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Royal Holloway, General Handbook 2022 - Coggle Diagram
Royal Holloway
Practicalities
Clinical Component
Placements in North Thames London Region
Adult Mental Health
(Primary Care, Secondary Care, IAPT, CMHT [Community Mental Health Team], EIP [Early Intervention in Psychosis], Recovery Teams, PD [Personality Disorder]
Health Psychology
(specialist cancer services, chronic health/palliative services, HIV/sexual health services, bariatric [obesity] surgery services)
Child Services
(looked after children, adolescent, perinatal, paediatrics, child autistic spectrum & learning disability, paediatric neurology,
medically-unexplained symptoms
, chronic health conditions)
Learning Disability & Challenging Behaviours
14x Specialist Services
(early intervention psychosis, inpatient rehabilitation, eating disorder services, OCD/BDD, chronic fatigue, trauma)
6 or 12 months, 2.5 days per week (varies 2-5 days depending on stage of training), indicate specialist interests for Year 3
Learning Disabilities, Health, Neuropsychology, Forensic, Adult Mental Health, Long Term Needs, Specialist Adult, Child (core and specialist), Older Adults
Academic Component
Month 1 = Full-time induction block Years 1&2 = 2x academic days Year 3 = 1x academic day (first term only)
Early focus:
clinical phenomenology
(philosophy of experience, flow from the real world), assessment & formulation, professional context, different client groups, psychological models, specialist skills, research methods
Later focus: advanced topics
Clinical Seminars
- cases discussed in light of theory and research to enable peer review of practice and reflect on wider professional issues
Research Component
Doctoral level research project (systematic review and empirical project)
Service Related Research Project (SRRP) - small-scale research relating to quality-improvement within placement, involving service users and/or colleagues
Support
Personal Tutors: Meet once a term in addition to annual developmental reviews
Buddy system: Someone in the preceding year to guide the Course an facilities
Reflective Practice Groups
Reflective Practice Group: 8-12 trainees, reflection on the process of clinical training
Staff
Dr Katie Ashcroft - Lecturer and Academic Tutor
Dr Gary Brown - Senior Lecturer and Research Director
Dr Lauren Bryan - Lecturer
Dr Anna Crabtree - Lecturer
Professor Michael Evangeli – Professor and Lead Admissions Tutor
Dr Alex Fowke - Senior Lecturer and Clinical Tutor
Dr Elizabeth Harding – Lecturer and Academic Tutor
Dr Pinder Kaur – Lecturer and Clinical Tutor
Dr Jessica Kingston - Senior Lecturer and Research Tutor
Professor Dawn Langdon - Professor and Academic Director
Dr Olga Luzon - Senior Lecturer and Clinical Tutor
Professor Andrew MacLeod - Professor and Course Director
Dr Chris Marshall - Lecturer and Clinical Tutor
Dr Toby Newson – Lecturer and Clinical Tutor
Professor Helen Pote - Professor and Clinical Director
Dr Kate Theodore - Senior Lecturer and Clinical Tutor
Dr Gail Wingham – Lecturer and Admissions Tutor
Ms Jen Lutley - Senior Student and Programme Administration Officer
Mrs Michelle Watson – Student and Programme Administration Officer
Didem Cunningham - Student and Programme Administration Assistant
Culture
The course adheres to a belief that the
quality of a person’s experience
is of supreme value and that
actions that promote the quality of life
for a person and reduce impediments to that quality of life are therefore of great value. Our work is based on the view that psychology has a role to play in
facilitating well-being
– helping people to live lives that are good for them – and that psychological knowledge can be applied and brought to bear on enhancing people’s experience and in
tackling
some of the
impediments
to well-being and thereby
reducing distress
. We believe that this is a shared enterprise between psychologists and the users of psychological services, that the
rights and dignity and autonomy of service users are paramount
and that the benefits to be derived from the application of psychological knowledge to people’s lives arise through a process of
collaboration
.
Adult Learner Model
- trainees encouraged to take increasing responsibility over the course and their own learning as it progresses
Quality supervision
is seen as a major determinant of good training
Engourages thought about the cycle of competence: Assessment / Formulation / Intervention / Evaluation
Varying methods e.g. presentation of formulations, discussion of case material, reading of clinical papers, role plays, video-taping, and feedback
Approach & Theories
Cognitive-Behavioural Models
CBT
MBCT (Mindfulness-Based)
DBT (Dialectical)
CFT (Compassion-Focused)
ACT (Acceptance & Commitment)
MCT (Meta-Cognitive)
Systemic models
Family Systems Therapy
Systemic Psychotherapy
BABCP Accreditation
200+ hrs of CBT practice, supervised by BABCP-accredited CBT practitioner including 40+ hrs supervision, 8 'exemplar' training cases formally documented
Research
Service Related Research Project (SRRP)
Small-scale research relating to quality-improvement
Involving service users and/or colleagues
General Handbook 2022