University of Surrey

We have been training Clinical Psychologists at Surrey for more than 50 years and have evolved and developed in response to the changing needs of the NHS, maintaining a modern and innovative approach to the profession with well-established links with Trusts, stakeholders and the wider University. 

Recent examples of innovation include the integration of outreach work in our Professionalism and Leadership Unit, development of a blog considering all things related to training and Equality, Diversity and Inclusion and development of a project to offer placements in conjunction with homelessness charities in the South East.

Service User and Carer Advisory Group

We were one of the first programmes in the country to establish a Service User and Carer Advisory Group and the Chair is a substantive member of staff.

Members of the Advisory Group proactively engage in co-production with the course team across all areas of the programme, including admissions and selection, curriculum development, teaching and research.

Trainees are encouraged to consult with members on all aspects of their training.

Trainee support

We appreciate the varied demands of training, and while we expect an “adult learner” approach, we also hold a strong emphasis on personal and professional development and support.

This model of support was collaboratively developed with trainees and is reviewed on an ongoing basis.

We provide academic scaffolding to support learning through formative learning opportunities and experience to enable success. It recognises the diversity of individual needs and provides opportunities for regular support from a variety of sources. These include:

• access to tutors
• various forms of peer group support including a "buddy" system
• participation in personal and professional learning development groups
• a University confidential counselling service
• a mentoring scheme involving psychologists external to the Programme
• a cross-cohort support space specifically for trainees self-identifying as from racially minoritized ethnic groups

Detailed Programme handbooks and assignment guidelines are supplied.

Trainee progress

Clinical reviews are held with Clinical Tutors or Associate Clinical Tutors following each placement in order to identify developing training needs.

An annual appraisal is held which attends to competency development utilising the BPS Competency and Knowledge and Skills Frameworks.

Trainees meet with their Research Supervisors on a monthly basis.

Formal reviews also occur on a six-monthly basis with research supervisors and this information feeds into the overall appraisal which focuses on trainee progress in all Programme areas and identifies current strengths and developmental needs.

This facilitates future choices in relation to placement, research and academic activities. It also enables the Programme team to identify further support resources should they be needed.