Surrey promotes the reflective scientist-practitioner model within training and practice. We strive for reflexivity and self-reflexivity in all aspects of our approach to teaching and learning, and we support and encourage trainee clinical psychologists to find a comfortable integration of the reflective practitioner with the dominant model of the scientist-practitioner.

Integration is key. As training progresses we support reflection on the similarities and differences between the major models of psychotherapy, encouraging an understanding of when and where the approaches are complementary and work together in relationship. Formulation skills and progressive hypothesising both develop and contain ideas and explanation when working with complex clinical problems and within complex systems. These processes are encouraged and developed on clinical placements, within reflective writing tasks and assignments, and during the Personal and Professional Development Groups (PPD; described below).

The Cognitive Behaviour Therapies

The Surrey Programme’s approach to teaching theory and practice of the three psychotherapeutic orientations is a developmental one. The theory and practice of cognitive therapy is taught during the three years of the academic Programme. Cognitive behaviour therapy teaching initially aims to provide trainees with basic and solid knowledge of the fundamentals of theory and practice of cognitive therapy; assessment, case conceptualisation and key therapeutic techniques are discussed within the cognitive behaviour framework. Progressively, the aim is to help the trainees to build up on the fundamental theoretical concepts and cognitive techniques and to help them develop thorough case conceptualisations and action plans. Teaching is done through a number of methods: presentations, workshops, case discussions, video presentations and written tasks.

The Psychodynamic Psychotherapies

Psychodynamic approaches are taught across the three years mostly by clinical psychologists who also have a formal qualification in psychoanalytic psychotherapy or psychoanalytic psychology. The primary model taught is Object Relations Theory, though there are opportunities to work with other models. Methods of teaching include lectures, case discussions and experiential workshops. There are a number of placements offering psychodynamic experience. Trainees who wish to pursue their own therapy while training are encouraged to do so.

The Systemic Psychotherapies

Systemic theory is taught at Surrey during the three years of the academic Programme, starting with key concepts and theories, specific applications and developing a particular focus on working with issues of diversity, the use and abuse of power within family and wider social systems, working with teams, professional networks and inter-agency systems, and working with complex clinical problems. The key here is in learning to think systemically, whilst working in other explanatory models, so that the impact of wider social and political systems on individual well being and group behaviour is incorporated into our thinking and practice.

Systemic practice is also taught within the academic Programme and follows a developmental model. Basic and then more advanced systemic techniques of assessment, formulation, intervention and evaluation are taught, using didactic presentation, experiential learning, case discussion, and written exercises. Such techniques include: the use of genograms; circular questioning; solution focused methods, narrative approaches; systemic consultation, and so on.

Problem Based Learning

Problem Based Learning (PBL) creates an opportunity to learn in a number of different ways: through the process of group formation; collaborating with peers; through the presentation of work to others; and by the writing of reflective accounts. PBL exercises will be set once or twice per year, each exercise running for a maximum of six sessions within the PPD Groups. Topics covered will include: change; ethical approval for research; working with children and adults with learning disabilities, and working with older people. The members of each Problem Based Learning group will make decisions about how the exercise is approached, with assistance from the Programme team facilitator. The work of each group will be assessed by a presentation to peers and colleagues. A reflective account on some of the exercise will also be produced by each individual approximately three months later.

Personal and Professional Development Policy

The Surrey PsychD in Clinical Psychology adopts a developmental view of personal and professional development (PPD) across the three years of training. The competency model of training forms the basis of all learning outcomes, whereby trainees are expected to demonstrate increasing levels of competence over time. Teaching is provided by NHS staff, and informed by NHS policy documents, so that graduates will be able to work according to the emerging Health Professions Framework.

Throughout the Programme trainees are actively encouraged to engage with the full range of opportunities to foster their entire development. It is acknowledged that time is required to develop self reflective skills and self knowledge, such as, of an individual’s learning strengths and areas that are more challenging. To enable this, the Programme has put in place a number of interlinked opportunities which can support both immediate reflections and space to consider progress over the longer term.

The curriculum fosters reflective and ethical practice, transferable skills and an appreciation of life-long learning, within a scientist-practitioner framework, so that graduates will be able to work flexibly within the changing context of the NHS. Personal and professional competence is specified, developed and integrated through teaching, developmental tutoring, clinical and research supervision, inter-professional learning, case discussion groups, and mentoring, and is overseen through the annual appraisal process.

It is acknowledged that the Programme makes considerable demands on trainees and stretches them, both at an intellectual and emotional level. One crucial part of clinical psychology training is the development of confidence and competence at both a personal and professional level. The Programme expects trainees to take their responsibility in this area seriously, and trainees are encouraged, therefore, to be familiar with the supports available to them either via the Programme or University, or through individual therapy. These are outlined below. It is anticipated that trainees experiencing high levels of distress will inform a member of the Programme team of their situation as soon as possible. This will enable the Programme to ensure that trainees are supported appropriately. Such discussions are confidential.

This sections below provide greater detail of both the personal and professional support opportunities and mechanisms.

Academic Teaching

The whole academic Programme addresses, at some level, relevant professional and role issues. In addition trainees can arrange some additional training events to address their needs. A budget of £100 is available each year to each trainee for attending conferences.

Supervision on Placement

Work with people in distress can produce a range of challenges to the trainee at both a personal level and in relation to the development of a professional role. It is anticipated that trainees feel able to discuss any such matters with their supervisor and use it to enhance their growth in clinical competence.

Mentors

Trainees will be assigned a mentor at the start of the Programme.

1. Who are the mentors?
   Mentors are experienced clinical psychologists who work in the region that provides clinical training placements for the Surrey University PsychD Clinical Psychology Programme. Mentors have a particular interest in fostering the personal and professional development of clinical psychology trainees. Mentors are experienced in the profession and familiar with the stresses and strains of working in the NHS. In many respects they are role models.
2. What is mentoring?
   Mentoring is not the same as clinical supervision, not least because the mentor does not assume the hierarchical evaluative role of the clinical supervisor. Regular meetings with a mentor provide a reflective space for the trainee to think about their personal and professional learning, and most importantly how training to be a clinical psychologist affects them over the three years of the Programme. The process of mentoring is complementary to the support offered to trainees by current Course team members and is part of the overall Surrey approach to the development of reflective practice.
3. How often? Where? Who initiates the meetings?
   Trainees will meet their mentor at least once a term. We recommend between 1-2 meetings each term, or at least 3 times per year. Each meeting will likely last one hour.
   Meetings will take place at the mentor’s place of work, unless mutually agreed to be elsewhere.
   Trainees are expected to contact their mentors to set up the first meeting, and of course, from then on, meetings can be mutually arranged.
4. Duty of care and confidentiality
   Meetings with the mentor are confidential, except for our usual duty of care responsibilities. Thus, if mentors are concerned that a trainee may be at risk of harm, or at risk of doing harm, then the mentor shall discuss this with the trainee, whenever possible, and then seek consultation with the Course Director or Deputy Director, and/or other appropriate agencies.
   If the trainee wishes to raise issues of concern about others’ professional practice, the mentor is encouraged to discuss with the trainee whether it is appropriate to consult with senior Course team members.
5. Support for mentors
   Arlene Vetere, Deputy Programme Director has agreed to provide regular consultation for mentors. Should mentors wish, they are free to consult with Mary John, Programme Director, or Nan Holmes, Clinical Director.
6. What if I want to change?
   Trainees are allocated to mentors at the start of the 3 year training Programme, on a geographical basis, as far as is possible, to facilitate ease of meetings. However it is not unusual to find that a mentor or trainee may wish to change the arrangement. Should that happen, please speak to Arlene Vetere who will help with the transition. If the mentor leaves their post during the three year period, we shall find the trainee another mentor.

Personal and Professional Discussion Groups

In the first year of training, PPD groups meet every fortnight for 1.5 hours. Each group is facilitated by a member of the Programme team or a Regional Psychologist, and typically contain eight trainees. Each small group of trainees remains together over the three years. PPD groups are designed to promote reflection on clinical work, with reference to personal and professional learning, ethical dilemmas in our work, appreciation of diversity and the development of cultural attunement, and theory-practice linking. The PPD groups form the backbone of the Surrey approach to evidence-based reflective practice, and the integration of the scientist-practitioner and reflective-practitioner approaches. They complement the personal and professional learning taking place in the clinical supervision relationship.

In the second and third years, the PPD groups’ time is divided between providing a continuing opportunity to reflect on personal and professional practice, and reading seminars.

Personal Psychotherapy

As part of their own development, some trainees may wish to undertake therapy whilst on the Programme. The Programme team regard this as a matter of individual choice and are equally supportive of those who wish to experience therapy and those who choose to foster their own personal growth by other routes. Unfortunately the Programme is unable to provide funding for either of these alternatives. It is anticipated that attendance at the PPD groups and meetings with mentors will aid each trainee’s personal and professional development.

Some useful numbers/web addresses for those wishing to seek individual therapy:

British Association of Psychotherapists – 020 9454 9823
Westminster Pastoral Foundation – 020 7361 4800
British Association for Behavioural and Cognitive Psychotherapies – http://www.babcp.org.uk

Personal Tutors

Trainees will be assigned a Personal Tutor from the Psychology Department at the beginning of the Programme. The tutor will make regular contact with the trainee. It is hoped that trainees will take any personal difficulties to their tutor or to any one of the staff they think will give them the help they require.

The Programme staff are concerned that trainees should not miss academic tuition or clinical training, or fail part of the examination requirements, by reason of personal problems and therefore wish to encourage trainees to explain their difficulties (even when they have satisfactory control of them) long before they are likely to impair their chances of achieving their degree.

Advice, Support and Access to Counselling Services

Clinical psychologists from the Region are available to offer advice and support to trainees who are having personal difficulties. They can be approached directly by the trainees in the strictest confidence. Details can be found in the Programme Handbook.

Help is also available from the University Counselling Service, see below for further details, and the University Dean of Students.

Access to the Centre for Wellbeing for Trainees on the PsychD Clinical Psychology Programme

Like any other University postgraduate, trainees on the PsychD Clinical Psychology Programme have full access to the University Centre for Wellbeing. The Cwnrew takes trainees from the PsychD Psychotherapeutic and Counselling Psychology Programme on placement and, therefore, procedures to ensure confidentiality for Clinical Psychology trainees have been developed. Thus, no trainee from the PsychD Clinical Psychology Programme is seen for counselling by any PsychD Psychotherapeutic and Counselling Psychology trainees on placement with the Centre. Further, PsychD Clinical Psychology trainees may be able to be seen for counselling on days when PsychD Psychotherapeutic and Counselling Psychology trainees are not on placement in the Centre.

The counsellors are sensitive to the confidentiality needs of the Clinical Psychology trainees and ensure that both their case notes and any case discussions are kept confidential from PsychD Psychotherapeutic and Counselling Psychology trainees on placement. At the first meeting the counsellor will describe the service’s policy on confidentiality in as much detail as the trainee wishes.

PsychD Clinical Psychology trainees are advised to make an appointment for counselling by contacting the receptionist Kate Norman on 9498 or k.norman@surrey.ac.uk if they have any personal concerns or questions about counselling.

Where trainees experience major negative life events, such as bereavement, the Programme team would strongly encourage them to take advantage of the University’s Centre for Wellbeing where they can be seen by a trained counsellor in complete confidence. Further, trainees experiencing high levels of work or home related stress or distress are equally strongly encouraged to take advantage of this Centre.

Programme Appraisal Meetings

Annual appraisal meetings are conducted with each trainee. The purpose of these meetings is to provide trainees with individual feedback on their progress in all elements of the Programme, and jointly to derive a coherent profile of strengths and learning needs to guide future development. The meeting is specifically to support trainees in their training and to put into place any additional support structures if required.

At each appraisal meeting, the trainee meets with the same Programme team member to enable the trainee’s strengths and learning needs to be clarified for the clinical, academic and research areas of the Programme. At the end of the meeting, the trainee and team member produce an agreed summary of strengths and learning needs to be addressed during the remainder of the year.

To facilitate this process trainees are asked to reflect on their experiences of training and complete the form (see below) and bring it to the appraisal meeting. The Programme team member will then read the appraisal form, look again at the marks gained for assignments and discuss their views as to the trainee’s progress.

Annual Appraisal Form

1. What is it about being a trainee clinical psychologist that you like?
   Dislike?
2. Which objectives were successfully achieved over the last year?
3. What aspects of your work do you feel you have done particularly well?
4. What aspects of your work have been particularly difficult?
5. Which objectives have been difficult to achieve or not achieved yet?
   Why?
6. What are your main strengths?
7. What are your main weaknesses/areas of need?
8. For Final Year Trainees Only: What do you see yourself doing in one year’s time?
9. For Final Year Trainees Only: What extra skills would you find helpful now and to achieve your long term goal?
10. Actions – how will the learning needs/extra skills that have been identified be met? What support do you need from the course with these?

Help to Foster Personal and Professional Development

These guidelines outline the availability of help and guidance from Programme Staff over the period of training. The means of accessing staff is also stated.

Programme Director/Deputy Director
You may wish to see the Programme Director/Deputy Director concerning any aspect of the Programme. Appointments can be made through the Programme Administrator or by emailing/speaking to the Programme Director/Deputy Director.

Academic Tutor
Trainees are allocated an Academic Tutor for the duration of the Programme to facilitate continuity and provide a basis for professional support throughout the three years of the Programme. Academic Tutors run regular Assignment Preparation Workshops in advance of each assignment. They also offer regular drop-in sessions. To make an appointment trainees are requested to contact the Academic Tutors via telephone, leave an answerphone/message with the Programme secretary or Administrator, e-mail or a leave note in his/her pigeon hole.

Clinical Tutor
Trainees are allocated a Clinical Tutor for the duration of the Programme to facilitate continuity and provide a basis for professional support throughout the three years of the Programme. If you are experiencing any difficulties regarding any aspect of your clinical work, any placement issues or interpersonal issues, it is essential that you discuss this with your Clinical Tutor at the earliest opportunity. Formal meetings are arranged to discuss, reflect and monitor your progress during and at the end of the placement when a review of the placement is undertaken to consider your strengths and learning needs. As well as these meetings trainees are encouraged to contact a Clinical Tutor at other times if they are experiencing difficulties. To make an appointment trainees are expected either to speak to the member of staff directly or to request an appointment via the Programme Secretary or Programme Administrator.

Research Tutor
Trainees are assigned a Research Tutor for the duration of the Programme. The Research Tutor is available to you for guidance and support for all your research assignments. The Tutors will additionally provide advice through workshops/workgroups on such topics as ethics committees, writing up research publications, and giving formal research presentations. The Research Tutors organise research clinics for trainee consultations. Further, special meetings are arranged with trainee year groups to address specific issues that require additional provision (e.g. viva preparation). Research Tutors will endeavour to make themselves readily available for consultation when you are preparing project proposals for submission. You can make individual appointments with your allocated Research Tutor directly by phone or email.

Programme Administrator, Clinical Placement Co-ordinator and Programme Secretary
Admin team members are responsible for certain aspects of the Programme and will be able to answer your general queries. They are available in the Clinical Office at the following times:
During University Semester time:
Monday to Thursday 9 am – 5.30 pm
Friday 9 am – 5 pm
During University Vacation time:
Monday to Friday 9 am – 5 pm

Technicians
The Technicians are responsible for the stores and the issuing of all equipment in the Department. If you wish to borrow equipment for research purposes you should see the technician who is on duty that day. Details of who is on duty is on each technician’s office door.

Help Within the University

Facilities for Trainees with Special Needs
We welcome trainees with special needs. We strongly encourage new trainees to inform their Personal Tutor, Course Team tutors, or Programme Director of their particular disability so that every effort can be made to accommodate and support the trainee and ensure a high quality learning experience during their time at Surrey.

The University Disability Coordinator and staff in Additional Learning Support are also available for advice. Since the type and severity of special needs or disability will vary, it is important to establish individual needs and design a set of actions well before the academic course starts, and in the light of the demands of each course and module.

If you require further information about how we are able to respond to a specific disability, please contact the Course Director or one of your tutors. Additional information can be found by contacting Additional Learning Support on 01483 689609 or ALS@surrey.ac.uk.

On Line Support
There is an online resource to allow trainees to develop IT skills within a number of Microsoft packages including Word, Excel, Access, PowerPoint, Outlook and Internet Explorer. This material is available to students both on and off campus at: http://www.surrey.ac.uk/itservices then click on ‘Information for Students’.

There is also a web site which contains a wealth of skills development material which trainees should find helpful: http://www.surrey.ac.uk/Skills/pack.

Accommodation Office
Should trainees encounter problems in respect of accommodation, please contact the Accommodation Office on 01483 682466.

Students’ Union
All trainees are members of the Students’ Union. See http://www.ussu.co.uk.

International Students
The International Office Team helps to support internationals students before, during and after their studies. Visit http://www2.surrey.ac.uk/international/officeteam.

International Student Representative
The International Student Representative, who is a fellow student and an official of the National Union of Students, can be contacted in the Students’ Union.

Chaplains
The University Chaplaincy can be contacted on 0148683696. The University has a network of Chaplans drawn from a range of spiritual traditions and religious communities. To find details go to http://www.surrey.ac.uk and click on the 'Chaplancy' link under 'Support, Health and Wellbeing'.

 Help From Outside the University

Citizens Advice Bureau
The University provides a wealth of willing expertise to help the trainee with every problem or difficulty likely to be encountered. Rarely, for special personal reasons, the trainee may have a problem which they prefer to deal with independently of the University. For such cases there may be a suitable source of help existing in the community, and advice on whom to approach can be obtained from the Citizens Advice Bureau on Guildford (01483) 576699.