Visit SEQ - Counselling Psychology (Doctorate) · Web view2019-11-22 · Visit SEQ - Counselling...

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.

Counselling Psychology

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Visit SEQ - Counselling 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 [email protected]

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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:

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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.

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

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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.

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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).

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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

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

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Matters for discussion with supervisors

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

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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

1. Philosophy

2. Psychological knowledge and application

3. Psychological assessment and formulation

4. Counselling psychology practice and psychological intervention

5. Evaluation of practice

6. Research and inquiry

7. Working with diversity and cultural competence

8. Personal and professional skills and values

9. Communication, influencing, teaching and leadership skills


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

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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?

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

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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








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COMPETENCIES MAPPING DOCUMENTDoctoral programmes in Counselling Psychology

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

1. Philosophy

1.1 understand the diverse philosophical bases which underpin the psychological theories that are relevant to counselling psychology;

1.2 be able to critically evaluate the primary philosophical paradigms that inform psychological theory and the understanding of the subjectivity and

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Summary of coverage

intersubjectivity of human experience;

1.3 understand the spiritual and cultural traditions relevant to counselling psychology;

1.4 embrace humanistic and relational value systems that engage with meaning, co-construction, and interpretation and aim at the exploration, clarification, and holistic understanding of clients’ predicaments;

1.5 embody the identity of the Reflective Practitioner and demonstrate the ability to engage in a collaborative dialogue with clients aiming at understanding their subjective experience and constructions of meaning and reality; and

1.6 be in a position to use their own personal insight, life experiences, personal therapy and clinical supervision to facilitate the formation of a strong therapeutic relationship that is founded upon the practitioner’s personal qualities and the core conditions of empathy, acceptance, and authenticity.

2. Psychological Knowledge and Application

2.1 demonstrate knowledge of theories of human, cognitive, emotional, behavioural, social and physiological functioning relevant to counselling psychology;

2.2 critically evaluate theories of mind and personality;

2.3 demonstrate knowledge of different theories of life-span development;

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Summary of coverage

2.4 understand the importance of historical, social and cultural contexts and their impact on practice;

2.5 demonstrate knowledge of psychological, social, and relational distress and knowledge of a range of explanatory frameworks used to understand these presentations (e.g., distress as meaningful, distress as psychopathology etc.). Trainees will also demonstrate the ability to critically evaluate these in the light of research and practice;

2.6 demonstrate knowledge and critical understanding of psychometric theory;

2.7 evaluate, use and interpret psychometric tests; this includes the selection, administering, scoring and interpretation of performance based psychometric tests, e.g. neuropsychological tests, tests of cognition and development, self-other report, and other standardised assessment procedures. Use of such tests would be in close collaboration with clients and identified as one, amongst other, possible means for understanding and interpreting clients' psychological distress;

2.8 have the ability to critically evaluate the reliability and validity of such procedures;

2.9 have knowledge of diagnostic frameworks such as the DSM and ICD, including a critical understanding of the concept of diagnosis (see note in handbook); and

2.10demonstrate knowledge and critical understanding of psychopharmacology and have the ability to evaluate its effects in the

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Summary of coverage

light of research and relational practice.

3. Psychological Assessment and Formulation

3.1 initiate, develop, maintain and end a purposeful therapeutic alliance and be able to work therapeutically at relational depth;

3.2 understand and work with the therapeutic relationship and alliance as conceptualised by different models of psychological therapy;

3.3 conduct psychological assessments (depending on the therapeutic modality used) aiming at increasing clients’ self awareness and shared understanding of their predicament, nature of distress, needs, expectations, and desired outcomes;

3.4 conduct appropriate risk assessment and use this to guide practice;

3.5 construct collaborative formulations utilising theoretical frameworks and the clients’ subjective experience aiming at an empathic understanding of their predicament;

3.6 ensure that formulations are expressed in accessible language, culturally sensitive, and non-discriminatory in terms of, for example, age, gender, disability, and sexuality;

3.7 reflect on and revise formulations in the light of on-going feedback and intervention and use them as a basis for decision making with regards to an appropriate therapeutic plan; and

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Summary of coverage

3.8 lead on the implementation of on-going formulation in work settings, utilised in order to enhance teamwork, multi-professional communication and psychological mindedness in those settings.

4. Counselling psychology practice and psychological intervention

4.1 demonstrate in depth critical knowledge and supervised clinical experience of the particular theory and practice of at least one specific model of psychological therapy (a model of psychological therapy is defined as a particular therapeutic approach in relation to which there is a body of theory and research which has implications for therapeutic practice; and that offers an explanation with internal consistency about the nature of the person, of psychological difficulty, of the therapeutic relationship, and of the process of change);

4.2 have a working knowledge and supervised clinical experience of at least one further model of psychological therapy (working knowledge is defined as the ability to apply theory into therapeutic practice);

4.3 be able to compare, contrast and critically evaluate the ontological and epistemological foundations underlying a range of models of therapy;

4.4 be able to provide psychological therapy interventions:

(i) to individual adults and depending on placement experience other client groups including children and young people, older adults, couples, groups, families, and organisations;

(ii) in range of contexts, which may include NHS (primary, secondary and

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Summary of coverage

tertiary care) and other statutory, voluntary or independent settings; and

(iii) working within different time-frames of therapeutic practice (time limited, short and long-term, as well as open-ended therapy).

Trainees must complete a minimum of 450 hours of supervised clinical experience in relation to the above, and programmes must have a system in place for monitoring the breadth of experience that each trainee develops (see Programme Standard 5, item 1).

4.5 understand the therapeutic process as it occurs when working with a range of different individuals experiencing psychological difficulties, whether that be in relation to adjustment, to circumstances, or in more significant and problematic experiences as often indicated in diagnostic categories;

4.6 demonstrate a personal, coherent, and ethical way of working with clients that takes account of a critical knowledge of evidence based practice, practice based evidence and reflective practice;

4.7 be able to reflect critically on their practice and responsiveness to the complex demands of clients, and consider alternative ways of working where appropriate;

4.8 understand explicit and implicit (verbal and non-verbal) communications in a therapeutic relationship;

4.9 have knowledge of, and ability to conduct interventions related to, secondary prevention and the promotion of health and wellbeing;

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Summary of coverage

4.10 conduct interventions in a way, which promotes wellbeing, personal and social functioning, and is informed by client values and goals;

4.11 understand social approaches to intervention; for example, those informed by community, critical, and social constructionist perspectives;

4.12 be able to effectively communicate 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 clients and/or their carers); and

4.13 understand the main principles of and approaches to supervision and have knowledge of how to apply these at an appropriate level within their own sphere of competence.

5. Evaluation of Practice

5.1 critically understand and use processes of evaluation in the context of counselling psychology;

5.2 evaluate practice through the monitoring of processes and outcomes, across multiple dimensions of functioning, in relation to wellbeing, values and goals, and as informed by client experiences as indicators chosen in collaboration with the client including measures (i.e., objective and self-report) where appropriate;

5.3 have awareness of the value of maintaining external consultation in the form of clinical supervision with experienced members of this and related professions, as well as continuing professional development, and

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Summary of coverage

personal psychological therapy so as to maintain and enhance ethical and clinical sensitivity; and

5.4 understand the process of evaluation and outcomes at the organisational and systemic levels as well as the individual level, including 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).

6. Research and Inquiry

6.1 demonstrate and apply knowledge of the research evidence on process and outcomes of psychological therapy relevant to counselling psychology;

6.2 demonstrate knowledge of the models of science that underpin research and inquiry and of the quantitative, qualitative, and mixed methods approaches to these.

6.3 demonstrate competence to use appropriate software and research tools;

6.4 critically analyse and evaluate published research relevant to counselling psychology and other research relevant to their practice

6.5 demonstrate knowledge and understanding of a variety of research designs;

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Summary of coverage

6.6 devise and evaluate research questions and select an appropriate methodology;

6.7 design, conduct, critically evaluate and report on a research project;

6.8 understand research ethics and demonstrate the ability to apply them;

6.9 reflect on their experience of being a researcher; and

6.10 understand the purpose and principles of service audit and service evaluation.

7. Working with diversity and cultural competence

7.1 develop knowledge and understanding of equality of opportunity and diversities and how to work affirmatively to promote social inclusion in their clinical practice;

7.2 value social inclusion and demonstrate a commitment to equal opportunities;

7.3 understand issues of power, discrimination and oppression, the psychological impact of these, and how to work with these issues psychologically;

7.4 develop an understanding of the importance of cultural and ethnic backgrounds and an awareness of difference including visible, less visible, and mixed backgrounds, and be able to work from a knowledge base of different cultural frameworks;

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Summary of coverage

7.5 have an understanding of the major religious beliefs and practices, spirituality, and how to work with these in clinical practice;

7.6 understand the diversity of forms of relationships and families in gender and sexual minority clients; be knowledgeable of the diversity of sexual and gender minority identities and practices; work affirmatively with gender and sexual minority clients, understanding contemporary models of gender and sexuality, internalised oppression, and the impact of stigmatising beliefs; and recognise that attitudes towards sexuality and gender are located in a changing socio-political context, and reflect on their own understanding of these concepts;

7.7 be mindful of the impact of socioeconomic status and disadvantage and limited access to resources and services;

7.8 be aware of attitudes towards disabled people and the social construction of disability, and appropriate models for practice;

7.9 understand the principles and requirements of safeguarding of children and vulnerable adults; and

7.10 understand human development across the lifespan and the issues of discrimination and disadvantage that can arise.

8. Personal and Professional Skills and Values

8.1 understand ethical issues and relevant legal frameworks and guidance and be able to apply these in complex healthcare and therapeutic contexts, ensuring that informed consent underpins all contact with

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Summary of coverage

clients and research participants;

8.2 strive to do no harm by recognising their personal limitations, appropriate boundaries and understanding of the dynamics present in therapeutic and other relationships, including dynamics of power;

8.3 understand the experience of therapy through active and systematic engagement in personal therapy, which will enable them to:

(i) demonstrate an understanding and experience of therapy from the perspective of the client, which will be utilised to guide their own practice;

(ii) demonstrate an understanding through therapy of their own life experience, and understand the impact of that experience upon practice;

(iii) demonstrate an ability for critical self-reflection on the use of self in therapeutic process;

8.4 demonstrate creativity and artistry in the use of language and metaphor in the therapeutic process;

8.5 be able to monitor and evaluate their therapeutic practice through clinical supervision, qualitative feedback, quantitative outcome measures, feedback provided by service users, and their own personal therapy;

8.6 develop strategies to build resilience to handle the emotional and physical impact of practice and seek appropriate support when necessary;

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Summary of coverage

8.7 have the capacity to recognize when their own fitness to practice is compromised and take steps to manage this risk as appropriate;

8.8 hold themselves accountable to the public and the profession for their personal integrity;

8.9 demonstrate commitment to undertake professional development to ensure they can continue to work effectively in the best interests of their clients;

8.10 demonstrate commitment to pursuing ethical reasoning, and deeper personal and professional knowledge, relevant to practice;

8.11 develop a knowledge of and practical experience in ethical reasoning and decision making; and

8.12 demonstrate a commitment to continuing to abide by the Society's ethical framework and professional codes of conduct and practice guidelines and those of the Health and Care Professions Council.

9. Communication, influencing, teaching, and leadership skills

9.1 communicate 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 client and carers);

9.2 demonstrate competency in appropriate record keeping and report writing to enhance communication with other practitioners from the same

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Summary of coverage

and related fields;

9.3 understanding the process of communicating effectively through interpreters and having an awareness of the limitations thereof;

9.4 impart psychological knowledge in a professional capacity with a view towards influencing the psychological mindedness of teams and organizations;

9.5 demonstrate qualities such as being aware of and working with interpersonal processes, an ability to manage professional relationships, proactivity, and contributing to and fostering collaborative working practices within teams;

9.6 understand the organisational policies and contextual and legal frameworks within which they practice;

9.7 contribute to the management and auditing processes of the organisation at a stage-appropriate level;

9.8 work with a knowledge and awareness of the dynamics, use and misuse of process and power and being able to recognise malpractice or unethical practice and the appropriate organisational policies and procedures to respond; and

9.9 understand ways to contribute to the development and leadership of the counselling psychology profession.

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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.

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

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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:

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Staff FTE(Question 6.3)

Student FTE(Question 6.6) =

SSR(Question 6.6 ÷

Question 6.3)

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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 6.7 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?


6.12Please provide a brief overview of the activities undertaken by the staff referred to in 6.7 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.

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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









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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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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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Visit SEQ - Counselling Psychology (Doctorate) · Web view2019-11-22 · Visit SEQ - Counselling...

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