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This practice-based module provides an initial introduction to the role of the Clinical Psychologist whilst working on placement in a clinical setting with adults across the lifespan (either working age and/or older adults).

Trainee Clinical Psychologists will gain an understanding of the role of a Clinical Psychologist and how to comply with relevant codes of conduct and ethics in clinical practice (e.g. BPS, HCPC) as well as professional guidance (e.g. NICE). This module places a specific focus on developing BPS (2025) competencies in building effective working alliances with service users to inform assessment practices, developing evidence-based formulations, and using these to implement and evaluate psychological interventions for a range of presenting problems typical for the service context. This includes applying skills in CBT, systemic approaches and/or neuropsychology. Trainees will also develop their communication skills (written and verbal) for a range of audiences. All of these competencies will be underpinned by relevant anti-racist/anti-discrimination and legislative frameworks, as appropriate to the service context.

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.

This practice-based module provides an initial introduction to the role of the Clinical Psychologist whilst working on placement in a clinical setting with adults across the lifespan (either working age and/or older adults).

Trainee Clinical Psychologists will gain an understanding of the role of a Clinical Psychologist and how to comply with relevant codes of conduct and ethics in clinical practice (e.g. BPS, HCPC) as well as professional guidance (e.g. NICE). This module places a specific focus on developing BPS (2025) competencies in building effective working alliances with service users to inform assessment practices, developing evidence-based formulations, and using these to implement and evaluate psychological interventions for a range of presenting problems typical for the service context. This includes applying skills in CBT, systemic approaches and/or neuropsychology. Trainees will also develop their communication skills (written and verbal) for a range of audiences. All of these competencies will be underpinned by relevant anti-racist/anti-discrimination and legislative frameworks, as appropriate to the service context.

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.

The module provides an initial experience of the role of the Clinical Psychologist in an NHS service, providing for adults across the adult lifespan (either working age and/or older adults). Trainee Clinical Psychologists will gain an understanding of the role of Clinical Psychology within the wider service and experience of contributing effectively as part of a multidisciplinary team. Trainees will work with service users with a range of presenting problems typical of the service with reference to the guidelines produced by the relevant special interest group. They will develop engagement skills which take into account the age, culture, gender, class and beliefs of the client. Trainees will use their knowledge and critical appraisal of evidence-based models from a range of models including systemic and neuropsychological with particular focus on developing clinical and CBT skills. The trainee is expected to attend the placement in person but also may be required to work in other placement settings or remotely.

This practice-based module builds upon competencies developed in PSYC8013 by working on placement in a further clinical setting with adults across the lifespan (working age and/or older adults) with a range of backgrounds and presenting problems.

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. This includes undertaking risk assessments informed by evidence-based formulations and using a range of assessment procedures (e.g. psychometrics) and outcome measures to inform interventions and evaluate practice. Trainees will also continue to develop skills in self-care and self-reflection. 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.

This practice-based module builds upon competencies developed in PSYC8013 by working on placement in a further clinical setting with adults across the lifespan (working age and/or older adults) with a range of backgrounds and presenting problems.

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. This includes undertaking risk assessments informed by evidence-based formulations and using a range of assessment procedures (e.g. psychometrics) and outcome measures to inform interventions and evaluate practice. Trainees will also continue to develop skills in self-care and self-reflection. 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.

This module builds on the foundation clinical skills established in PSYC 8013. Trainees gain experience of clinical work in an additional setting offering experience of working with working age and/or older adults. Trainee clinical psychologists will gain an understanding of the role of clinical psychology within the service and experience of working within the team. Trainees will work with service users with a range of presenting problems typical of the service as defined in the placement contract. They will refine engagement skills and use their knowledge of a range of models including CBT, systemic approaches, and neuropsychological approaches to consolidate competencies in assessment, formulation, and evidence-based interventions, focussing on intervention skills, relapse prevention and therapeutic endings. Trainees will be encouraged to identify transferrable skills and to consider how these can be adapted to the individual needs of service users. The trainee is expected to attend the placement in person but also may be required to work in other placement settings or remotely.

This practice-based module builds upon developing competencies from the first year of training in a 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), as well as working indirectly with the systems relevant to the client. Trainees are required to continue to use supervision effectively to manage personal learning needs and shape clinical practice in response to feedback. 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.

This practice-based module builds upon developing competencies from the first year of training in a 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), as well as working indirectly with the systems relevant to the client. Trainees are required to continue to use supervision effectively to manage personal learning needs and shape clinical practice in response to feedback. 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.

Trainees will work with a range of presenting problems typical of the service and informed by the guidelines produced by the relevant special interest group. Skills development will include engaging with wider systems that may include children, adolescents and awareness of adaptations of style and content which may be required including taking issues related to the power differential into account. They will gain experience of evaluating, selecting and using a range of assessment instruments appropriate to the client group. Formulation skills will be further developed taking into account the gender, class, culture and beliefs of their clients and their families/systems. Trainees will develop knowledge and critical appraisal of evidence-based interventions from a range of models including neuropsychological, behavioural, cognitive behavioural and systemic to plan and implement interventions for a range of emotional, behavioural and learning difficulties presented by the members of systems and/or children and their families referred to services. They will evaluate outcomes and reflect on the effectiveness of their interventions within this context. The trainee is expected to attend the placement in person but also may be required to work in other placement settings or remotely.

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.