Practitioner Training - Placement 4 | PSYC8016

Module overview

This practice-based module builds upon developing competencies from PSYC8015 in a further systemically-informed placement which may include working with children and young people, families, teams/organisations, and individuals with cognitive or communication needs. This module places a specific focus on continuing to develop BPS (2025) competencies in assessment, formulation, intervention and evaluation from a range of possible models (e.g. CBT, systemic, neuropsychology) and modes of intervention with clients from a range of backgrounds and presentations. Furthermore, there is an emphasis on adapting style of communication and content to meet the differing cognitive, sensory and developmental needs of clients (e.g. children, neurodiversity, intellectual disabilities). Trainees will continue to develop skills in using formulations with individuals and teams to meaningfully inform decision-making and guide interventions, which may use of practice-based evidence in the absence of an appropriate evidence-base or determining that an intervention may be inappropriate or ineffective. All of these competencies will continue to be underpinned by working within an anti-racist/anti-discrimination framework whilst considering issues of difference, diversity, culture, power and social/structural inequity. Trainees are expected to attend placement in person, but may also be required to work in other placement settings or remotely. Trainees must ensure that over 50% of their direct clinical activity and time on placement, across the whole of training, is completed in person.

Aims and Objectives

Learning Outcomes

Having successfully completed this module you will be able to:

Continue to deliver and evaluate interventions in the absence of appropriate evidence, informed by practice-based evidence, and critically reflect upon when intervention may be inappropriate or ineffective.
Continue to develop competence as reflective scientist-practitioners in assessment, formulation, intervention and evaluation from a range of possible psychological models, theories, and modes of intervention (in person and digital) with service users, carers, and systems across different organisational contexts.
Continue to gain experience of working with service users across the lifespan with a range of backgrounds and presentations from acute to enduring, from mild to severe and with biological and neuropsychological causation.
Continue to develop and share collaborative formulations, informed by feedback, which are meaningful to clients, families, teams and services and go beyond description/classification to develop and test hypotheses, inform understanding and decision making and guide intervention.
Continue to adapt style of communication (written, verbal and non-verbal) to meet the differing cognitive, sensory and developmental needs of clients (e.g. children, neurodiversity, intellectual disabilities).
Continue to work within an anti-racist/anti-discrimination framework whilst considering issues of difference, diversity, culture, power, social/structural inequity, and the potential for clients to experience prejudice, discrimination and stigma within all aspects of clinical practice.

Learning and Teaching

Teaching and learning methods

The Trainee's learning will be supported by supervised practice, self-reflection, self-directed study, and applying related taught content from the wider curriculum on the Programme. Trainees will be expected to observe and be observed by their supervisor. Trainees will receive a minimum of one-hour formal supervision with a suitably qualified clinical supervisor and at least three hours of informal contact time each week. Supervision will provide opportunities for skills development, facilitation of theory-practice links, supporting the maintenance of professional standards and codes of conduct, and reflection on the Trainee’s wellbeing and professional development. A Mid-Placement Review will be conducted by the Trainee’s Tutor halfway during the placement to review their progress and competency development.

Study time
Type	Hours
Placement	400
Total study time	400

Resources & Reading list

Textbooks

Sinason.V (2010). Mental handicap and the human condition. London: Free Association books.

Carr, A et al (eds) (2016). The Handbook of Intellectual Disability and Clinical Psychology Practice. Routledge.

Assessment

Assessment strategy

Formative Assessment: Formative assessment of the module involves completion of placement documentation including the Initial Placement Contract, Mid-Placement Review Report, and Competency Portfolio. These meetings and documentation allow the Trainee to gain formative feedback from their Clinical Supervisor and Tutor on their performance and competency development. Trainees must also complete and submit two formal observations of their clinical work using formal observation tools. Summative Assessment: Summative assessment of the module is provided via the End of Placement Report which is completed by the Clinical Supervisor to evidence whether the requirements for passing the placement have been met. This includes meeting the minimum number of days on placement, completing at least 12 pieces of work, and performing at a satisfactory level of competency in relation to the BPS (2025) standards and relevant ethical codes of practice (e.g. HCPC). Referral: All placement documentation must be submitted as evidence at the end of the placement via eAssignments. If the documentation is insufficient (e.g. missing information), Trainees will have one opportunity to resubmit the placement documentation. If a placement fail has been recommended on the End of Placement Report, this will be reviewed by the Programme and the relevant External Examiner using placement documentation and supporting evidence. If the ‘fail’ recommendation is upheld, Trainees must gain further experience in this specialty at a time determined by the Programme Team. Failure of a practical placement will lead to failure of the programme unless there has been successful corrective action. Failure of a subsequent placement at first attempt will also result in Programme failure. Further details are available in the Programme Handbook.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Clinical Formative Assessment

Assessment Type: Formative
Feedback:
Final Assessment: No
Group Work: No

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Clinical Competence	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Clinical Competence	100%

Practitioner Training - Placement 4

Module overview

Aims and Objectives

Learning Outcomes

Learning Outcomes

Syllabus

Learning and Teaching

Teaching and learning methods

Resources & Reading list

Textbooks

Assessment

Assessment strategy

Formative

Clinical Formative Assessment

Summative

Referral