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PRE-VISIT SUBMISSIONSelf-evaluation questionnaire (SEQ) for Doctoral programmes

You should complete this questionnaire if you are submitting your accredited provision ahead of a partnership visit.

The questionnaire is split into two sections:

Section A asks for key information about the award you are submitting for accreditation, including details of who we should contact if we have queries about your application.

Section B invites you to self-evaluate your programme against each of our eight programme standards.

The BPS is committed to respecting your right to privacy and data security and to handling the information you provide responsibly within the requirements of the UK Data Protection Act. Your accreditation submission will be shared with Society staff and Members who work with us as authorised agents to deliver the accreditation process on our behalf. Our full privacy policy is available at: www.bps.org.uk/privacy-policy or by written request to ‘Enquiries’ at the Society offices.

Health Psychology

Visit SEQ - Health Psychology (Doctorate)

Preparing your submissionTo allow our reviewers to easily navigate your submission and to avoid delays we ask that you submit in the following way:

1) A main folder should be created using your University name, with a sub-folder then created for each of the Programme Standards i.e. Programme Standard 1, 2 and so forth, each of these folders will sit in your main folder.

Please keep file names and folder structures as short as possible as files and structures that are too long may affect the documents being downloaded by our reviewers. The structure should be no more than 3 levels, for example:

University of xx – Programme Standard x – 2.2 Programme Guides – files

We advise that file names be kept at 50 characters with spaces, and label each piece of supporting evidence sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1, 2.2, 2.3.

2) The SEQ must be submitted as a Word Document and should be contained within its own folder named SEQ, which will sit in the main folder. Please note that we only require one SEQ for all Undergraduate Programmes.

3) Please use generic terms for each document within the folder i.e. Staff Student Liaison Committee Minutes

4) Include a proposed timetable within the SEQ folder. Our standard timetables can be found on our website using the download link below. Our timetables provide a guide for education providers planning for a partnership visit, therefore we are keen for you to propose a timetable that best meets your needs.

For further guidance on the submission process please refer to ‘Accreditation through Partnership: Preparing for a partnership visit’ and the ‘Standards for accreditation’ which can be found on our website at www.bps.org.uk/accreditationdownloads

Please Note that your submission will be returned if the structure does not follow these guidelines.

Sending your submissionYou should provide your completed submission via our secure online sharing platform – Hightail:

1) Compress all of your Files into one Zip File2) Copy and paste the following link into your web browser,

https://spaces.hightail.com/uplink/BPSPAcT3) Add your compressed Zip File to the screen as requested.4) Add information to the ‘From’ and ‘Message’ boxes and click upload. In the message field,

please note your University, programme, point of contact and email address.

If you have any queries in relation to your submission, please contact pact@bps.org.uk

Section A: about your provision1. The education provider

Name of awarding institution:

Academic unit(s) in which the provision is based:

Full address (to assist us in relation to future visit planning, where required):

Name of Programme Director(s):

You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.

Franchising arrangements:

Is the provision franchised for delivery by a partner institution? Yes / No

If yes, please state the name of the partner institution.

2. The application

Who should we approach with any queries about this application?

You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.

Senior management sign off:

We require the Head of the academic unit in which the provision is based to sign off this application.

By providing your name, role and date of submission you confirm the accuracy of the information contained within this application, and the provision of the additional evidence.

Name and role:

Date of submission:

3. The programmeIf your submission covers more than one programme, please add further rows to this table as required.

Full name of programme

(as it appears on award certificate)

Mode of study (tick all that apply)

Is the award

validated?

Trainee numbers (FTE)

Date of first intake

Intake from w

hich accreditation sought

Full-time

Part-tim

Blended learning

Distance learning

No* Current

(if the programme is already running)

Projected

(if the programme is brand new)

* Note: If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

4. The checklistThe sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard Required evidence source (or equivalent alternative source if appropriate)

Enclosed?

Programme standard 1: Programme Design

Programme specification.

Programme standard 2: Programme Content (learning, research and practice)

Module outlines.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.

Information on staff/trainee/graduate publications

Programme standard 3: Working ethically and legally

There are no additional evidence requirements for this standard.

Programme standard 4: Selection and admissions

Equality, Diversity and Inclusion Policy. Please provide a

Recognition of Prior Learning Policy (if applicable).

Please provide a

Programme standard 5: Student development and professional membership

Programme standard 6: Academic leadership and programme delivery

CVs / brief biographies for all staff listed in item 6.3.

Programme standard 7: Discipline specific resources

Programme standard 8: Quality management and governance An overview of any feedback collected

by the programme in relation to quality matters (e.g. internal programme review document).

Copies of minutes of key programme

committees for the last year e.g. Board of Studies, Programme Board and its subgroups. Individual trainee information should be redacted.

Copies of the most recent report by your external examiner(s).

Responses to the report by your external examiner(s) detailing any actions taken, if applicable.

(international/franchised provision only) Outline of the arrangements in place to support the collaborative delivery of the programme by external partner(s)

Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

Section B: self-evaluation against our standards

In this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards. When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook (www.bps.org.uk/accreditationdownloads).

Context and rationaleInformation required Commentary

How does your provision contribute to the strategic aims of your institution?

Please provide a brief outline.

What are the distinctive features of this provision?

Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise, the provision, the academic unit in which it is based, or the education provider more generally.

How has the provision changed since the last review undertaken by the Society?

Please briefly outline any significant changes to your programme(s) (e.g. content, assessment, structure) or the resources underpinning delivery (e.g. staffing, discipline-specific resources, quality management).

Programme Standard 1: Programme Design

1.1 Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code

Module title Level Credits Assessment task(s)

Mandatory /optional

Name of module leader

Assessment

Information required Commentary

1.2 Please confirm that the pass mark for each of the above modules is 50% (where quantified marking is used)

Yes / No (delete as appropriate)

1.3 Is any compensation permissible across the above modules?

1.4 Is there any specific good practice you wish to highlight in relation to this standard?

For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.

Evidence Requirements

For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Standard met in full Yes / No

Good Practice

Further information or areas for clarification

Please indicate the specific standard(s) to which your comments relate

Areas of concern (standard not met)

Please indicate the specific standard(s) you are concerned may not be met

Preparation for visit

Reviewers: please use this section to highlight any general themes that you have observed from your reading of the programme’s documentation that you feel you may wish to explore with other members of the visiting team, and subsequently with the education provider and their stakeholders.

Matters for discussion with students

Matters for discussion with programme team

Matters for discussion with senior management

Matters for discussion with supervisors

Matters for discussion with other stakeholders (e.g. service users)

Programme Standard 2: Programme Content (learning, research and practice)

Competencies and content

2.1 Accredited programmes are expected to address the full range of core competencies, as outlined below, and in full in our accreditation standards. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. You should provide a narrative, below, outlining how you prepare trainees in developing the required competencies.

You should also complete the more detailed mapping document that is included at the end of this section.

Competency Narrative

Core unit 1: Generic professional competence

Core unit 2: Competencies in psychological interventions

Core unit 3: Research competence

Core unit 4: Consultancy competence

Core unit 5: Teaching and training competence

2.2 If the programme offers a particular emphasis or distinctive identity (e.g. in line with staff expertise), please outline that here.

2.3 Please provide a brief commentary on your approach to curriculum design and delivery

2.4 Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited

postgraduate programmes?

Supervised practice

2.5 Please describe the range of supervisory resources to which the programme has access, and the different supervisors (i.e. roles) with whom a trainee will typically work over the course of their placement(s).

2.6 Please describe the training provided to supervisors to support them in their role.

2.7 What are the programme’s minimum expectations in relation to the amount, frequency and nature of supervision that should be in place?

2.8 What arrangements are in place for monitoring the amount and quality of supervision provided, and the quality of the placement/supervised practice experience overall?

Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.

Information on staff/trainee/graduate publications

Good Practice

COMPETENCIES MAPPING DOCUMENTDoctoral programmes in Health Psychology

Programmes will need to evidence that they meet the competency standards we outline in our Standards for the accreditation of Doctoral programmes in Health Psychology in full. Differing levels of emphasis on particular aspects by different providers will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the table below to tell us where and how particular competencies are addressed.

Note: If you are putting forward an integrated Doctorate in Health Psychology that incorporates theoretical material that would typically be addressed through completion of an MSc prior to progression to a stage two Doctorate, and you do not already offer a relevant accredited MSc, you should also complete the corresponding self-evaluation questionnaire for new MSc programmes.

Competencies Module or component code(s) and title(s)

Summary of coverage

E.g.:PSY1001Psychology 1

E.g.:Two lectures (two hours each)One tutorial (two hours)Directed self-learning

1. CORE UNITS OF GENERIC PROFESSIONAL COMPETENCE

1.1 Professional autonomy & accountability

Summary of coverage

1.1a Practise within legal and ethical boundaries.

1.1b Practise as an autonomous professional.

1.1c Demonstrate the need to engage in continuing professional development.

1.2 Professional Skills

1.2a Communicate effectively.

1.2b Provide appropriate advice and guidance on concepts and evidence derived from health psychology.

1.2c Build alliances and engage in collaborative working effectively.

1.2d Lead groups or teams effectively.

1.2e Understand organisational and systemic issues of relevance to the practice of applied psychologists.

2. CORE COMPETENCIES IN PSYCHOLOGICAL INTERVENTIONS

2.1 Conduct psychological interventions within a healthcare context to change behaviour of individuals and groups

2.1a Select or design and implement appropriate health psychology

Summary of coverage

tools to conduct health psychology baseline assessments of the needs of the client/patient population addressing the targeted health behaviour outcomes for this individual/group.

2.1b Develop a working formulation model regarding the cognitive, emotional and behavioural processes that should be addressed within intervention methodology based on the assessment information, data and outcomes.

2.1c Provide detailed feedback about the outcome of the assessment and formulation as appropriate to the service and role of the health psychologist delivering/directing the intervention.

2.1d Design, plan and implement and deliver health psychology interventions based on the assessment and formulation.

2.1e Evaluate and communicate the outcomes of health psychology behaviour change interventions.

3. CORE UNITS OF RESEARCH COMPETENCE

Note: The Society’s core requirement for all accredited Doctoral programmes is that trainees demonstrate the ability to conceptualise, design and conduct independent, original research of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication. This should include the ability to: identify appropriate research questions; understand and reflect on ethical issues; choose appropriate research methods and approaches to analysis; report outcomes; and identify appropriate pathways for dissemination. The Society has published Supplementary guidance for research and research methods on Society accredited postgraduate programmes (October 2014), and providers are encouraged to consider this in designing the research component of their programme(s).

3.1 Conduct systematic reviews

Summary of coverage

3.1a Define topic and search parameters.

3.1b Conduct a search using appropriate databases and sources.

3.1c Summarise findings from the review.

3.2 Design and conduct psychological research

3.2a Identify theoretical models and research findings relevant to proposed research questions.

3.2b Define the resources and constraints relevant to the conduct of the research.

3.2c Conduct preliminary investigations of existing models and methods.

3.2d Collect data as specified by research protocols.

3.3 Analyse and evaluate psychological research data

3.3a Analyse data as specified by research protocols.

3.3b Interpret the results of data analysis.

3.3c Evaluate research findings and make recommendations based on research findings.

3.3d Write up and report research methods and findings.

Summary of coverage

3.3e Review the research process.

3.3f Review and evaluate relationships between current issues in psychological theory and practice.

3.4 Initiate, develop and evaluate the impact of psychological research

3.4a Monitor and evaluate studies in relation to agreed protocols.

3.4b Clarify and evaluate the implications of research outcomes for practice and organisational function.

4. CORE UNITS OF CONSULTANCY COMPETENCE

4.1 Assessment of requests for consultancy

4.1a Identify, prioritise and agree realistic expectations, needs, deliverables and outcome requirements of the client regarding the proposed consultancy project.

4.1b Review appropriate (e.g. psychological, business) literature and other information sources for the relevant evidence base (research findings, reports, reviews, policy, guidelines), consultancy approaches, project methods and interventions relevant to the consultancy request.

4.1c Assess feasibility of proposed consultancy and any problems or challenges with providing agreed deliverables.

Summary of coverage

4.2 Plan consultancy

4.2a Determine the aims, objectives, criteria, theoretical frameworks and scope of consultancy.

4.2b Produce implementation plans for the delivery of the consultancy outcomes.

4.3 Establish, develop and maintain working relationships with clients

4.3a Identify and engage with client’s contact procedures and plan and prepare for initial discussions regarding consultancy opportunities.

4.3b Develop, maintain and monitor working relationships.

4.4 Conduct consultancy

4.4a Agree and document the client-consultant contract.

4.4b Establish systems or processes to deliver the planned consultancy.

4.4c Implement the planned consultancy.

4.4d Close the consultancy.

4.5 Review the process and outcomes of consultancy

4.5a Review the implementation of the full consultancy process and implement changes identified by the reviewing process.

Summary of coverage

4.6 Evaluate the impact of the consultancy outcomes

4.6a Design and implement an evaluation process appropriate to the consultancy project process

4.6b Assess the outcomes of the evaluation and present/report and document them for the client’s needs.

CORE UNITS OF TEACHING AND TRAINING COMPETENCE

5.1 Plan and design teaching/training programmes that enable students to learn about knowledge, skills and practices in health psychology

5.1a Assess teaching/training needs.

5.1b Develop the structure and content of health psychology teaching/training programmes.

5.1c Select appropriate teaching/training methods, approaches and materials.

5.1d Prepare materials for learners to maximise their knowledge and skills in health psychology (e.g. learning aims and outcomes information, presentation materials and references/guidance).

5.2 Deliver teaching/training programmes encompassing knowledge, skills and practices in health psychology

Summary of coverage

5.2a Facilitate knowledge and where appropriate skill acquisition in the area of health psychology and or its application.

5.3 Evaluate teaching/training programmes encompassing knowledge, skills and practices in health psychology

5.3a Evaluate the outcomes of teaching/training programme in health psychology.

5.3b Identify factors contributing to the outcomes of teaching/training programme.

5.3c Identify improvements for the future design and delivery of teaching/training in health psychology.

Programme Standard 3: Working ethically and legally

3.1 Please provide a brief overview of how you introduce trainees to ethics and ethical practice.

You should indicate teaching of ethics in relation to the submission of ethics applications for research projects and beyond.

3.2 How is trainees’ understanding of ethics evaluated?

You should indicate assessment of ethics in relation to the consideration of ethics applications for research projects and beyond.

3.3 What procedures are in place for gaining ethical approval for trainees’ research?

3.4 How do trainees develop skills in applying relevant ethical, legal and professional practice frameworks?

3.5 How do you ensure that trainees are aware of the legal and statutory obligations and restrictions on psychological practice in the UK?

3.6 Have you reviewed your provision against the Society’s Guidance on teaching and assessment of ethical competence in psychology

education?

There are no additional evidence requirements for this programme standard. However, we will expect the evidence provided in relation to Programme standard 2 to demonstrate appropriate coverage of ethics within programme content.

Good Practice

Programme Standard 4: Selection and admission

4.1 Please provide a brief overview of any specific actions you take to encourage equality, diversity and inclusion through recruitment and selection to the programme that go beyond the education provider’s overall policy for widening access.

4.2 Please outline any equality charter marks currently held or being applied for by your department, and at what level (e.g. Athena SWAN).

4.3 Do you offer Recognition of Prior Learning (RPL) or Existing Competence (REC)?

If yes, please outline how you consider such applications or refer us to the relevant policy/procedural document.

4.5 Do you accept applicants who are not eligible for the Graduate Basis for Chartered Membership (GBC)?

If yes, please provide details of any specific additional support that is in place for these trainees.

A link to the education providers Equality, Diversity and Inclusion Policy

A link to the education providers Recognition of Prior Learning Policy (if applicable)

Good Practice

Programme Standard 5: Trainee development and professional membership

5.1 Please outline your approach to personal tutoring (specifically, ensuring that trainees have access to academic and pastoral support).

5.3 How are trainees supported in reflecting on and synthesising different aspects of their work to inform their developing professional identity as a trainee?

5.5 What opportunities do trainees have to study alongside trainees from other disciplines or professions?

5.7 What provision is in place to enhance trainee employability and professional development?

5.9 Please signpost where and how you provide trainees with information on the benefits of Society membership:

e.g. Programme Handbook, p. x

Good Practice

Programme Standard 6: Academic leadership and programme delivery

Programme Directorship

6.1 Please outline the leadership and coordination arrangements for the programme. You should tell us the name(s) of the Programme Director(s) and provide a brief commentary on the scope of their role and responsibilities.

6.2 Have there been any changes to the programme directorship since the last review or visit was undertaken by the Society?

Please note that if your visit is post 31 January 2019 you will be required to complete the new staff student ratio (SSR) Data Capture Tool which will be sent to the relevant providers in the autumn term 2018. Providers with a visit before 31 January 2019 should continue to complete this section of the form to provide an overall SSR.

Staff numbers

6.3 Please complete the following table detailing staff contribution to the delivery of the specific programme to which this questionnaire relates.

Please indicate those staff that hold key roles associated with programme delivery and indicate the nature of those roles in the table below (e.g. academic leadership, placement coordination, or research supervision).

Permanent Full-Time and Contractual Academic Staff (full-time, part-time and fractional)

Name FTE HCPC Registered (Y/N) If yes,

please indicate modality

Key roles

6.4 Please provide any additional comments on how you have calculated your FTEs, and any other relevant information, here.

6.5 Please provide details of any approved vacancies; these should not be included within the SSR calculations.

Approved vacancies

Post More info needed?

Notes Expected responsibilities in relation to the programme(s)

Please add rows as required

Total FTE

Student numbers

6.6 Please indicate the total number of students on the programme in the table below:

Full time Part time Total

Number of individual students

FTE students

Overall staff: student ratio

6.7 Please indicate the overall student to staff ratio (SSR) for the programme:

Staff FTE(Question 6.3)

Student FTE(Question 6.6) =

SSR(Question 6.6 ÷

Question 6.3)

Support Staff

6.8 Please indicate below the total dedicated and shared support staff resources that are in place for the programme:

Support roles Dedicated staff FTE

Shared staff FTE

Administrative/ professional services staff

Psychology technical staff

Additional distance learning support staff (if applicable)Other support staff (please specify)

6.10 Have you reviewed the support staff resources listed in 6.8 above against the Society’s Supplementary guidance for providers of accredited programmes on the roles and contributions of professional administrative staff and Supplementary guidance on the roles and contributions of psychology technical staff?

6.12Please provide a brief overview of the activities undertaken by the staff referred to in 6.8 above in relation to supporting the student learning experience, and in providing support to academic staff.

6.14Please provide an overview of your approach to ensuring that academic staff maintain expertise in learning, research and practice (where relevant), and ensure that they remain up to date, and to supporting staff development for all staff.

For any good practice highlighted, please describe the impact of that good practice on the quality of the overall student experience, or on other aspects of delivery.

Staff CVs from 6.3. You may provide CVs in the education provider’s preferred format or provide brief biographies if preferred.

Good Practice

Programme Standard 7: Discipline-specific resources

7.1 Please provide a brief overview of any specific challenges or constraints in relation to access to resources for this particular programme.

7.2 What IT facilities are available? (Including software and statistical packages).

7.3 What specialist Psychology research equipment is available?

7.4 How do trainees access these facilities? Both on campus and at a distance/off campus, as appropriate.

7.5 What psychology databases do trainees have access to? Is full text or abstract only access provided?

Good Practice

Programme Standard 8: Quality Management

External Examiners

8.1 Please provide details of the current external examiner(s) for the programme:

Name HCPC Registered (Y/N)

If yes please indicate modality

Affiliation/Employer Term of Office

8.2 Please outline how you work collaboratively with service users to involve them in the programme

8.3 What have you identified as the main priorities for further development of the provision?

Please advise any specific ways in which you feel the Society’s visit to your programme may be able to support you with regard to these priorities.

Most recent External Examiner Report

Responses to the External Examiner’s Report, detailing any actions taken

An overview of any additional feedback collected by the programme in relation to quality matters (e.g. internal programme review document)

Copies of minutes of key programme committees for the last year e.g. Board of Studies, Programme Board and its subgroups. Individual trainee information should be redacted.

Good Practice

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