theoretical foundations to understand the phenomenology of problems commonly referred to clinical psychology services. In this module students develop the key skills for planning and delivering CBT interventions with individual clients, based specifically on models of engagement and change of CBT and other psychological EBP models.
C84PRS - Professional Skills
This module introduces students to the theoretical foundations and key skills that will be needed for their first clinical placement. There is a particular emphasis on establishing understanding of, and competences in, assessing and formulating clinical casework from a Cognitive-Behavioural Therapy (CBT) perspective and introducing students to alternative Evidence-Based Practice (EBP) models.
C85ERA - Early Research Assessments
This module lays the foundation for the research component of the programme by introducing students to: the most influential study designs used in clinical psychology, theoretical and practical aspects of systematically searching relevant literature to answer specific clinical and research questions, and conducting applied research in healthcare settings.
In the first part of the module, students develop a defensible plan for a doctoral-level research project, acquire the skill of writing formal research proposals for university and/or NHS ethics committees (taking due account of the principles of ethical research and the requirements of the HCPC, BPS and other bodies as appropriate) and develop their literature searching and synthesis skills.
This module also provides students with an opportunity to further their research project by undertaking a systematic review of the literature in their chosen area of interest. The systematic literature review results in a publication-ready paper which becomes a component of the final research project portfolio (BRP).
This module is the first step students take toward the completion of their research project portfolio and submission-ready journal papers.
C85LSD - Lifespan Development
In this module students are introduced to a developmental perspective that tracks an individual across the lifespan, taking account of the diversity of different developmental trajectories, and consolidates knowledge and skills acquired in previous modules by framing these within the evolving challenges faced by individuals as they progress from birth to old age. The module complements the adult focus of PRS and ICI by emphasising common clinical problem presentations of infants, children, adolescents and older adults.
C85ISO - Integration & Specialist Options
This module builds on the skills and knowledge, acquired through previous modules, about working with people as a clinical psychologist and prepares students for developing specialist interests in their third year of training. Students will develop an understanding of why people change or fail to change in response to intervention. The programme will offer students a choice of contemporary evidence based theoretical models. The range of options will depend on the availability of local expertise and may vary from year to year. Minimum and maximum numbers of students on each option will be specified to ensure economic viability. Students compare and contrast them with mainstream CBT in order to develop a synthesis which they can apply critically in an integrative or trans-theoretical framework to work with complex clients.
C85FGI - Families, Groups & Indirect Work
This module changes focus from the individual to the individual within a couple, family or other small group system and introduces students to the theoretical foundations of working with larger modules, such as families, couples and groups. Students consider the nature of problems for which multi-person interventions are most appropriate. The module progresses to the application of clinical psychology theory and practice to develop the skills of assessing, formulating and intervening indirectly through third parties such as other family members, care staff, and multi-disciplinary teams.
C85SOS - Systems & Organisations
This module builds on the skills and knowledge, acquired through previous modules, about individuals, groups and families and competencies in indirect intervention. Students develop a sophisticated framework to understand, and the skills needed to influence, systems and organisations. The emphasis in this module is on the organisational contexts within which clinical psychologists work, particularly in the NHS, but also in Local Authority, education, forensic and third sector agencies.
C84FPA - Foundation Placement A
This module (together with PRS) is designed to establish the transferable skill of forging close theory-practice links and developing the core competences of assessment, formulation, communication in a professional applied setting. By observing clinical assessment, formulation, intervention and evaluation students develop an understanding of the breadth of work in clinical psychology and the structure of the services in which it is delivered. Before proceeding to individual client interventions, students develop competence in basic clinical psychology assessment and formulation strategies, mainly from a CBT perspective through practice, feedback and supervision.
C85FPL - Foundation Placement B
This module (progressing from FPA and in conjunction with ICI) is designed to consolidate the transferable skill of forging close theory-practice links and adding the core competence of CBT intervention to those of assessment, formulation and communication, previously acquired. The module is closely linked to FPA and would normally occur in the same service with the same co-ordinating supervisors and typically with some of the same clients. The emphasis shifts from assessment and formulation to applying their results to individual client interventions.
C85SYP - Second Year Placements
The focus of this module is acquiring skills and applying clinical psychology expertise across the human life span and spectrum of diversity, thereby complementing the taught LSD module. During second year placements students normally work in two different service settings and extend the knowledge and competences acquired in the Foundation Placement modules through work with services dedicated to different age groups, clients with divergent developmental pathways and those with disabilities. In addition, students develop competences in relation to people who present with more complex clinical problems and/or circumstances where greater consideration has to be given to intervening with couples, families, groups and indirectly through others. Students are encouraged to contemplate client groups, service settings and EBP approaches alternative to CBT that interest them, for which the taught ISO module provides the theoretical foundations. This module provides students with opportunities for working in the NHS and in other complex organisations, such as schools, social services, residential care and institutions to develop proficient knowledge of specialised interventions for targeted client groups.
Module comprises 2 different, separately assessed placements, which can occur in any order, in 2 separate service settings with 2 different client groups (eg children, learning difficulties, older adults), spending sufficient time to achieve competences for each client group.
C85TYP - Third Year Placements
This module provides students with the opportunity to develop expertise in a specialised theoretical approach or with a particular client group or in a novel setting. If the focus of the placement is on a specialised theoretical approach, students would be expected to become familiar with application of an EBP approach other than CBT or the application of an advanced or modified CBT approach.
This module also provides opportunity for completing any outstanding clinical practice related to Standards of Proficiency required for Health & Care Professions Council (HCPC) approval and any placement competences and experiences required for British Psychological Society (BPS) Chartered Clinical Psychologist status, which have not been achieved previously.
Note: This module contains two Practice Learning Placements, which count separately for calculating the maximum number of permitted resubmissions.
C85RPV Research Portfolio and Viva
This module builds on the RDE and RLS modules. Students report on data collected as a result of research plans developed in year 1 (Research Proposal, RDE) and submit a portfolio containing: a portfolio abstract, a journal paper (formatted for a named peer-reviewed journal), an extended paper including an extended literature review (usually informed by, but not replicating, the completed RLS), extended methodology, analysis, results and discussion sections and reference list. In addition, they demonstrate their reflective practitioner stance with a reflective component and their readiness to disseminate their findings with a poster. Supportive materials (eg ethics approval, informed consent documentation, interview transcripts, questionnaires, etc) are included in appendices. Students submit a two-volume thesis. Volume 1 consists of the Research Portfolio and the Summary of Service-related Research and associated Impact. Volume 2 consists of three written case studies, previously submitted as assessments for FPB and SYP. Students defend their thesis at a viva-voce examination conducted by an internal and an external examiner, and make corrections and/or modifications as required by the examiners. Students use feedback to create a publication-ready Revised Journal Paper, which should provide the second publication resulting from their training experience.
Please note that all module details are subject to change.
Doctoral Training Programme Handbook
The above is a sample of the typical modules that we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Due to the passage of time between commencement of the course and subsequent years of the course, modules may change due to developments in the curriculum and information is provided for indicative purposes only.