University of Hertfordshire

Structure and Content of the Programme 

General

The Doctorate in Clinical Psychology is a three year programme (full-time) comprising academic, clinical, research, and professional development training. The majority of time in the first term is dedicated to teaching, research and self-directed learning. From January through to September, trainees are on placement for three days each week and engage with teaching, research and self-directed learning for two days per week.

Our Philosophy

Our purpose is to develop compassionate and critically informed clinical psychologists who work in partnership with communities to advance equitable, inclusive, and socially responsive mental health care.

We train clinical psychologists in line with the BPS standards for the accreditation for Doctoral programmes in clinical psychology.

Our programme is underpinned by values of inclusion, collaboration, and equity. We prioritise the needs of the local communities, service users and stakeholders we work alongside, and place value on embedding inclusive and diverse perspectives into our programme.

We are informed by a social constructionist perspective meaning that we believe people’s realities are co-constructed and influenced by the contexts in which they live and that there is no singular or universal way to support people with their mental health and wellbeing; people are the experts in their own lives, and our role is to work alongside to offer flexible and responsive support.

Our programme takes a critical approach throughout, situating mental health within the socio-political context in which people exist; we critically consider what knowledge and practices constitute "evidence" exploring the ideologies and social constructions that underpin mainstream therapy models and service design. We recognise that systems we work in, including clinical psychology, have roots in colonisation, white supremacy, patriarchy, hetero and cis-normativity, ableism, neoliberalism, and capitalism, which all work to marginalise those with less social power and favour those in positions of privilege, having real material effects on people’s lives. We are therefore committed to developing antiracist and anti-oppressive practice internally and with the communities we work alongside, to take steps to examine and dismantle the oppressive systems of power that maintain social injustice. As a programme, we try to embed cultural humility, recognising this as a lifelong endeavour rather than a destination we have already reached.

From 2026, we are implementing a more asynchronous learning style, where students are invited to engage with pre-reading material before the lectures. This change is with the aim of increasing interaction (e.g., reflection, discussions, role-plays) during teaching.

Academic Requirements

The academic programme is based on the standards for accreditation for Doctoral programmes in Clinical Psychology (BPS, 2016) and comprises the following main areas of Formal Teaching Programme:

• Epistemology: Develop a basic knowledge and understanding of epistemology and different epistemological frameworks and how these frameworks relate to all areas of the practice of clinical psychology (i.e., clinical, research and academic).
• Developing cultural humility and anti oppressive practice: Appreciate systems and structures that oppress and impact these have on people's lives and mental health. Consider how this applies to practice and our clinical work with specific focus on therapeutic ways of work that consider and address things from a community and liberation psychology perspectives.
• General clinical competencies (GCC): Focus on core clinical skills and generic clinical competencies (e.g., assessment, formulation, managing endings) through practice based teaching and skills practice.
• Presentations across the lifespan: Develop an understanding of psychological development from infancy to old age. Identify common psychological issues and challenges faced by individuals at different life stages.
• Presentations: Learning and reflecting about various clinical presentations, including current and past diagnostic labels.
• Health and Neuro: Understand the physiological basis of emotions and their manifestation in the body. Explore the relationship between body and mind in psychological well-being. Investigate the impact of trauma and stress on the body and its implications for mental health. Examine the role of embodiment in interpersonal relationships and social connectedness. Integrate knowledge of neurobiology into clinical assessment and treatment planning.
• Leadership and organisations: Reflect on the ways in which the self influences leadership beliefs, roles and actions. Develop awareness of the leadership competencies necessary for leading clinical teams. Understand organisational structures and processes within mental health settings. Apply principles of effective leadership to enhance clinical care. Promote a culture of collaboration and innovation within organisations.
• Models: Systemic, CBT, Community Psychology, Introduction to Psychodynamic
• Research: Epistemological frameworks, Generic research competencies, Specific research competencies (Quantitative), Specific research competencies (Qualitative). To develop in trainees the research knowledge and skills which will enable them to become scientist-practitioners who can undertake high quality research, appraise the literature and, where possible, adopt an evidence-based approach to their work, whole always maintaining a critical appraisal of what 'knowledge' and 'evidence' means. To foster in trainees a love of research and an awareness of the need for, and the motivation to undertake, research in clinical settings, both during their placements and after qualification, to contribute to the knowledge-base of the profession. To instil in trainees an awareness of the power of ‘knowledge’ creation, and an awareness of and commitment to consider research, theirs and others’ contextually, considering historical, systemic and relational perspectives and to hold an understanding of the work their research can do in the world. To develop in trainees the ability to critically appraise the relevance of theories and research, to recognise and acknowledge harm that has been caused, and to develop research that is respectfully collaborative with communities.

We take a critical approach in our teaching, which threads through the academic modules. Attention to ethical practice, reflective learning, equality and cultural humility is highlighted across the curriculum. Particular consideration is given to the many ways in which issues relating to diversity and inequality impact on the work of practising Clinical Psychologists within the lectures, and all lectures are formally evaluated on this by the trainees.

The main models of psychological therapy currently taught on the programme are cognitive behavioural therapy (CBT) and systemic family therapy. We are working on bringing the systemic elements in line with AFT foundation accreditation criteria and have recently obtained BABCP level 1 accreditation for our CBT pathway.

In line with the programme philosophy, an important aim of the academic programme is to train Clinical Psychologists who can critically understand and apply a range of psychological theories and approaches to both clinical practice and research, including those from beyond Western knowledges. We teach our trainees to draw on multiple theoretical perspectives and the evidence base to develop individually tailored assessments, formulations, interventions and evaluations of complex psychological problems. We emphasise the flexibility to adapt and combine different approaches as a key competence, and our curriculum therefore aims to develop a broad, thorough and sophisticated understanding of various psychological theories and therapeutic approaches.

The programme utilises novel methods for learning:

• Problem-based learning (PBL) forms an important part of clinical training at UH. As part of the academic programme trainees complete a series of small group based PBL exercises, which aim to promote reflective, collaborative and self-directed learning.
• A unique feature of Clinical Psychology training at UH is the access that our teachers and trainees have to a purpose built, advanced simulation training centre. The centre is currently the largest facility of its kind in the UK, and one of the largest in Europe. It is a high-tech centre which provides very realistic and safe clinical and community environments for scenario-based training. In addition to the simulation facilities, there are also two control rooms (operated by staff from the centre) and three observation rooms. The centre is equipped with a total of 26 digital cameras, which makes it possible to record the simulation activities and project them in any of the observation rooms or any computer with an internet connection.
• There are opportunities to participate in cross-cohort, peer-led learning and reflection forums, 

At UH trainees are regarded as mature students, and for this reason an adult learning model is adopted. In line with this model and the overall programme philosophy, it is recognised that not only do trainees learn in different ways, but also that they can pursue their own perceptions of the material being taught and interpret it for themselves. Furthermore, the DClinPsy UH is now implementing more asynchronous learning to facilitate reflection.

In line with HCPC requirements for all clinical training programmes, all trainees selected will be informed of the various activities that form part of the academic curriculum (e.g. role-plays, problem-based learning, simulation training, small group discussions etc). Consent to participate in all aspects of the academic programme will be sought prior to the programme commencing.

Clinical Experience

Our trainees undertake three placements, each of approximately nine months, to maximise opportunities to learn and develop. Placements are allocated to ensure the development of core competencies and experiences for all trainees, as well as to meet the specific training needs of individual trainees. We work closely with placement providers to consider how our placement pool is best utilised to provide a meaningful and quality placement experience.  We are committed to developing placements in line with the NHS 10 year Health Plan and this involves placements within partnership organisations such as social care, education and the voluntary sector.

Current placements include opportunities for specialising in therapy approaches such as: Cognitive-Behavioural Therapy; Systemic Family Therapy; Psychodynamic Therapy; and Cognitive Analytic Therapy. There is also a wide range of clinical psychology fields, e.g., paediatrics, forensic, inpatient, eating disorders, early intervention in psychosis, neuropsychology and neurological rehabilitation. Health psychology placements include HIV, chronic fatigue and a specialist burns unit. Trainees may have the option of applying for nationally accessible placements such as at the Tavistock and Portman NHS Trust. We are actively developing community psychology placements to enable practice of social justice principles embedded across the programme.

Each trainee is allocated a Course Tutor from the staff team for the duration of their training. The Course Tutor undertakes reviews with trainees and supervisors at the mid-point and end of each placement. The tutor also meets individually with trainees at the start of each placement, in order to review and facilitate their clinical development. The Course Tutor is also responsible for completing annual appraisals and for providing pastoral support.

Trainees are also supported by the programme’s Trainee Coordinator, who is a key point of contract for leave requests, reasonable adjustments and individualised training plans. The Trainee Coordinator works closely with the employing Trust and the programme’s leadership team to maintain close oversight of trainee progression.

Research Requirements

We view research as a key aspect of the identity and skill set of a Clinical Psychologist and aim to embed a passion for research in all our trainees. In line with the concept of the "scientist-practitioner", our programme of research aims to equip trainees with the knowledge and skills required to undertake high-quality research, appraise literature critically, and adopt an evidence-based approach to clinical practice, where possible. We also aim to foster in trainees an awareness of the need for, and motivation to undertake, research in clinical settings - both during their placements and after qualification - to contribute to the evidence base of the profession.

Formal teaching introduces trainees to a range of methods, processes and issues arising in conceptualising and conducting clinical research. This includes the process of planning and organising research projects, research design, foundational research skills, qualitative and quantitative methods of data collection and analysis, and guidance in the use of software packages used in quantitative and qualitative analysis and conducting systematic reviews of the literature. There is a particular focus on considering meaningful participation and public involvement in research and a commitment to decolonising research approaches. Dissemination is considered an ethical responsibility, and support towards this is offered through writing and dissemination workshops. A wide range of statistical and computing facilities are available, with excellent support from departmental technical staff.

In the first year, trainees conduct a Small-Scale Service-Related Project while on placement (typically an audit, service evaluation, or Quality Improvement (QI) project). Work towards the Major Research Project (MRP) begins later in the first year, when trainees are given information about research opportunities in the region and the research interests and contacts offered by the programme team. Trainees are invited to align their major research projects to one of four programme research streams, based on course team interests and expertise, local research needs and the NHS long term plan. There are: Child, parent and family wellbeing; Health and wellbeing; Equity and inclusion; and Clinical Psychology training and professional issues. These align with the wider research themes of the University of Hertfordshire and those of our local research centre, The Centre for Research in Psychology and Sport Sciences (CRePS). In the second and third years, substantial blocks of time are set aside to complete a systematic literature review and empirical study that makes up the MRP, and to prepare for research dissemination, including the submission of a paper to a peer reviewed journal. Submission of a paper based on this research to a peer reviewed journal is a final research requirement of the programme. Supportive supervision is provided at all of these stages.

Assessment

The final degree is awarded subject to satisfactory performance in the clinical, academic and research components of the programme. These aspects are evaluated formally within a system of continuous assessment. Academic performance is formally assessed through presentation and reflective accounts of problem-based learning assignments. Research assessments include a Small-Scale Service-Related Research project (up to 5,000 words), Major Research Project (up to 30,000 words) and associated journal paper submission, as well as an oral research examination during the second year. Clinical skills are assessed through placement-related documents (Supervisor Evaluation of Clinical Competence, Log of Clinical Experience and Skills) and through Clinical Practice Presentations and Reports based on clinical work conducted on placements.

In addition to these formal evaluations, trainees are monitored throughout training by their Course Tutors, in order to provide them with qualitative feedback, and opportunities for development of competencies.  We take the development of professional competencies seriously and expect high levels of conduct from our trainees, which we evaluate closely. Trainees are also required to undertake presentations regarding their clinical practice and present their research at a University of Hertfordshire conference (e.g. poster presentation of their SRP or oral presentation of their MRP).

Experts by Experience Participation

We are committed to the meaningful participation of service users and carers in all aspects of the programme. We have an active Expert by Experience subcommittee and continue to move towards full integration through our academic, research and clinical workstreams, and staff recruitment and admissions.  Our Experts by Experience subcommittee meets regularly, consults to the programme team on training development and thinks about how we can continually improve and ensure meaningful involvement.

Assessments, Appraisals and Monitoring