Newcastle University

Our Philosophy

At Newcastle University, we are committed to developing excellent clinical psychologists with a strong value base and a commitment to evidence-based practice. Our Doctorate in Clinical Psychology Programme will equip you with the knowledge and skills required to deliver effective evidence-based psychological interventions, as well as an ability to critique and contribute to the research literature. 

We place great importance on providing training which is grounded in NHS values and anti-discriminatory practice to support the development of compassionate, skilful, and reflective scientist-practitioners who can work effectively in teams, provide leadership within psychological services and, in doing so, benefit the wider society.

Our aim is to train a workforce that reflects the diversity of the client groups who use clinical psychology services. We seek to recruit a diverse group of Trainees who share our values and are active in promoting equity, diversity, and inclusion (EDI) throughout the programme. 

Support

A range of systems are built into the Programme with the aim of supporting Trainees prior to and during training

• We have mentor schemes for aspiring Clinical Psychologists from racialised minority backgrounds and/or who have a disability or long-term health condition. You can apply for these schemes by emailing [email protected]. 
• Before joining the programme, each incoming trainee is allocated into a “buddy family” with trainee’s from other cohorts. Contact is made prior to the start of the Programme and often continues for the remainder of training
• Trainees are allocated a personal tutor with whom they can maintain regular contact throughout their training for practical, informational, and emotional support. The personal tutor aims to help Trainees to develop their personal and professional awareness, and to reflect on their academic and clinical development throughout the programme.
• Each trainee is allocated a clinical tutor, who supports and monitors their clinical and professional skill development on placement and liaises closely with their placement supervisors
• Trainees are matched with qualified mentors from the beginning of their second year of training 
• Trainees from Racially Minoritised Backgrounds and/or who have a Disability/Long Term Health Condition are given the opportunity to participate in reflective safe spaces facilitated by the Anti-Racism Lead/Disability Lead, with follow-up individual support offered as required
• The Anti-Racism workstream has co-produced a Zero-Tolerance Anti-Racism policy which includes clear processes for reporting on and dealing with racism across all training experiences
• Trainees who declare a disability or long-term health condition can request reasonable adjustments. The process is overseen by the Disability Lead for the Programme in conjunction with the trainees’ NHS manager, the Disability Advisor in the Student Support services at the University, and Occupational Health in CNTW
• Our LGBTQ+ EDI workstream offers a safe space for Trainees from the LGBTQ+ community to connect and develop Programme initiatives
• Trainees are able to access both the occupational health services within CNTW (which includes staff counselling services), as well as Student Health and Wellbeing Services provided by Newcastle University

Opportunities for Feedback

The Newcastle DClinPsy is a shared, collaborative enterprise and trainees are viewed as key stakeholders. We therefore encourage active trainee involvement in the planning, management, and direction of the Programme. 

Trainee representatives are nominated by each year group to undertake key roles in management committees that span each area of the Programme. This includes:

• Student-Staff Committee (SSC): A forum for representatives to directly share any trainee concerns, feedback, suggestions, or ask any questions which they consider relevant to their training experience. Likewise, staff have the option to share information with the trainee representatives, which can then be fed back to each cohort. SSC representatives may also attend the Programme Board, which is responsible for the long-term strategic planning and oversight of Programme. 
• Research Sub-Committee: A forum for stakeholders in the Research Programme to review, plan and discuss issues relevant to the research element of the Programme. 
• Clinical Sub-Committee: A forum for stakeholders to review, plan and discuss issues relevant to the clinical element of the Programme. 
• Academic Sub-Committee: A forum for stakeholders in the teaching of the Programme meet to review, plan, and discuss issues relevant to the taught element of the Programme. 
• Equity, Diversity, and Inclusion Sub-Committee (EDISC): The purpose of the EDISC is to foster an inclusive environment by challenging the culture where necessary, to contribute to solutions for change, and to articulate the programme’s vision for equity, diversity, and inclusion. It aims to identify objectives that will foster cohesion and eliminate discrimination and marginalisation, with a goal to ensure everyone feels valued and included. EDISC meetings provide a forum to feedback any EDI project work that is currently underway on the Programme and promote the adoption of an intersectional lens. 

Trainees are also required to complete the Teaching Evaluation Questionnaire (TEQ) following all teaching sessions to support the review and monitoring of the content and delivery of the academic curriculum

As well as having the opportunity to provide feedback at placement reviews, trainees complete feedback forms at the end of each placement. This helps the course to monitor and review placement experiences across a wide range of clinical services.