Year 2

The aim of Year 2 is for trainees to consolidate previous skills and to begin to develop competences with people with disabilities, children and adolescents, and older adults, during 2 core placements of 6 months each in a clinical area different from their Foundation Placement. These placement experiences are supported by 2 academic modules: Integration and Specialist Options, which emphasises EBP alternatives to CBT in Semester 1; and Life-span Development in Semester 2. During Year 2 trainees also work towards completion of their research portfolios for submission early in Year 3.

Lifespan Development Module

The aims of this unit are to help trainees develop a lifespan and developmental perspective which expands the knowledge, skills and experiences acquired from their work with adults of working age. The unit teaches trainees about common problems and encourages consideration of different developmental stages as they affect an individual’s presentation. The unit extends students’ appreciation of issues of diversity, enhances their competence in applying their knowledge and skills to different client groups and introduces them to the challenge of applying clinical psychology to a wider range of clinical settings.

Integrated Specialist Options Module

This module offers an opportunity to learn about and further explore therapeutic models other than cognitive-behavioural therapy (CBT) and develop thinking about the integration of different therapeutic approaches, tailored to the client. The programme will offer a choice of contemporary evidence based theoretical models. Trainees compare and contrast these with mainstream CBT in order to develop a synthesis which they can apply critically in an integrative or trans-theoretical framework to work with complex clients. Trainees will attend a number of teaching days about specific therapeutic models. In addition, they will be invited to specialise in one chosen therapeutic model. This specialism will be developed through attendance at a four-day advanced teaching block and reflective practice groups specific to the chosen model. It is intended that trainees will actively apply their learning in practice on placement within NHS services wherever possible. The range of options will depend on the availability of local expertise and may vary from year to year. Minimum and maximum numbers of trainees on each option will be specified to ensure economic viability.

Research (Portfolio and Viva)

This module consists of four components to be submitted in third year:

1. An optional formative Thesis Project Panel

2. A written submission of the thesis research portfolio

3. A viva voce examination

4. A modified (submission-ready) journal paper approved by the Primary Research Supervisor

Throughout the second year, trainees are expected to be working on their research portfolio including: developing the study design based on feedback gained in the first year, gaining ethical approval for the project, recruitment, data collection, analysis and write up. What elements are completed may depend on the study timetable which is developed in the first year.

Second Year Placements

The Second Year Placement (SYP) modules is comprised of two six-month long placements which take place in year two. The placements aim to cover as many of the key proficiencies as is practical. The emphasis will be on experience of indirect work, group work and organisational and service level work, and aim to gain further experience in CBT and the introduction of other psychological therapies. The two placements will be in two of the three remaining core placements that are required throughout training (child, learning disabilities and older adult).

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