Visit SEQ – Clinical Psychology (Doctorate) · Web viewVisit SEQ – Clinical Psychology...

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.

Clinical Psychology

http://www.bps.org.uk/privacy-policy

Visit SEQ – Clinical 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 and programme names e.g. University of xxx MSc xxx

2) A sub-folder must be 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 (above)

3) 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.

4) Label each piece of supporting evidence (document) sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1, 2.2, 2.3

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

6) 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]

2

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

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

mailto:[email protected]


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


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.

4


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.

Information on staff/trainee/graduate publications

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: Student development and professional membership


N/A

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


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 document).

Copies of minutes of key programme

5


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.

6


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).

7

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?


1.4 Please describe your approach to incorporating in vivo assessment on the programme

8


1.5 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

9


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

1. Generalisable meta-competencies

2. Psychological assessment

3. Psychological formulation

4. Psychological intervention

5. Evaluation

6. Research

7. Personal and professional skills and values

8. Communication and teaching

9. Organisational and systemic influence and leadership


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

10


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?

2.9 Please outline how you benchmark your curriculum and placement provision, e.g. by adapting recognised competence frameworks for psychological interventions.

2.10 Please outline your approach to developing and benchmarking trainees’ competencies in psychological testing.

11






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








12




Matters for discussion with supervisors

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

13


COMPETENCIES MAPPING DOCUMENTDoctoral programmes in Clinical Psychology

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

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

Generalisable meta-competencies

1. Drawing on psychological knowledge of developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities.

14



Summary of coverage

2. Deciding, using a broad evidence and knowledge base, how to assess, formulate and intervene psychologically, from a range of possible models and modes of intervention with clients, carers and service systems. Ability to work effectively whilst holding in mind alternative, competing explanations.

3. Generalising and synthesising prior knowledge and experience in order to apply them critically and creatively in different settings and novel situations.

4. Being familiar with theoretical frameworks, the evidence base and practice guidance frameworks such as NICE and SIGN, and having the capacity to critically utilise these in complex clinical decision making without being formulaic in application.

5. Complementing evidence based practice with an ethos of practice based evidence where processes, outcomes, progress and needs are critically and reflectively evaluated

6. Ability to collaborate with service users and carers, and other relevant stakeholders, in advancing psychological initiatives such as interventions and research.

7. Making informed judgments on complex issues in specialist fields, often in the absence of complete information.

8. Ability to communicate psychologically-informed ideas and conclusions to, and to work effectively with, other stakeholders, (specialist and non-specialist), in order to influence practice, facilitate problem solving and decision making.

15



Summary of coverage

9. Exercising personal responsibility and largely autonomous initiative in complex and unpredictable situations in professional practice. Demonstrating self-awareness and sensitivity, and working as a reflective practitioner within ethical and professional practice frameworks.

Psychological assessment

1. Developing and maintaining effective working alliances with service users, carers, colleagues and other relevant stakeholders.

2. Ability to choose, use and interpret a broad range of assessment methods appropriate:

• to the client and service delivery system in which the assessment takes place; and

• to the type of intervention which is likely to be required.

3. Assessment procedures in which competence is demonstrated will include:

• performance based psychometric measures (e.g. of cognition and development);

• self and other informant reported psychometrics (e.g. of symptoms, thoughts, feelings, beliefs, behaviours);

• systematic interviewing procedures;

• other structured methods of assessment (e.g. observation, or gathering

16



Summary of coverage

information from others); and

• assessment of social context and organisations.

4. Understanding of key elements of psychometric theory which have relevance to psychological assessment (e.g. effect sizes, reliable change scores, sources of error and bias, base rates, limitations etc.) and utilising this knowledge to aid assessment practices and interpretations thereof.

5. Conducting appropriate risk assessment and using this to guide practice.

Psychological formulation

1. Using assessment to develop formulations which are informed by theory and evidence about relevant individual, systemic, cultural and biological factors.

2. Constructing formulations of presentations which may be informed by, but which are not premised on, formal diagnostic classification systems; developing formulation in an emergent transdiagnostic context.

3. Constructing formulations utilising theoretical frameworks with an integrative, multi-model, perspective as appropriate and adapted to circumstance and context.

4. Developing a formulation through a shared understanding of its personal meaning with the client(s) and / or team in a way which helps the client better understand their experience.

5. Capacity to develop a formulation collaboratively with service users, carers,

17



Summary of coverage

teams and services and being respectful of the client or team’s feedback about what is accurate and helpful.

6. Making justifiable choices about the format and complexity of the formulation that is presented or utilised as appropriate to a given situation.

7. Ensuring that formulations are expressed in accessible language, culturally sensitive, and non-discriminatory in terms of, for example, age, gender, disability and sexuality.

8. Using formulations to guide appropriate interventions if appropriate.

9. Reflecting on and revising formulations in the light of on-going feedback and intervention.

10. Leading on the implementation of formulation in services and utilizing formulation to enhance teamwork, multi-professional communication and psychological mindedness in services.

Psychological intervention

1. On the basis of a formulation, implementing psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the client(s), and to do this in a collaborative manner with:

• individuals

• couples, families or groups

18



Summary of coverage

• services / organisations

2. Understanding therapeutic techniques and processes as applied when working with a range of different individuals in distress, such as those who experience difficulties related to: anxiety, mood, adjustment to adverse circumstances or life events, eating difficulties, psychosis, misuse of substances, physical health presentations and those with somatoform, psychosexual, developmental, personality, cognitive and neurological presentations.

3. Ability to implement therapeutic interventions based on knowledge and practice in at least two evidence-based models of formal psychological interventions, of which one must be cognitive-behaviour therapy. Model specific therapeutic skills must be evidenced against a competence framework as described below, though these may be adapted to account for specific ages and presentations etc.

4. In addition, however, the ability to utilise multi-model interventions, as appropriate to the complexity and / or co-morbidity of the presentation, the clinical and social context and service user opinions, values and goals.

5. Knowledge of, and capacity to conduct interventions related to, secondary prevention and the promotion of health and well-being.

6. Conducting interventions in a way which promotes recovery of personal and social functioning as informed by service user values and goals.

7. Having an awareness of the impact and relevance of psychopharmacological and other multidisciplinary interventions.

19



Summary of coverage

8. Understanding social approaches to intervention; for example, those informed by community, critical, and social constructionist perspectives.

9. Implementing interventions and care plans through, and with, other professions and/or with individuals who are formal (professional) carers for a client, or who care for a client by virtue of family or partnership arrangements.

10. Recognising when (further) intervention is inappropriate, or unlikely to be helpful, and communicating this sensitively to clients and carers.

Evaluation

1. Evaluating practice through the monitoring of processes and outcomes, across multiple dimensions of functioning, in relation to recovery, values and goals and as informed by service user experiences as well as clinical indicators (such as behaviour change and change on standardised psychometric instruments).

2. Devising innovate evaluative procedures where appropriate.

3. Capacity to utilise supervision effectively to reflect upon personal effectiveness, shape and change personal and organisational practice including that information offered by outcomes monitoring.

4. Appreciating outcomes frameworks in wider use within national healthcare systems, the evidence base and theories of outcomes monitoring (e.g. as related to dimensions of accessibility, acceptability, clinical effectiveness and efficacy) and creating synergy with personal evaluative strategies.

5. Critical appreciation of the strengths and limitations of different evaluative

20



Summary of coverage

strategies, including psychometric theory and knowledge related to indices of change.

6. Capacity to evaluate processes and outcomes at the organisational and systemic levels as well as the individual level.

Research

1. Being a critical and effective consumer, interpreter and disseminator of the research evidence base relevant to clinical psychology practice and that of psychological services and interventions more widely. Utilising such research to influence and inform the practice of self and others.

2. Conceptualising, designing and conducting independent, original and translational research of a quality to satisfy peer review, contribute to the knowledge base of the discipline, and merit publication including: identifying research questions, demonstrating an understanding of ethical issues, choosing appropriate research methods and analysis (both quantitative and qualitative), reporting outcomes and identifying appropriate pathways for dissemination.

3. Understanding the need and value of undertaking translational (applied and applicable) clinical research post-qualification, contributing substantially to the development of theory and practice in clinical psychology.

4. The capacity to conduct service evaluation, small N, pilot and feasibility studies and other research which is consistent with the values of both evidence based practice and practice based evidence.

21



Summary of coverage

5. Conducting research in respectful collaboration with others (e.g. service users, supervisors, other disciplines and collaborators, funders, community groups etc.) and within the ethical and governance frameworks of the Society, the Division, HCPC, universities and other statutory regulators as appropriate.

Personal and professional skills and values

1. Understanding of ethical issues and applying these in complex clinical contexts, ensuring that informed consent underpins all contact with clients and research participants.

2. Appreciating the inherent power imbalance between practitioners and clients and how abuse of this can be minimised.

3. Understanding the impact of differences, diversity and social inequalities on people’s lives, and their implications for working practices.

4. Understanding the impact of one’s own value base upon clinical practice.

5. Working effectively at an appropriate level of autonomy, with awareness of the limits of own competence and accepting accountability to relevant professional and service managers.

6. Capacity to adapt to, and comply with, the policies and practices of a host organisation with respect to time-keeping, record keeping, meeting deadlines, managing leave, health and safety and good working relations.

7. Managing own personal learning needs and developing strategies for meeting these. Using supervision to reflect on practice, and making appropriate use of

22



Summary of coverage

feedback received.

8. Developing strategies to handle the emotional and physical impact of practice and seeking appropriate support when necessary, with good awareness of boundary issues.

9. Developing resilience but also the capacity to recognize when own fitness to practice is compromised and take steps to manage this risk as appropriate.

10. Working collaboratively and constructively with fellow psychologists and other colleagues and users of services, respecting diverse viewpoints.

Communication and teaching

1. Communicating effectively clinical and non-clinical information from a psychological perspective in a style appropriate to a variety of different audiences (for example, to professional colleagues, and to users and their carers).

2. Adapting style of communication to people with a wide range of levels of cognitive ability, sensory acuity and modes of communication.

3. Preparing and delivering teaching and training which takes into account the needs and goals of the participants (for example, by appropriate adaptations to methods and content).

4. Understanding of the supervision process for both supervisee and supervisor roles.

23



Summary of coverage

5. Understanding the process of providing expert psychological opinion and advice, including the preparation and presentation of evidence in formal settings.

6. Understanding the process of communicating effectively through interpreters and having an awareness of the limitations thereof.

7. Supporting others’ learning in the application of psychological skills, knowledge, practices and procedures.

Organisational and systemic influence and leadership

1. Awareness of the legislative and national planning contexts for service delivery and clinical practice

2. Capacity to adapt practice to different organisational contexts for service delivery. This should include a variety of settings such as in-patient and community, primary, secondary and tertiary care and may include work with providers outside of the NHS.

3. Providing supervision at an appropriate level within own sphere of competence.

4. Indirect influence of service delivery including through consultancy, training and working effectively in multidisciplinary and cross-professional teams. Bringing psychological influence to bear in the service delivery of others.

5. Understanding of leadership theories and models, and their application to service development and delivery. Demonstrating leadership qualities such as being aware of and working with interpersonal processes, proactivity, influencing the psychological mindedness of teams and organisations, contributing to and

24



Summary of coverage

fostering collaborative working practices within teams.

6. Working with users and carers to facilitate their involvement in service planning and delivery.

7. Understanding of change processes in service delivery systems.

8. Understanding and working with quality assurance principles and processes including informatics systems which may determine the relevance of clinical psychology work within healthcare systems.

9. Being able to recognise malpractice or unethical practice in systems and organisations and knowing how to respond to this, and being familiar with ‘whistleblowing’ policies and issues.

25


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


26


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










27




28


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.


29






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









30





31


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





Reviewers’ Comments32



Good Practice












33


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

34


Total

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:

35


Staff FTE(Question 6.3)

Student FTE(Question 6.6) =

SSR(Question 6.6 ÷

Question 6.3)

36


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.

37



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









38





39


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?



40






Good Practice












41


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.



42




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











43



44

Visit SEQ – Clinical Psychology (Doctorate) · Web viewVisit SEQ – Clinical Psychology...

Documents

Transcript of Visit SEQ – Clinical Psychology (Doctorate) · Web viewVisit SEQ – Clinical Psychology...