Foundation Placement A
| Code | School | Level | Credits | Semesters |
| PSTY4016 | Psychiatry and Applied Psychology | 4 | N/A | Autumn UK, Spring UK |
- Code
- PSTY4016
- School
- Psychiatry and Applied Psychology
- Level
- 4
- Credits
- N/A
- Semesters
- Autumn UK, Spring UK
Summary
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.
Relationship to External Bodies
Approved by HCPC. Accredited by BPS.
Target Students
Doctorate students on DClinPsy
Classes
Supervised clinical practice for 3 days per week, supplemented by placement review meetings; private study, case presentations at university, reflective practice groups and peer support. Trainees also have the opportunity of submitting a 4000 word case study and gaining formative feedback from programme staff. See DClinPsy online learning systems at Nottingham and Lincoln for the Year Planner.
Assessment
- 100% Coursework 1: Portfolio of Proficiencies (Pass/Fail).
Assessed by end of autumn semester
Educational Aims
The aim of the placement is to familiarise students with the practice of clinical psychology in the NHS. The placement helps them to be conversant with the context of clinical psychology delivery and to become skilled in recognising the types of problems presenting to services, proficient at forming and maintaining therapeutic relationships with individuals, adept at identifying the nature of problems presented by specific individual clients, able to formulate assessment and intervention strategies for individual clients and capable of evaluating the effect of psychological interventions. Students learn how to make effective use of supervision thereby enhancing their ability to reflect critically, consequently improving their practice on the basis of feedback.Learning Outcomes
Knowledge and understanding of:
- the organisation of NHS services providing placements and of parameters and limitations of service delivery;
- the professional and legislative framework for the service, and of its impact on practitioners;
- the position of users and carers in relation to the service, respecting the influence of difference and diversity;
- the application of CBT theory to the assessment and formulation of a range of clinical problems.
Intellectual skills – the ability to:
- organise complex information for use in assessment and formulation in relation to individual clients;
- draw on CBT and other sources of knowledge and evidence;
- critically consider the ethics of psychological practice;
Professional and Practical skills – the ability to:
- to build and maintain working alliances and appropriate boundaries with individuals;
- carry out an assessment and develop a coherent formulation from a CBT perspective that can be revised and modified on the basis of feedback from clients and supervision and through personal reflection;
- with reference to supervisors, act to the highest professional standards consistent with guidelines and codes of practice set by the HCPC, BPS and employing Trusts.
- communicate effectively with clients, carers, and professionals.
Transferable skills – the ability to:
- learn from a range of evidential sources such as observation, feedback and reflection on experience;
- critically evaluate CBT formulations and reinterpret these using alternative evidence-based perspectives;
- make use of supervision, demonstrating self-awareness and a capacity for reflection;
- maintain self-care skills in relation to personal resources, professional development, and workload;
- balance previous experience with reliance on – and accountability to – others, appropriate to the stage of training.
Conveners
- Dr Hayley Cooper