New UK Doctorate SEQ - Forensic Psychology · Web viewNew UK Doctorate SEQ - Forensic Psychology...

NEW UK DOCTORAL PROGRAMME: APPLICATIONSelf-evaluation questionnaire (SEQ)) for new Doctoral programmes

You should complete this questionnaire if you are proposing a new UK Doctorate in Forensic Psychology for accreditation against the requirements for Chartered Membership of the Society, and full membership of the Division of Forensic Psychology. A separate self-evaluation questionnaire should be completed for international provision.

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.

Forensic Psychology

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New UK Doctorate SEQ - Forensic Psychology

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 [email protected]

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https://spaces.hightail.com/uplink/BPSPAcT

http://www.bps.org.uk/accreditationdownloads

mailto:[email protected]


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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:

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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

e

Blended learning

Distance learning

Yes

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.

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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?

Y/N

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.

Programme standard 3: Working ethically and legally

There are no additional evidence requirements for this standard.

N/A

Programme standard 4: Selection and admissions

Equality, Diversity and Inclusion Policy. Please provide a link

Recognition of Prior Learning Policy (if applicable).

Please provide a link

Programme standard 5: Trainee development and professional membership


N/A

Programme standard 6: Academic leadership and programme delivery

CVs / brief biographies for all staff listed in item 6.2.

Programme standard 7: Discipline specific resources


N/A

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/validation/approval document).

(international/franchised provision only) Detailed business case supporting collaborative delivery of the programme by external partners.

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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 standardsIn 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

Why has this new programme been developed?

Please briefly outline the rationale for the development of this new programme, and describe how the programme contributes to the strategic aims of your institution.

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.

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http://www.bps.org.uk/accreditationdownloads


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?


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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

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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 role 1: Conducting psychological applications and interventions

Core role 2: Research

Core role 3: Communicating psychological knowledge and advice to other professionals

Core role 4: Training other professionals in psychological skills and knowledge


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


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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.

Please indicate in the evidence checklist at the front of this document which evidence sources

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you have provided.



Good Practice





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COMPETENCIES MAPPING DOCUMENTDoctoral programmes in Forensic Psychology

Programmes will need to evidence that they meet the competency standards we outline in our Standards for the accreditation of Doctoral programmes in Forensic 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 Forensic 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

CORE ROLE 1: Conducting psychological applications and interventions

Core Role 1 is concerned with the cycle of assessment and intervention aimed at producing changes in individuals, operational or

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Summary of coverage

organisational functioning. Typically this involves identification, exploration and formulation of relevant issues and objectives; planning; achieving necessary working relationships; implementation and evaluation of efficacy. It can also involve the consideration and direction of other personnel. It always involves drawing upon a multi-faceted base of knowledge and skills in a systematic, analytical, responsive and ethical manner.

1.1 Establishing requirements for, and benefits of applications/interventions.

1.2 Planning of applications/interventions.

1.3 Establishing, developing and maintaining working relationships.

1.4 Implementing applications/interventions.

1.5 Directing implementation of applications/interventions carried out by others.

1.6 Evaluating results of applications/interventions.

CORE ROLE 2: Research

Core Role 2 is concerned with the design, conduct, analysis and evaluation of applied psychological research in forensic settings. Typically this involves the generation of ideas for specific research, the formulation of testable research questions; the definition of parameters and resources required for research; the planning, preparation and design of psychological research investigations and the identification of appropriate research tools; negotiating for access and resources to conduct research; the collection of data; appropriate analysis of research data and appropriate interpretation and evaluation of results; the formulation of recommendations on the outcomes of research. It may involve co-operation and collaboration with other professionals at each stage of the research process.

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

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Summary of coverage

dissemination.

2.1 Designing psychological research activities.

2.2 Conducting research activities.

2.3 Analysing and evaluating psychological research data.

CORE ROLE 3: Communicating psychological knowledge and advice to other professionals

Core Role 3 is concerned with giving information, advice, guidance and feedback to personnel, agencies and organisations to enable effective problem-solving and decision-making, formulation and implementation of policy and practice. The emphasis is upon using appropriate communication skills to exert a constructive and psychologically based influence within current systems. It is this emphasis on communication that distinguishes it from Key Role 1, although in practice these key roles are often complementary.

Note: The Society’s core requirements for all accredited Doctoral programmes are that graduates: ● understand organisational and systemic issues of relevance to the practice of applied psychologists, including:

● understanding the organisational context for their practice; ● understanding the structures and functions of service providers applicable to the work of their profession; and ● understanding current legislation applicable to their work.

● recognise the role of other professionals and stakeholders of relevance to their work, including the role of service users, carers, and/or community groups; ● are able to adapt their practice to different organisational contexts for service delivery, as appropriate; ● are able to bring psychological influence to bear; for example, through consultancy, training, and working effectively in multidisciplinary and / or cross-professional teams.3.1 Promoting awareness of the actual and potential contribution of applied

psychological services.

3.2 Providing psychological advice to assist and inform problem solving and decision-making.

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Summary of coverage

3.3 Providing psychological advice to aid the formulation of policy and its implementation.

3.4 Preparing and presenting evidence in formal settings.

3.5 Responding to informal requests for psychological information.

3.6 Providing feedback to clients

3.7 Understanding organisational and systemic issues of relevance to the practice of applied psychologists.

CORE ROLE 4: Training other professionals in psychological skills and knowledge

Core Role 4 is concerned with imparting to other professionals knowledge and skills where there is an important psychological component. In addition, many psychologists work in settings where improving job performance of other staff is a major part of their professional service.

4.1 Identifying and analysing needs to improve or prepare for job performance in specific areas.

4.2 Planning and design of training and development programmes.

4.3 Implementation of training and development programmes.

4.4 Planning and implementation of assessment procedures for evaluating training and development programmes.

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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


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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





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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.


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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





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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





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Good Practice





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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.

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

6.2 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

Total

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

6.4 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

Trainee numbers

6.5 Please indicate the total number of trainees on the programme in the table below:

Full time Part time Total

Number of individual trainees

FTE trainees

Overall staff: trainee ratio

6.6 Please indicate the overall student/trainee to staff ratio (SSR) for the programme:

Staff FTE(Question 6.2)

Trainee FTE(Question 6.5) =

SSR(Question 6.5 ÷

Question 6.2)

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Support Staff

6.7 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)


6.9 Have you reviewed the support staff resources listed in 6.7 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?


6.11Please provide a brief overview of the activities undertaken by the staff referred to in 6.7 above in relation to supporting the trainee learning experience, and in providing support to academic staff.

6.11Please 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.

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Staff CVs from 6.2. You may provide CVs in the education provider’s preferred format or provide brief biographies if preferred.




Good Practice





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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?



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Good Practice





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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 intend to 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.



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




Good Practice





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Reviewers’ decisionReviewers: please complete the table below indicating the status of the programme’s achievement across the eight programme standards and indicate your overall decision regarding whether or not accreditation may be granted. Where reviewers agree that a standard is not met, accreditation will not be granted: the education provider will need to submit further evidence of having addressed the specific concerns identified before this decision may be reconsidered.

Standard Met in full Good practice Further information

Not met

1: Programme design

2. Programme content (learning, research and practice)

3. Working ethically and legally

4. Selection and admissions

5. Trainee development and professional membership

6. Academic leadership and programme delivery

7. Discipline-specific resources

8. Quality management and governance

May accreditation be granted to this programme? please indicate one option

Yes No

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New UK Doctorate SEQ - Forensic Psychology · Web viewNew UK Doctorate SEQ - Forensic Psychology...

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