• Clinical experience
• Interaction and networking
• Lectures
• Networking
• Online resources
• Practical sessions
• Real-life case studies
• Research project
• Supervisory team
• Video materials
• Workshops

Teaching attendance is mandatory. The academic teaching works in tandem with clinical placements. The curriculum in the first year covers core competencies in adult and older adult mental health and developmentally appropriate applications of clinical psychology. The latter extends through the second year, covering learning disabilities and children and young peoples’ mental health. The third year, teaching primarily focuses on Clinical Health and specialist areas, as well as the development of higher-level competencies and meta-competencies, such as supervisory, management and leadership abilities.

Neuropsychology teaching takes place primarily in the second year, however, as is the case with professional practice and research teaching, these units are interwoven throughout the three years of the course.

There is also some opportunity for trainee cohorts to choose topics in the academic teaching in the third year.

Throughout the course trainees will also receive specialist teaching on our primary therapeutic models, Cognitive Behaviour Therapy and Systemic Family Therapy.

The course emphasises the integration of university-based theoretical and clinical skills training using a range of research led teaching and learning strategies. This includes traditional lectures using blended learning, flipping, workshop-based training, problem-based learning, small group sessions, and debates, matching the topics to be taught to the methods of teaching. Teaching is enhanced through the common use of interactive learning methods to ensure an engaging learning experience.

The clinical/research/academic integration is enhanced by teaching which is delivered both by course staff and clinical psychologists from across the region with respective expertise in their fields, as well as teaching by national experts. During the programme occasional teaching days take place in NHS settings as "Away Days". These sessions are also an opportunity for trainees to familiarise themselves with the range of NHS and social care services across the region.

You will usually complete six placements, each of six-months duration, during the programme. The first two years focus on: core placement experiences. This involves working with adults of working age and adults with issues relating to later life in the first year, and; in the second year with people with intellectual disability and neurodevelopmental disorders and children, adolescents and young people. The first placement is mostly observational at first with only one day per week in placement. This, increases to two and then three days per week placement, as the trainee takes on more clinical responsibility. At this point they then have two days per week at the University. In April trainees will begin their second placement. Some first-year placements are within lifespan services, and in such cases, trainees may remain in the same setting for the whole of the first year.

In the final year, trainees can choose their ‘elective placements’. As the course has a strong commitment to Clinical Health Psychology training, it is anticipated that the majority of trainees will have one placement of this kind in their final year. However, trainees who wish to gain experience in other specialist areas can choose to do so. For the final year, trainees may opt to have either two six-month placements sequentially or they can have split 12-month placements across two services (usually with two days in one service and one day in another service, swapping this balance after 6 months).

The aim is to arrange placements that meet the requirements of clinical psychology training whilst offering some flexibility to account for the particular needs, interests and career aspirations of the trainee. There is a personal planning and training needs assessment process which is central to making such arrangements work.

A range of other specialisations may also be developed, based on trainee career aspirations and NHS requirements, availability of appropriate expertise and supervisory capacity. Such specialisation can begin relatively early in the course. Assuming sufficient development of core professional competencies, specialisation can be emphasised during the third year of the course through elective placements.

Given the geography and size of the region, and the fact that some services work with vulnerable individuals where home visits are essential, we strongly recommend that trainees have a car plus current valid driving license to access placements which will allow them to meet their training needs, and align to service requirements. This means, they will not restrict training opportunities for themselves or for others. Arrangements will be made for trainees unable to drive through disability.

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