Postgraduate Programme Specification
Doctorate in Clinical Psychology
Academic Year 2022/23
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title | Doctorate in Clinical Psychology | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Doctorate in Clinical Psychology | |||||||||||
Programme Code | PSY-DCL-CL | UCAS Code | HECoS Code |
100494 - Clinical psychology - 100 |
ATAS Clearance Required |
No |
Health Check Required |
Yes |
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Portfolio Required |
-- |
Interview Required |
tbc |
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Mode of Study | Full Time | |||||||||||||
Type of Programme | Research | Length of Programme |
Full Time - 3 Academic Years |
Total Credits for Programme | 540 | |||||||||
Exit Awards available | No |
Institute Information
Teaching Institution |
Queen's University Belfast |
School/Department |
Psychology |
Quality Code Higher Education Credit Framework for England |
Level 8 |
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Clinical psychology (2004) |
Accreditations (PSRB) |
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British Psychological Society |
Date of most recent Accreditation Visit 17-05-19 |
Health and Care Professions Council |
Date of most recent Accreditation Visit 10-02-11 |
Regulation Information
Does the Programme have any approved exemptions from the University General Regulations No |
Programme Specific Regulations Exit award – Masters awards. Should students not pass sufficient modules to be awarded the Doctorate, a Masters in Applied Psychology may be awarded depending on the number of modules passed and CATs points accrued. At least 180 CATs points must be accrued in this instance. This award will be at the discretion of the Board of Examiners and does NOT confer eligibility to apply for HCPC registration. If a student fails to be awarded the Doctorate due to his or her major piece of research failing to reach doctoral quality, an MPhil may be awarded. The award of an MPhil will be at the discretion of the Board of Examiners. Such an award would not confer eligibility to join the HCPC Register. Students may only be awarded ONE of these exit awards depending on modules examined and stage of exit. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) Yes |
Educational Aims Of Programme
On completion of the programme the student will be able to:
To train students to the standards required by the HCPC Standards of Proficiency and BPS Committee for Training in Clinical Psychology accreditation criteria and the requirements for registration as Clinical Psychologist with the HCPC, and Chartered Psychologist with the BPS, for professional practice in the NHS and other health and social care settings.
To promote clinical psychology knowledge and skills, and related research skills, to doctoral level standards, which equip graduates to work effectively with a range of clients, across the lifespan - with a range of acute and enduring, functional and organic, presentations - and in a range of settings from primary care to tertiary and residential services.
To promote essential skills in psychological assessment utilising psychometric, neuropsychological, clinical interview and observational methods with individuals, families and groups.
To promote competence through academic learning and placement experience in at least two formal models of psychological interventions, one of which must come from the Cognitive Behavioural school. Graduates of the programme should also be able to draw from and integrate interventions from a range of intervention knowledge bases as appropriate.
To promote a reflective, scientist-practitioner, approach to psychological assessment, formulation, intervention and evaluation. An ethos pervades the course of integrating psychological theory with practice, drawing from the evidence base and service user positions to inform practice and research activities.
To promote knowledge and skills of consultation, leadership and multidisciplinary working which foster the capacity for indirect work to promote health and well-being.
To promote doctoral level research knowledge and skills which will enable the graduate to critically engage with the evidence base of the profession as a contributor, as well as a consumer.
To promote personal awareness and development, in particular with respect to how personal and interpersonal factors and diversity of cultural and sub-cultural contexts, impact on therapeutic processes and professional practice.
To foster the highest calibre of ethical practice in clinical work and research activities, in accordance with the HCPC Guidance on Conduct and Ethics, BPS Code of Conduct, professional practice and statutory guidelines at national and regional levels.
Learning Outcomes
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Select and synthesise prior knowledge and experience in order to apply this critically and creatively in complex and novel clinical and research situations. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Think in a critical, reflective and evaluative way in order to make informed judgements on complex issues and in specialist fields, often in the absence of complete information. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Think critically and reflectively with regards to personal and professional development. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations in professional practice. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Communicate psychologically-informed ideas and conclusions to specialist and non-specialist audiences |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Manifest doctoral level research skills – critical appraisal of knowledge base; form research partnerships; conduct service related applicable research; conduct conceptual and generalisable applied research to a level which merits publication; disseminate and report in appropriate research outputs. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Adapt practice to a range of organisational contexts; provide appropriate levels of supervision and leadership. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Psychological theory and evidence, related to the clinical presentations of various specialist client groups, and across the lifespan, which underpins clinical practice. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
At least two formal models of psychological interventions, their evidence base, protocols and implications for psychological assessment, formulation, intervention and evaluation |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Research design and analysis, application and evaluation |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Personal, professional and ethical issues as they pertain to the practice of clinical psychology. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Psychological assessment – development of working alliances; capacity to choose, use and interpret findings from a broad range of assessment protocols including interview, psychometric and observational methods; conduct appropriate risk assessment; assess within socio-cultural contexts. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Psychological formulation – create a psychological formulation of presenting problems which integrates information from assessment, utilising a coherent theoretical framework and incorporating interpersonal, socio-cultural and biological factors; communicate to clients and relevant others in a way which is helpful and assists with planning interventions; capacity to revise in light of intervention outcomes and new information. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Psychological intervention – implement a formulation based plan of intervention in appropriate collaboration with clients, carers, services; utilise as appropriate at least two formal models of psychological therapy from the cognitive behavioural school and one other; carry out such interventions when working with key clinical presentations of adulthood (e.g. depression, anxiety, trauma, psychosis), childhood (e.g. mood, conduct, developmental) and specialist populations (e.g. neurological, dementia, challenging behaviours, forensic); promote therapeutic programmes through indirect working (e.g. with families, carers, multidisciplinary teams). |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Evaluation of psychological intervention – capacity to select appropriate methods to evaluate effectiveness, acceptability and broader impact of interventions; skills in formal and informal audit procedures. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Working in a critically reflective and self-aware way – capacity to reflect on how personal processes impact on professional practice; formulate personal and professional development plans; use supervision and critical feedback to reflect on practice; develop strategies to handle the emotional impact of practice with awareness of boundary issues. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Ethical decision making in complex clinical and research contexts with the capacity to ensure informed consent underpins engagement with clients and research participants. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Communication and teaching of psychological skills and opinion – adapting to different recipient needs; providing expert opinion in formal and informal settings; providing appropriate level of supervision, training and leadership. |
Teaching/Learning Methods and Strategies Lectures Methods of Assessment Critical and systematic literature reviews |
Module Information
Stages and Modules
Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Applied Research 2 | PSY9021 | 8 | 20 | YES | YES | 36 weeks | N | YES | -- | 100% | 0% | 0% |
Clinical Psychology 1 | PSY9053 | 8 | 55 | YES | YES | 36 weeks | N | YES | -- | 100% | 0% | 0% |
Clinical Psychology 2 | PSY9054 | 8 | 55 | YES | YES | 36 weeks | N | YES | -- | 100% | 0% | 0% |
Clinical Psychology 3 | PSY9055 | 8 | 20 | YES | YES | 36 weeks | N | YES | -- | 100% | 0% | 0% |
Applied Research 3 | PSY9026 | 8 | 60 | YES | YES | 36 weeks | N | YES | -- | 100% | 0% | 0% |
Applied Research 1 | PSY9015 | 8 | 60 | YES | YES | 36 weeks | N | YES | -- | 100% | 0% | 0% |
Placement 2 | PSY9022 | 8 | 55 | YES | YES | 24 weeks | N | YES | -- | 100% | 0% | 0% |
Placement 4 - Specialist Services 1 | PSY9027 | 8 | 50 | YES | YES | 24 weeks | N | YES | -- | 100% | 0% | 0% |
Placement 3 | PSY9023 | 8 | 50 | YES | YES | 24 weeks | N | YES | -- | 100% | 0% | 0% |
Placement 5 - Specialist Services 2 | PSY9028 | 8 | 50 | YES | YES | 24 weeks | N | YES | -- | 100% | 0% | 0% |
Placement 1 - Foundations of Psychological Therapy | PSY9016 | 8 | 65 | YES | YES | 36 weeks | N | YES | -- | 100% | 0% | 0% |
Notes
Pre-requisites:
PSY9015 Applied Research 1 - None
PSY9016 Placement 1– Foundations of Psychological Therapy - None
PSY9053 Clinical Psychology 1 - None
PSY9021 Applied Research 2 - PSY9015, PSY9016 & PSY9053
PSY9022 Placement 2 - PSY9015, PSY9016 & PSY9053
PSY9023 Placement 3 - PSY9015, PSY9016 & PSY9053
PSY9054 Clinical Psychology 2 - PSY9015, PSY9016 & PSY9053
PSY9026 Applied Research 3 - PSY9015, PSY9016, PSY9053, PSY9021, PSY9022, PSY9023 & PSY9054
PSY9027 Placement 4 – Specialist Services 1 - PSY9015, PSY9016, PSY9053, PSY9021, PSY9022, PSY9023 & PSY9054
PSY9028 Placement 5 – Specialist Services 2 - PSY9015, PSY9016, PSY9053, PSY9021, PSY9022, PSY9023 & PSY9054
PSY9055 Clinical Psychology 3 - PSY9015, PSY9016, PSY9053, PSY9021, PSY9022, PSY9023 & PSY9054