Welcome to DClinPsy Psychology
The DClinPsy Psychology at Lincoln is referred to as the Trent Programme, a multi-agency collaboration between Derbyshire Healthcare Foundation NHS Trust, Lincolnshire Partnership Foundation NHS Trust, Nottinghamshire Healthcare NHS Trust, and the Universities of Lincoln and Nottingham.
The programme is designed to train students from diverse backgrounds to become resourceful clinicians capable of drawing on a broad range of psychological models and theories, including cognitive behavioural therapy (CBT), to inform their practice as Health and Care Professions Council (HCPC) registered and British Psychological Society (BPS) Chartered clinical psychologists. Upon successful completion, the programme leads to the award of a DClinPsy doctoral degree.
The programme aims to develop the strengths of both scientist-practitioner and reflective-practitioner stances; skills in a variety of assessment, formulation, and intervention techniques; confidence in using research methods to answer clinical questions; organisational and service evaluation skills; and awareness of priority groups within the NHS. Students can develop the confidence required to perform as highly effective individual clinicians, and in the leadership and consultancy roles expected of the clinical psychologists of the future.
Applicants can apply at: http://www.leeds.ac.uk/chpccp/start.html
Accreditations and Memberships
This programme is approved by the Health and Care Professions Council (HCPC) and accredited by the British Psychological Society (BPS), and leads to a professional qualification in Clinical Psychology (Doctor of Clinical Psychology - DClinPsy).
Students begin their training with a concentrated block of teaching, during which we can assess their baseline competences in a range of areas. We also aim to provide detailed and constructive formative feedback, and students can develop their own learning plan.
As students progress on the programme, they have increasing opportunities to reflect on their personal trajectory as a psychologist in training and discover their talents and interests. Central to students’ professional development is our practice-based learning approach to both teaching and assessment.
Evidence Based Practice (EBP) Models
As BPS-accredited training, this programme offers experience in cognitive behavioural therapy and other evidence-based practice models. During the first term of the second year, there are flexible options which allow students to study complementary and alternative evidence-based practice approaches. During the third year, there is the opportunity to consolidate special interest through the choice of the third year specialist placement.
How You Study
The overall purpose and philosophy of the programme is designed to meet the changing clinical, organisational, and training needs of the NHS.
The course begins with a focus on working with individuals, progresses to working with groups and families, before finally focusing on working at a societal level and on systems and in organisations. The programme is complemented by the opportunity to develop research skills and takes an evidence-based approach to clinical practice.
In accordance with the current Health and Care Professions Council Standards for Education and Training, and with current British Psychological Society accreditation criteria, teaching is based on HCPC Standards of Proficiency and BPS core competences. The academic programme has been designed to mirror the planned acquisition of competences on placements.
During the first year, the emphasis is on acquiring basic clinical skills and practising them in one-to-one settings. These skills are taught in the Professional Skills module delivered primarily at the University of Lincoln. Students also start the first research module and trainees have a year-long two-part Foundation Placement in their home Trust during the first year.
The first part of the placement focuses on assessment and formulation, and the second on intervention and evaluation. Clinical placement work is introduced in the first term and provides the opportunity to practise the skills students have developed, to work with longer term cases, and to become familiar with how a clinical psychology service operates.
During the second term, the Individual Client Interventions module is taught at the University of Nottingham on a day release basis, alongside the second research module in which trainees produce a systematic literature review. Throughout most of the programme trainees have one day per week for independent study, and during certain parts of the programme students also have a day per week for research.
In the second year, students can consolidate their skills and begin to develop the competences required to work with people with disabilities, children and adolescents, and older adults. They are able to do this during two core placements of six months in a clinical area which differs from the Foundation Placement. These placement experiences are supported by two academic modules: Integration and Specialist Options, which emphasises evidence-based practice alternatives to cognitive behavioural therapy in Term 1; and Life-span Development in Term 2. During the second year, trainees also work towards completion of a research portfolio for submission early in the third year.
The final year of the programme focuses on developing the skills needed to work with small groups and families, before shifting towards working with systems and at an organisational level. There are two taught modules: Families, Groups, and Indirect Work (taught at Lincoln during Term 1), and Systems and Organisations (taught at Nottingham during Term 2).
Students also undertake two more placements and may have the opportunity to choose one of these placements in a specialised area. The main purpose of theses placements is to ensure that any client groups, areas of work, standards of proficiency, and competences not addressed by the previous placements, but required by the HCPC and the BPS, have been achieved.
Contact and Independent Study
While on a placement, students receive one and a half hours per week of formal supervision and one and a half hours of informal contact with a supervisor. There is also a minimum of three meetings per placement with a clinical tutor. More meetings are available depending on individual student needs.
There is a thirteen-week intense block of teaching at start of the course, followed by teaching one day per week for most of the first six months of the academic year. There is also a minimum of two meetings per term with a personal tutor (one individual and one group).
Students are able to meet with their research tutor a minimum of ten times per year. More meetings are available depending on individual student needs.
Students are generally expected to spend one day per week in independent study. Larger blocks of independent study and 'study days' are expected around the thesis and other submissions. The amount of independent study required will vary depending on the individual needs of each student.
An Introduction to Your Modules
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
How you are assessed
The programme makes use of practice-based learning and associated assessments during the first and third years. Students are assessed using a combination of assessed role-play interviews and presentations, as well as written exercises. The programme also uses case studies, essays, oral presentations, and vivas to assess progress throughout the programme.
Students will receive assignment feedback via email consisting of a provisional grade, detailed formative feedback (containing the comments of at least two markers), and a summary statement.
For anything other than the thesis, we aim to return marks and feedback on the Friday morning six weeks post-submission. If delayed, feedback will be returned the following Friday.
Extensions and Resubmissions
Normal turnaround time cannot be guaranteed for students who receive extensions or resubmissions of work.
These one-year placements aim to help students feel part of a team, establish a secure base, identify with a service, develop effective working relationships, and work with longer-term cases. Foundation placements are usually in adult mental health services with an emphasis on cognitive behavioural therapy based formulations and interventions. Other evidence-based practice models are also introduced to encourage students to make critical comparisons and develop expertise in their preferred approaches.
One of the defining characteristics of being a clinical psychologist is the constant requirement to integrate theoretical knowledge and scientific methods of psychology with sound practical competences within a professional and ethical framework. To help with this challenge, we have designed a learning experience that is practice-based from the start.
Students joining the programme become members of a learning group of four trainees, collaborating to analyse and solve a range of problems that reflect clinical realities. Working as a group, they are able to tackle issues arising within individual, group, and systemic interventions using a variety of strategies and techniques. As part of this experience, students can consolidate their team-working skills, enhance their understanding of group dynamics, and reflect on their functioning in groups. Practice-based exercises are at the core of the intensive initial teaching block and aim to develop the confidence and skills needed to enjoy and make the best use of the learning opportunities on the Foundation Placement.
The programme operates buddy and mentor schemes to support trainees. The buddy scheme aims to pair up first year students with those who have already progressed on the course to provide informal support and help build relationships between different year groups. The mentor scheme is designed to enable trainees to make contact with a qualified clinical psychologist in the Trent region for support throughout the programme.
The research pathway is designed to increase confidence by building up students’ research projects through a number of stages, each of which attracts detailed formative feedback and contributes to the final research portfolio, which may provide students with two potentially publishable papers. Students will be asked to think about their thesis topic before the start of the programme, and are provided with a list of potential topics to choose from. It is also expected that students will have finished their thesis by the end of the first term of the third year of the programme.
The Sarah Swift Building is the home of the Schools of Health and Social Care and Psychology. The building houses specialist teaching and research spaces for both Schools, as well as general teaching and learning facilities for the wider University.
Over the past two decades, the University has invested more than £350 million in its Brayford Pool Campus, with further plans to invest in additional facilities and refurbishments of existing buildings. Based on the picturesque Brayford Pool marina, everything you need is either on campus or a short walk away.
This programme is designed to train people from a diverse range of backgrounds to become resourceful clinicians capable of drawing on a broad range of psychological models and theories, including cognitive behavioural therapy, to inform their practice as HCPC registered and BPS chartered clinical psychologists.
Entry Requirements 2023-24
First or upper second class honours degree (or international equivalent) in Psychology recognised by the British Psychological Society as conferring Graduate Basis for Chartered Membership, and a minimum of one year of relevant experience. Candidates with a lower second class degree (or international equivalent) may be considered if they EITHER have a postgraduate degree at masters level or higher OR meet specific contextual admissions indicators. Applicants are strongly encouraged to complete the contextual admissions questionnaire.
Applicants should have previous supervised practical experience relevant to clinical training which demonstrates that they have the personal and intellectual ability, including writing skills, to pursue a challenging and demanding postgraduate training course.
Postgraduate research experience can be an advantage, and the capacity to be critical and analytical, to work in a self-motivated independent way, and to set personal priorities is essential. Innovative and entrepreneurial potential is also highly desirable. Candidates should have a long-standing interest in clinical psychology and a strong understanding and commitment to the positive and unique contribution psychologists can make to the NHS.
Excellent interpersonal skills at a level appropriate for dealing with people in distress and the ability to collaborate with colleagues from other disciplines are expected. Candidates should note that with the Clearing House application the Relevant Experience Reference must be from your current employer.
The programme covers a large geographical area and teaching is provided at both the University of Lincoln and the University of Nottingham. A current driving licence or other means of being independently mobile is essential. Trainees should expect to travel for at least two and a half hours per day (between both universities and from base to placement).
Trainees whose first language is not English will be required to have a recognised English language qualification achieved no more than two years prior to admission:
- A British Council IELTS overall minimum score of 7.5 with no element below 7.0, achieved no more than two years prior to admission.
- Pearson Test of English Academic: 73 (minimum 67).
- Centre for English Language Education pre-sessional course final assessment of "Pass with High Distinction".
The selection procedure operates within the equal opportunities policies of the two universities and the NHS partners, and no applicant will be discriminated against on grounds of race, religion, gender, age, disability, or sexual orientation. Groups currently under-represented in clinical psychology are encouraged to apply, including individuals from ethnic minorities and people with disabilities.
The programme currently only accepts trainees who are funded through NHS training commissions, and successful candidates will be employed by one of the three partner trusts. All applicants are subject to the same selection process and criteria regardless of which NHS Trust employs them.
Entry to the programme is through the Clearing House application and subsequent selection procedure. All trainees must undertake the full programme. APL or APEL does not apply.
Fees and Funding
This programme currently only accepts trainees who are funded through NHS training commissions. Funding updates can be found on the Clearing House funding page: https://www.clearing-house.org.uk/
Find out more about how postgraduate study can help further your career, develop your knowledge, or even prepare you to start your own business at one of our postgraduate events.Find out More
PG Dip Counselling
This programme provides opportunities for students to develop their knowledge and skills as a counsellor.
MSc Psychology by Research
MSc by Research students are able to conduct independent research into an area of psychology of their own choice and produce an extended thesis.
MPhil/PhD Psychology Research Opportunities
MPhil and PhD students are able to conduct independent research into an area of psychology of their choice and produce an extended thesis.