Postgraduate Course: Adult Mental Health - Clinical Placement (CLPS12002)
|School||School of Health in Social Science
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 12 (Postgraduate)
||Availability||Not available to visiting students
|Summary||All first year DClinPsychol trainees must undertake a mandatory core placement in working with adults of working age experiencing psychological disorders. Trainees will gather experience of engagement, assessment, formulation, intervention and evaluation across a range of psychological disorders, typically including, anxiety disorders, mood disorders, and the effects of trauma. Trainees will be expected to use and develop a significant range of the competencies associated with working as a psychologist in adult mental health services. As is typical of psychological intervention, trainees will be expected to deal with complex issues and make informed judgements, considering multiple sources of information, which may sometimes be incomplete. Trainees will be expected to form appropriate professional relationships with colleagues and clients / patients. Trainees will be expected to work from a professional code of ethics and to interpret and apply this. Trainees will also be expected to work from the evidence base, using practices based on research evidence and to engage in reflection through regular supervision of practice.
a) Academic Description
The placement will take place in an NHS settings under the supervision of a Clinical Psychologist. There may be situations where trainees are supervised by more than one supervisor or by other Applied Psychologist(s) (e.g. Counselling, Forensic) or by members of other professions according to the Programme Eligibility criteria for supervisor which are found in the NHS and Clinical Practice Placements Handbook.
The placement will be scheduled to last a minimum of 5-6 months and trainees will be on placement for 4 days each week apart from weeks when they have teaching (see Handbook for details). During the placement, trainees are required to demonstrate principles of work relevant to clinical psychology practice and the application of evidence based practice governed by psychological models and concepts. During Adult Mental health placement, trainees will have 1 study day per week apart from weeks when they are teaching (see Handbook for details). This time is for reading and study relating to placement as well as relating to any academic coursework.
b) Outline Content
Trainees will see a range of clients of adults for psychological therapy. The range of problems may include phobias, OCD, PTSD or other post-trauma work including childhood abuse, anxiety, depression, eating disorders, psychosis, complex bereavement, psychosexual problems and interpersonal/relationship problems. Trainees can expect to experience cases involving assessment of presenting problems, leading to formulation and treatment plans, direct treatment with patients with whom the trainee is the prime worker, indirect work with patients e.g. advising staff or relatives, development of skills in interviewing, formulation/treatment and use of and interpretation of relevant testing/questionnaire material, including neuropsychological assessment where possible. Trainees will gain experience of cognitive behavioural techniques. Where possible, they should also have the opportunity to participate in team work. During the placement, trainees are expected to have a range of experiences and client contacts, such that they are able to demonstrate competencies in the application of psychological theory to practice relevant to this population.
c) Student Learning Experience
Trainees will be on placement in NHS settings working clinically with clients/patients. These placements are frequently within NHS adult psychology services, though a wide range of other service settings may be encountered, such as community mental health teams, in patient mental health settings or other services for people with psychological disorder. Trainees will receive regular supervision from their supervisor(s) in line with guidance from the professional/accrediting bodies, in addition to other informal contact and input, sometimes from other psychologists or team members. Trainees can expect to observe their supervisor(s) in line with guidance from professional/accrediting bodies during the placement. Trainees are required to be observed by their supervisor(s) during the placement, in line with guidance from the professional/accrediting bodies, in order to receive feedback on their performance and for the supervisor to be able to evaluate their progress towards their standard and personalised learning objectives and implementation of agreed changes. Formative feedback will be provided by placement supervisor(s) verbally in regular supervision sessions and, in writing, by completion of the Evaluation of the Clinical Competence form prior to mid-placement visit. Verbal formative feedback will also be provided by the mid-placement visitor. Summative feedback will be provided by the placement supervisor(s) at the end of placement through completion of the Evaluation of Clinical Competence Form which is reviewed at the End of Placement Meeting.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2021/22, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Feedback/Feedforward Hours 23,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 588,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Dependant on teaching and Thesis
|Assessment (Further Info)
|Additional Information (Assessment)
||Performance on placement is evaluated by the placement supervisor, using a structured checklist of clinical competencies. The supervisor's recommendation is used by the Director of Studies to determine if clinical competence has been met. Explicit guidance is given to supervisors about placement evaluation (see above URL)
||Formative feedback is given on an ongoing basis as part of regular supervision and case discussion. It is also given after the trainee is observed by the supervisor, whether by sitting in with a trainee's session or by using a video or audio recording of a session. As described above, for some observations, the supervisor may use the CTS-R to provide the trainee with specific formative feedback on their CBT competences. Detailed formative feedback is given prior to the mid-placement visit, when the supervisor completes the Evaluation of Clinical competence (ECC) Form. The supervisor discusses this with the trainee in advance of the mid-placement visit. During the mid-placement visit, the ECC is discussed with the trainee and the supervisor by the mid-placement visitor.
Summative feedback is provided at the end of placement by the supervisor completing the ECC form, to make a recommendation regarding the placement grade, and discussing this with the trainee. The trainee then brings this and other placement paperwork to the End of Placement meeting or Joint Annual Review where the decision is made on the placement grade that will go to Exam Board.
Please refer to Section 3 of the NHS and Clinical Practice Placement Handbook for full guidance on mid-placement visits, End of Placement meetings and Joint Annual Reviews.
|No Exam Information
On completion of this course, the student will be able to:
- Assess, formulate, evaluate and address typical clinical problems presenting in adult mental health settings, using a range of psychological theories and knowledge and drawing on a variety of models of psychological therapies and intervention.
- Adopt both direct and indirect modes of intervention to improve and support psychological aspects of health and social care and to evaluate their efficacy, working within a framework of evidence based practice, drawing from and developing the professional knowledge base.
- Build effective alliances with individuals (including staff, clients and carers) from a diverse range of cultural and ethnic backgrounds and to communicate effectively with staff from other disciplines and work within multi-disciplinary teams.
- Have a deep understanding of the social context within which psychological problems may develop, how environments may be modified to ameliorate problems and to have a critical overview of the policy, legislative and planning contexts of the services in which clinical practice is undertaken.
- Demonstrate high standards of conduct and ethical behaviour consistent with recognised guidelines for professional practice, understand the need for regular evaluation of their work, be skilled in self-reflection and self-awareness, and understand the need for continuing professional development after qualification.
|Cognitive-Behavioural Approaches, Anxiety and Depression |
Barlow, D.H., Lehrer, P.M., Woolfolk, R.L. & Sime W. (2008) Principles and Practice of Stress Management. New York.
Beck, A. T., Rush, A. J., Shaw, B.F., & Emery, G. (1979) Cognitive Therapy of Depression.
Beck A.T. and Emery, G. (1985) Anxiety disorders and phobias: A cognitive perspective New York: Basic Books
Bennett-Levy, J., Butler, G., Fennell, M. et al (2004) Oxford Guide to Behavioural Experiments in Cognitive Therapy. New York: Oxford University Press
Clark, D. A., Beck, A.T., & Alford, B. A. (1999) Scientific Foundations of Cognitive Theory and Therapy of Depression. Guilford
Ellis, T. E., & Newman, C. F. (1996) Choosing to Live: How to Defeat Suicide through Cognitive Therapy. New Harbinger Publications.
Grant, A. (2013). How to Think and Intervene like a CBT Therapist. Routledge.
Grant, A., Townend, M. Mills, J. & and Cockx, A. (2008) Assessment and Case Formulation in Cognitive Behavioural Therapy. London: Sage
Hawton K, Salkovskis P M, Kirk J & Clark D M (1989). Cognitive Behaviour Therapy for Psychiatric Problems. A Practical Guide. Oxford Medical Publs. [PSYT]
Kuyken, W., Padesky, C. A. & Dudley, R. (2009).Collaborative Case Conceptualization: Working Effectively with Clients in Cognitive-Behavioural Therapy. Guilford
Neudeck, P. & Wittchen, H-U. (2012). Exposure Therapy: Rethinking the Model - Refining the Method. Springer
O'Donohue, W. & Fisher, J.E. (2012) Cognitive Behaviour Therapy: Core Principles for Practice: Wiley
Persons, J. (2008) The Case Formulation Approach to Cognitive-behaviour Therapy. New York: Guildford Press
Safran, J. & Segal, Z. (1996) Interpersonal Process in Cognitive Therapy. Jason Aronson Inc.
Thomas, M. & Drake, M. (2011). Cognitive Behaviour Therapy Case Studies. Sage
Salkovskis P M, (Ed.) (1996) Frontiers of Cognitive Therapy. Guildford Press
Wells A (1997). Cognitive Therapy & Anxiety Disorders: A practice manual & conceptual guide. Chichester: Wiley & Sons.
Wells, A. (2008). Metacognitive Therapy for Anxiety and Depression. New York: Guilford Press.
Wills, F. (2014). Skills in Cognitive Behaviour Therapy. London: Sage.
Other disorders/psychological difficulties
Beck, A.T., Rector, N.A., Stolar, N. and Grant, P. (2009). Schizophrenia: Cognitive Theory, Research, and Therapy. The Guildford Press: NY and London
Briere & Scott (2006) Principles of Trauma Therapy and Treatment: a guide to symptoms, evaluation, and treatment. SAGE Publications.
DeSole, L.M. (2014). Eating Disorders and Mindfulness: Alternative Approaches to treatment. London: Routledge.
Fairburn, C.G. (2008). Cognitive Behavior Therapy and Eating Disorders. Guilford
Foa, E.B., Keane , T.M., & Friedman, M.J. (2008) Effective Treatments for PTSD: Practice Guidelines from the International Society for Traumatic Stress Studies New York: Guildford Press
Freeman, M.J., Keane, T.M. & Resick, P.A. (2014). Handbook of PTSD: Science and Practice. London: Guilford Press.
van den Gaag, Nieman, D. & van den Berg, D. (2013). CBT for those at risk of a First Episode Psychosis: Evidence-based psychotherapy for people with an 'At Risk Mental State' (ARMS). London: Routledge.
Gilbert, S. (2013). Therapy for Eating Disorders: Theory, Research and Practice. London: Sage.
Gumley, A. & Schwannauer, M. (2006) Staying Well after Psychosis: A Cognitive Interpersonal Approach and Relapse Prevention. Chichester, John Wiley & Sons.
Gumley A, Gillham A, Taylor K & Schwannauer M (eds.) (2012). Psychosis and Emotion: The role of emotions in understanding psychosis, therapy and recovery. Routledge
Herman, J (1997) Trauma and Recovery. Basic Books
Jacobs, A.M. et al. (2014). Treating Psychosis: A Clinician's Guide to Integrating Acceptance and Commitment Therapy, Compassion-Focused Therapy, and Mindfulness Approaches within the Cognitive Behavioral Therapy Tradition. New Harbinger Publications.
Kingdon, D.G. & Turkington, D. (2005) Cognitive Therapy of Schizophrenia. The Guildford Press: NY and London
Maine, M., Davis, W.N. & Shure, J. (2008) Effective Clinical Practice in the Treatment of Eating Disorders. New York: Routledge
Morrison, A.P., Renton, J.C., Dunn, H., Williams, S., Bentall, R.P. (2004) Cognitive Therapy for Psychosis: A Formulation-Based Approach. Routledge: London and NY.
Steel, C. and Smith, B. (2013) CBT for Psychosis, in CBT for Schizophrenia: Evidence-Based Interventions and Future Directions (ed C. Steel), John Wiley & Sons, Ltd, Oxford. doi: 10.1002/9781118330029.ch1
White, C. (2012). CBT for Long-Term Medical Conditions: A Practical Guide (Wiley Series in Clinical Psychology). Wiley-Blackwell
Wright, J.H., Kingdon, D, Turkington, D. & Ramirez Basco, M., (2008) CBT for Severe Mental Disorders: An Illustrated Guide. New York: American Psychiatric Publishing Inc.
Zayfert, C. & Becker, C.B. (2008). Cognitive-Behavioral Therapy for PTSD A Case Formulation Approach (Guides to Individualized Evidence-based Treatment). Guilford
Zweig, R.D. & Leahy, R.L. (2012). Treatment Plans and Interventions for Bulimia and Binge-Eating Disorder (Treatment Plans and Interventions for Evidence-Based Psychotherapy). Guilford
Other Psychotherapeutic Approaches
Bateman, A., Brown D & Pedder J (2000). An Introduction to Psychotherapy 3rd Ed. Routledge.[PSYT]
Dryden, W. (2007). Dryden's Handbook of Individual Therapy. SAGE.
Flaxman, P. E., Blackledge, J. T., & Bond, F. W. (2011). Acceptance and commitment therapy: The CBT distinctive features series. Hove: Routledge.
Klerman, G.L. Markowitz, J. & Weissman, M. (2007) Clinician's Quick Guide to Interpersonal Psychotherapy. Oxford University Press
O'Connor, K.P. (2015). A Constructionist Clinical Psychology for Cognitive Behaviour Therapy. London: Routledge.
Ramnero, J., & Torneke, N. (2008). The ABC's of Human Behavior: Behavioural principles for the practicing clinician. Oakland, New Harbinger.
Roemer, L., & Orsillo, S.M. (2008) Mindfulness and Acceptance-based Behavioural Therapies in Practice. New York: Guildford Press.
Swales, M & Heard, H. (2008) Dialectical Behaviour Therapy: Distinctive Features. Routledge.
Tirch, D. et al. (2014) The ACT Practitioner's Guide to the Science of Compassion: Tools for Fostering Psychological Flexibility. New Harbinger Publications.
Tsai, M., Kohlenberg, R.J., Kanter, J., Kohlenberg , B. Follette , W.C. & Callaghan, G.M. (2008) A Guide to Functional Analytic Psychotherapy: Awareness, Courage, Love, and Behaviourism. New York:Springer-Verlag.
Young, J.E., Klosko, J.S. & Weishaar, M.E. (2003) Schema Therapy: A Practitioner's Guide. The Guildford Press
Other useful resources
Antony, M.M. & Barlow, D.H. (2011). Handbook of Assessment and Treatment Planning for Psychological Disorders, Second Edition. Guilford
Davey, G. (2008) Clinical Psychology: Topics in Applied Psychology. London: Hodder Education.
Johnstone, L., & Dallos, R. (2006). Formulation in psychology and psychotherapy: Making sense of people's problems. London: Routledge.
McHugh, R.K. & Barlow, D.H. (2012). Dissemination and Implementation of Evidence-Based Psychological Treatments. Oxford University Press
Roth A & Fonagy P (1996) What Works for Whom? New York: Guildford Press. [PSYT]
Tate, R.L. (2008) A Compendium of Tests, Scales and Questionnaires.
National Institute for Health and Clinical Excellence: http://www.nice.org.uk/
Scottish Intercollegiate Guidelines Network: http://www.sign.ac.uk/
Sturmey, P. (2009). Clinical Case Formulation: Varieties of Approaches. Chichester: Wiley
The Matrix: Delivering Psychological Therapies in Scotland: http://www.scotland.gov.uk/Topics/Health/health/mental-health/servicespolicy/matrixfeb2009
British Journal of Psychiatry
Clinical Psychology Review
Journal of Abnormal Psychology
British Journal of Clinical Psychology
British Journal of Medical Psychology
Behaviour Research and Therapy
Cognitive Therapy and Research
Cognition and Emotion
Archives of General Psychiatry
American Journal of Psychiatry
Clinical Psychology & Psychotherapy
|Graduate Attributes and Skills
||Trainees completing Adult Mental Health will have been required to demonstrate a range of attributes and personal and professional skills in line with HCPC Standards of Proficiency for Practitioner Psychologists, the HCPC Standards of Conduct and Ethics for Students and the Required Learning Outcomes of the BPS Accreditation Criteria for Clinical Psychology Training Programmes.
|Keywords||Clinical Psychology,Adult Mental Health,Clinical Practice,Psychological Disorders,Assessment
|Course organiser||Ms Rebecca Curtis
|Course secretary||Mr Timothy Abbot
Tel: (0131 6)50 8498