In this module you will learn about the regulatory frameworks and professional guidance that informs the work of clinical psychologists. You will identify how such guidance is applied in clinical settings and take a critical approach to understanding such frameworks. You will consider issues that impact upon your professional development and learn how to integrate safe and ethical principles of working into your practice. You will be required to reflect on your practice. You will also learn about group processes and team working and consider ways to communicate within teams. To help support your reflection and application of these things you will be required to engage in group working and problem based learning tasks.

Minimum entry level criteria for entry to Doctorate in Clinical Psychology.

1. Demonstrate development of personal and professional skills as determined by: understanding the statutory and regulatory framework of the HCPC and the BPS Code of Practice.
(Analysis, Application, Enquiry, Knowledge & Understanding, Learning)

2. Gain knowledge of group processes and ability to work effectively in a team; understanding and valuing the roles of all members within a team, and respecting diverse viewpoints.
(Application, Communication, Knowledge & Understanding)

3. Evidence the ability to share information in a way, which is accessible to others (MDT, Service Users etc). Interpersonal, presentation and communication skills necessary to work with colleagues within clinical psychology services. (Application, Communication)

4. Evidence the ability to reflect on own practice and modify as necessary in the light of experience: Self reflexivity. (Application, Enquiry, Learning, Problem Solving, Reflection)

5. Demonstrate an ability to self-manage workload, gain appropriate supervision/support/skills from others and reflect on both the impact of clinical practice on oneself, and the impact of one’s own value base upon clinical practice. (Analysis, Reflection)

There are FOUR elements of assessment for this module, 2 x Enquiry Based Learning Tasks (each weighted 50%), and 2 x Reflective Reports (0% weighted).

1. In the first year trainees will be required to compete an enquiry based learning (EBL) group task (1,3 and 4) regarding a case vignette. They will present their findings to their peers and assessors in a group presentation within a time limit of 25 minutes plus 5 minutes for questions. Weighted at 50%.

2. In the second year, trainees will be given additional ‘updated’ information on the case vignette and will work in the same EBL groups to address the additional issues posed. They will present their findings to their peers and assessors in a formal assessed group presentation in which they will also be required to reflect on the group process and their own professional development across the module (all learning outcomes addressed). There will be a time limit of 25 minutes for the presentation plus 5 minutes for questions. Weighted at 50%.

3. Trainees will also be required to write two reflective accounts (up to 1000 words each), one for each year of the module based on their own individual contribution to the group task and presentation, relate this to the learning objectives as well as focusing on personal strengths and areas for development. The reflective account in Year 2 should have more of a developmental emphasis and reflect on progress made and areas for continued development. To assist them, videos of their group presentations will be shared with Trainees, particularly to support reflection in respect to Learning Outcome 3. The reflective account is 0% weighted but an assessed part of the module.

The trainees will be required to engage in discussion forums throughout the module.
If more than 1 form of assessment please indicate whether all elements must be passed. All learning outcomes must be achieved, and all assessments must be passed.
Additional Assessment Details (include formative feedback / assessment):
Formative assessment will be provided throughout discussion forums.

72 hours will be allocated to workshops in relation to the module.
12 hours will be allocated to group working.
Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading /assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.

Independent Study: 216 Hours:
140 hours reading, ten hours per teaching session.
76 hours assessment preparation, though some of the reading hours will also be related to the assessment. Some of the allocated hours for group work within teaching days will also be expected to be used to plan and prepare the EBL group assessment and rehearse the presentation.

BPS, DCP and HCPC guidelines on professional practice and conduct.
Allan, A. and Love, A. (2010) Ethical Practice in Psychology. London, Wiley.
Francis, R. (2009). Ethics for Psychologists. Wiley Blackwell.
Hildebrand, J. (1998). Bridging the Gap: A Training Module in Personal and Professional Development. London: Karnac Books.

A room for teaching and EBL group work. Video camera and tripod for the summative assessment (EBL group presentation). Programme textbooks and learning materials as suggested. Access to the Internet (including Blackboard) and library resources.

In this module you will learn about the regulatory frameworks and professional guidance that informs the work of clinical psychologists. You will identify how such guidance is applied in clinical settings and take a critical approach to understanding such frameworks. You will consider issues that impact upon your professional development and learn how to integrate safe and ethical principles of working into your practice. You will be required to reflect on your practice. You will also learn about group processes and team working and consider ways to communicate within teams. To help support your reflection and application of these things you will be required to engage in group working and problem based learning tasks.