doctor of clinical practice -...
TRANSCRIPT
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Doctor of Clinical Practice
Programme Handbook
Academic Year 2018/19
Handbook
Please consult ELE for updated and revised electronic versions.
Doctor of Clinical
Practice
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Table of Contents
Welcome to the University of Exeter School of Psychology and the Doctor of Clinical
Practice programme.................................................................................................... 5
Meet the DClinPrac Programme Team ....................................................................... 7
1. Aims and Objectives ................................................................................................ 10
1.1 University ........................................................................................................... 10
1.2 Educational Aims of the Psychology .................................................................. 10
1.3 Main aim of the programme ............................................................................... 10
1.4 Specific Aims of the Doctorate in Clinical Practice Programme .......................... 10
2. Useful Information ....................................................................................... 12
2.1 iExeter and MyPGR ........................................................................................... 12
2.2 Exeter Learning Environment (ELE) .................................................................. 12
2.3 Doctoral College ................................................................................................ 12
2.4 Communication .................................................................................................. 13
2.5 E-Profiles ........................................................................................................... 13
2.6 Useful Links ....................................................................................................... 13
2.7 General Regulations for Students ...................................................................... 14
3. Resources .................................................................................................... 14
3.1 PGR Space ....................................................................................................... 14
3.2 IT support and Statistics Helpdesk ..................................................................... 14
3.3 Supporting Postgraduate Researcher Writing .................................................... 15
3.4 Research facilities at the university .................................................................... 15
3.5 Open Access Space .......................................................................................... 15
3.6 Printing Credits .................................................................................................. 15
3.7 Library and Inter-Library Loans .......................................................................... 16
3.8 Inter-Library Loans (ILL) .................................................................................... 16
3.9 Research and Training Support Grant (RTSG) .................................................. 16
4. Support Services ......................................................................................... 17
4.1 International Student Support ............................................................................ 17
4.1.1 Support with English Language ......................................................................... 17
4.1.2 English Language Classes for Families of International Staff & Students .......... 17
4.2 Health and Wellbeing ......................................................................................... 18
4.2.1 Health Centre .................................................................................................... 18
4.2.2 Absence Due To Illness ..................................................................................... 18
4.2.3 Wellbeing Services ............................................................................................ 18
4.2.4 Individual Learning Plans (ILPs) ........................................................................ 19
4.2.5 Protection of Dignity at Work and Study ............................................................. 19
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4.3 Hardship Funds ................................................................................................. 20
5. Guidelines for Successful Completion ...................................................... 22
5.1 Attendance ........................................................................................................ 22
5.2 Successful Completion of Assignments ............................................................. 22
5.3 Submitting Your Work ........................................................................................ 22
5.4 General Guidelines for format of written work .................................................... 23
5.4.1 Word limits ......................................................................................................... 23
5.5 Citing and Referencing ...................................................................................... 24
6. Marking Conventions .................................................................................. 26
6.1 Marking and Examining Procedure .................................................................... 26
6.2 The Marking Scheme ......................................................................................... 26
6.3 Marking categories ............................................................................................ 27
6.4 Implications of the marking categories ............................................................... 27
6.5 Marking and Appeals Procedure ........................................................................ 29
6.6 Student Complaints Procedure .......................................................................... 29
6.7 Progression through the Programme ................................................................. 29
6.8 Academic Conduct and Practice ........................................................................ 29
6.9 Progression and Tuition Fees ............................................................................ 29
7. Management of Work Submitted Late and Mitigation Issues ................... 30
7.1 Support available through the mitigation process ............................................... 30
7.1.1 ILP and extensions ............................................................................................ 31
8. Student Academic Progress ....................................................................... 31
8.1 Annual Monitoring Review (AMR) ...................................................................... 31
8.1.1 Submission of Forms and Documents ............................................................... 31
8.1.2 The AMR Process ............................................................................................. 32
8.2 Unsatisfactory Progress ..................................................................................... 32
8.2.1 Identifying Unsatisfactory Progress .................................................................... 32
8.2.2 Stages ............................................................................................................... 33
9. Maximum Period of Study and Completion ............................................... 33
9.1 Continuation status ............................................................................................ 34
9.2 Extension to the maximum period of Study ........................................................ 35
10. Interruptions and withdrawal from the programme of study .................... 35
10.1 Withdrawal from the programme of study .......................................................... 36
10.2 Students deemed withdrawn .............................................................................. 36
11. Fitness to Practise Procedures .................................................................. 37
12. Quality Assurance ....................................................................................... 38
13. Doctor of Clinical Practice (DClinPrac) ...................................................... 40
13.1 Programme Structure ........................................................................................ 40
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13.2 Time Commitment ............................................................................................. 40
13.3 Learning and Teaching ...................................................................................... 41
13.4 Teaching structure ............................................................................................. 41
13.5 Block weeks....................................................................................................... 41
13.6 Learning Sets .................................................................................................... 41
13.7 Research Presentations .................................................................................... 41
13.8 One day workshops ........................................................................................... 42
13.9 Research Supervision Structure ........................................................................ 42
13.10 Lead Research Supervisor ................................................................................ 42
13.11 Second Supervisor ............................................................................................ 42
13.12 Pastoral Tutor: ................................................................................................... 43
13.13 Reading of drafts of work ................................................................................... 43
13.14 Time and contact expectations for the thesis ..................................................... 43
13.15 Reading of drafts of the thesis ........................................................................... 44
13.16 Training Needs Analysis and Supervision Agreement forms .............................. 44
13.17 Research Monitoring and Responsibilities ......................................................... 45
13.18 Computing and Statistics Helpdesk ................................................................... 45
14. Ethical Approval and Research Governance ............................................. 45
14.1 Psychology Research Ethics Committee Approval (PREC system) ................... 45
14.2 How do you apply? ............................................................................................ 45
14.3 NHS Ethical Approval (IRAS system) ................................................................ 46
14.4 Outline of teaching on Research Methods and Analysis .................................... 47
14.5 Assessment and choice of research methods .................................................... 48
15. Programme Overview/timescales ............................................................... 50
16. Module and Assignments ........................................................................... 51
16.1 Programme Content .......................................................................................... 51
17. Guidance for the undertaking and completion of assignments ............... 53
Thesis (Module PSYD051) (50,000 words) (100%) ..................................................... 67
18. Appendices .................................................................................................. 74
Appendix A – Reading List .............................................................................................. 75
Appendix B – Ethics and Confidentiality .......................................................................... 77
Appendix C – Coversheet ................................................................................................ 80
Appendix D– Marking Flowchart ...................................................................................... 81
Appendix E – Mitigation Form ......................................................................................... 83
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Welcome to the University of Exeter School of Psychology
and the Doctor of Clinical Practice programme On behalf of the University of Exeter we welcome you to the programme. The Doctor
of Clinical Practice (DClinPrac) is based at the School of Psychology at the University
of Exeter and was established to provide high quality clinical research training for
practitioners. The programme is aimed at supporting senior practitioners who are
expected to draw upon their clinical practise whilst developing research skills. It will
provide valuable research training for advanced practitioners who are engaged in
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clinical leadership and supervisory roles.
We have been able to establish a team of international repute to deliver the
programme and we look forward to spending the next four years with you.
Professor Ken Laidlaw
Professor of Clinical Psychology and Programme Director DClinPsy
Director of Postgraduate Research Programmes
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Meet the DClinPrac Programme Team
Richard Mizen Programme Lead [email protected]
Dr Jo-Anne Carlyle Senior Lecturer Academic Team [email protected]
Dr Janet Smithson Senior Lecturer Research Team [email protected]
Dr Elizabeth Weightman Academic Team [email protected]
Professor Nick Sarra Academic Team [email protected]
Dr Magdalena Katomeri - PGR Support Officer (CEDAR) – [email protected]
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Programme Associates, including Visiting Academic Staff
Professor Jeremy Holmes - Professor of Psychological Therapies
Dr Georgia Lepper – Researcher in psychotherapeutic interaction.
Gillian Miles –British Psychotherapy Foundation
Dr Sue Mizen - Consultant Psychiatrist in Psychotherapy, Devon Partnership NHS Trust
Dr Frances Roper - British Psychotherapy Foundation
Professor Tony Roth – Professor of Clinical Psychology, University College London
Dr Judith Trowell – Consultant Psychiatrist in Psychotherapy, Tavistock Portman NHS
trust/British Psychotherapy Foundation
External Examiner
Professor Evrinomi Avdi, University of Thessaloniki, Greece.
Guest speakers and School of Psychology faculty members will also contribute to the
programme
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Programme Handbook
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1. Aims and Objectives
1.1 University
To provide an education for students intended to give them competence in
their chosen discipline, and to encourage them to develop their intellectual
capabilities within an institution that is committed to advancing research,
scholarship and learning, and to disseminating knowledge.
1.2 Educational Aims of the Psychology: College of Life and Environmental Sciences
To provide an education of high quality across a range of areas of psychology in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline where appropriate.
To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination in the context of psychology.
To provide a range of academic and key skills that will prepare our students for employment, future study, or training for professional practice.
To equip students with a range of methodological skills, advanced specialist knowledge, and experience of communication of the results of research, which can allow them to function as effective research students, or as researchers in an academic or applied setting.
1.3 Main aim of the programme
The main aim of this programme is to provide training in research for psychological
therapists, currently working with complex cases, relevant to their area and modality
of clinical practice. Currently we are able to provide this for people who have
undertaken a substantial Psychoanalytic or a substantial Systemic, clinical training.
1.4 Specific Aims of the Doctorate in Clinical Practice Programme
By the end of the programme we aim to have enabled students to have:
Developed the capacity to critically review and reflect upon the underlying
theoretical and clinical assumption underlying their practice.
Develop a substantial, in-depth and systematic understanding of a substantial
body of knowledge at the forefront of their discipline;
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Develop a capacity to critically evaluate that body of knowledge by reference
to research developments in other related disciplines
Demonstrate a comprehensive understanding of research methodologies
applicable to their discipline;
Independently evaluate research, advanced scholarship and methodologies
and to argue alternative approaches;
Synthesise new approaches in a manner that can contribute to the
development of methodology or understanding in clinical research practice;
Analyse and manage ethical dilemmas and to link rigorously objective
empirical research with rigorous, subjective understandings drawn from your
therapeutic modality;
Act independently and with originality in problem solving, leading in planning
and implementing tasks at a professional level;
Conceptualise, design and implement a project for the generation of new
knowledge at the forefront of psychotherapy practice.
Develop the capacity to work with a degree of fluency and rigour, that enables
the practitioner to work in ways that may influence policy, effect positive
change and lead at national and international levels commensurate with a
senior professional role;
Reflect on own and other’s functioning in order to improve practice, guide and
support the learning of others and manage own continuing professional
development;
Communicate complex and contentious information clearly and effectively to
specialists and non-specialists, understand any lack of understanding in
others and act as a recognised and effective consultant.
To make an original contribution to psychoanalytic or systemic psychotherapy
practice.
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2. Useful Information
2.1 iExeter and MyPGR
iExeter is the University’s student portal, you can access it via the shortcuts on
cluster PCs or via the following link here. If you encounter any difficulties in using
please contact the IT Helpdesk via [email protected]
MyPGR is an online facility which allows you and your supervisor(s) to track and
manage your progress, and which provides a structure to help you manage your
studies. It is a mechanism to arrange meetings with your supervisory team; complete
and access records of supervisory meetings and store written material for review by
supervisors. This creates a record of all, or most, of your meetings and discussions
where you and your supervisor can summarise actions arising.
Please note that it is a requirement, as set out in section 4.3 of the University’s
Teaching Quality Assurance (TQA) Manual, that research students schedule
supervisory meetings through MyPGR Please see here.
MyPGR is available through iExeter. Log in using your University IT account
information and find the link for Student record and registration (SRS).
Training information and user notes for students can be found here.
2.2 Exeter Learning Environment (ELE) The handbook and other material on the Exeter Learning Environment (ELE).
This is your primary source for checking guidelines, downloading teaching materials
and checking other useful resources that the research team has put up there. The
web address is: http://vle.exeter.ac.uk and you will need to login to access the
material. Ask your course administrator for help with accessing this.
2.3 Doctoral College
As a PGR student at Exeter, you are not only a part of the research community within
your academic discipline and College, but also the wider research community across
the Universities Doctoral College. We would like to hope that you will engage with the
PGR community on a wider basis as well as within your academic discipline or
College. Please see further information available online here.
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2.3.1 Mandatory Doctoral College Induction There are four online mandatory courses all PGRs are required to complete.
Information Governance and Security
Research and Integrity
Health and Safety
Equality and Diversity
These courses are accessed through the following ELE page, and clicking on Mandatory Training.
2.4 Communication
It is vitally important that we have secure and reliable means by which to contact
you. Primary responsibility for ensuring this lies with students. You must ensure
that the University Registry Office has up to date information about your
whereabouts and the best means to contact you if necessary. Please note you
can change your home/term-time address and home email address via the
online Student Portal – iExeter.
Administrative and academic staff make every effort to reply quickly to enquires,
and we expect that students will in turn make sure that they check regularly for
communications and reply promptly. Therefore, it is very important that you
check your University email regularly.
2.5 E-Profiles
We would encourage all PGRs to create their own e-profile. This will allow you to
showcase your research as well as exploring topics of fellow PGR students. It is your
responsibility to keep this up to date. To create your own e-profile, please see here.
2.6 Useful Links
1. A-Z of Support Services: http://www.exeter.ac.uk/students/az-services/
2. Health & Safety: http://www.exeter.ac.uk/staff/wellbeing/safety
2. MyPGR manuals: http://as.exeter.ac.uk/it/systems/sits/howdoi/mypgr/
3. Researcher Development Programme (RDP): https://as.exeter.ac.uk/rdp/ 4. Library: http://as.exeter.ac.uk/library/ 5. Health Centres:
Exeter Campuses: http://www.exeterstudenthealthcentre.co.uk Penryn Campus: http://www.penryn.co.uk/
6. Campus Maps: Streatham: http://www.exeter.ac.uk/visit/directions/streathammap/ St Luke’s: http://www.exeter.ac.uk/visit/directions/stlukesmap/ Penryn: http://www.exeter.ac.uk/visit/directions/cornwallmap/
7. International Student Support Information: http://www.exeter.ac.uk/internationalstudents/ 8. Self-service Student Status letters: http://www.exeter.ac.uk/students/administration/studentstatusletters/
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9. Registry: https://as.exeter.ac.uk/support/registryservices/
10. Unicard: http://www.exeter.ac.uk/sid/unicard/
11. IT Account: https://as.exeter.ac.uk/it/account/
12. Fees: http://www.exeter.ac.uk/students/finance/studentfees/
13. Accommodation: http://www.exeter.ac.uk/accommodation/index.html
14. The Students’ Guild and Societies: https://www.exeterguild.org/societies/postgraduatesociety/
15. Students’ Union in Cornwall (FXU): https://www.fxu.org.uk/
2.7 General Regulations for Students
The University’s General Regulations for all Students is updated every academic
year, and are kept in the Regulations section of the University Calendar.
http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/genregs/
3. Resources
3.1 PGR Space
There are a limited number of study desks available across the College for PGRs to
use both on an allocated and hot desk basis. The provision varies across the
disciplines and campuses.
The Postgraduate Computer Room (Room 221) has high quality computers with
networked printing for use in conjunction with other postgraduates in the Psychology:
College of Life and Environmental Sciences.
In addition, all the PCs in room 220 are available for students’ use in conjunction with
undergraduates in the Psychology: College of Life and Environmental Sciences. In
term time these computers are subject to heavy use, although in University holidays
they are underused. Software for PCs is available from our IT team, please contact
them via the web contact URL here.
Details of available software and facilities is available here.
3.2 IT support and Statistics Helpdesk
A computing and statistics helpdesk is available for drop-in during term time in the
Washington Singer Building. The aim of this service is to provide immediate advice
on statistical problems and computer programmes (not available by telephone). Their
email address is [email protected].
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3.3 Supporting Postgraduate Researcher Writing
The Doctoral College offers a range of writing support for PGRs throughout their research journey. You can download a PDF copy of the Resources to Support PGR Writing Groups. For more information regarding writing support please visit this link.
3.4 Research facilities at the university
A number of research facilities at the university are available when you do your
research with one of the supervisors in the School of Psychology.
1. Interview & telephone rooms for research activities within the Mood Disorders
Centre (MDC), students can book interview or phone rooms.
2. AV equipment: for research activities within the Cedar group, students can
book digital audio or video recording devices. Some of the interview &
telephone rooms are also equipped with AV devices
3. Experimental facilities: The Cedar group also has a number of testing rooms
with computers that are ideal for experimental research.
As students in a doctoral programme for clinical psychology at Exeter University you
have the status of Postgraduate Research (PGR) students.
3.5 Open Access Space
Students are reminded that there are other workspaces available on campus which
are open access.
3.6 Printing Credits
The College provides free printing, photocopying and scanning for all postgraduate
research students on any of the student print stations across the University.
While this will be free at source please be aware that the College will be charged for
your printing, photocopying and scanning and we therefore expect you to be sensible
with your use of these facilities, for both economic and environmental reasons.
Usage will be monitored and if your printing is deemed to be excessive then you may
be asked to cover some of these costs.
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3.7 Library and Inter-Library Loans
All students are automatically members of the University Library Service. For details
of services, opening hours etc. please consult the library websites:
Exeter Libraries
Penryn Campus Library
Many of the electronic holdings of these libraries can also be accessed remotely via
the Web. To discover what research resources or tools are available, an excellent
starting point for researchers is the Supporting Research section of the Library
website.
3.8 Inter-Library Loans (ILL)
These are free, within reasonable limits, to all students and can be collected from
your PGR Support team in person or via email. Students are entitled to five Inter-
Library Loan (ILL) tokens per year. The tokens are paid for by the College; they can
be obtained from the Programme Administrator.
Students who need to make heavy demand on ILL may apply for additional support
through their Programme Lead (for more information contact the team
The way to acquire books and journal articles differs between campuses, click on the
links for further information on ILL at the Exeter Campuses and for Penryn Campus.
3.9 Research and Training Support Grant (RTSG)
To help with costs related to your research, primarily attending conferences,
fieldwork, research training events and purchases essential to your research,
students are entitled to a financial contribution made by the College over the course
of their period of normal registration, this is does not include your Continuation year.
The funding rules are as follows:
If the allocation is unspent, this is rolled forward each year.
The fund is available until you submit your thesis for examination.
Your RTSG can be used until your submission deadline or until you submit your
thesis, whichever is earlier. For further advice please contact the PGR Support Office
The RTSG fund will be available to you from the start of your second year of your
study, when you will start working on your research thesis.
For more information about the fund and how to claim any expenses will be sent to
you by the CEDAR PGR office.
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4. Support Services
An A to Z of support services available to students can be found here.
4.1 International Student Support
The International Student Support Office offers advice and services to international
students on the following issues:
Pre arrival information
Visas, Immigration, and Visa Extensions
Orientation programmes and preparing for life in the UK
Supporting diversity events on campus
Free English Language classes for spouses and families
International eNewsletter
Working with student societies and events
Workshops
4.1.1 Support with English Language
INTO University of Exeter offers a range of classes, workshops and tutorials to
international students at the University of Exeter who feel they need or would like
help and support in studying through the medium of English. This service is referred
to as the Insessional Programme and is available to students studying at the Exeter
campuses (Streatham and St Luke's). Both international and home students studying
at the Exeter campuses can also seek help and advice on academic matters from
the Academic Skills and Engagement Team (ASET). International students studying
at the Penryn campus will have access to language support provided by ASK
(Academic Skills). Information about the Insessional Programme available to Exeter
based students can be found here.
You can also visit the following pages for more information about the support that
they provide to PGR student here.
If you are a distance learner but you require English Language support then please
contact the service: [email protected] to inform them of this as they may be
able to offer appointments via Skype.
4.1.2 English Language Classes for Families of International Staff & Students (Family Class)
For more information please visit the following link.
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4.2 Health and Wellbeing
4.2.1 Health Centre
If you are based on campus, it is advisable to register with the on-campus health center when you arrive so that if you require a doctor or nurse at any time there will be no delay in making appointments as necessary. Please read the information here.
4.2.2 Absence Due To Illness
As per Chapter 12 of the Learning and Teaching Support Handbook from the TQA
manual, if you are absent from your programme due to ill health then a Personal
Sickness Certificate will need to be sent to the College for periods of up to 7
consecutive days. Any absence beyond this will require a doctor’s certificate.
4.2.3 Wellbeing Services
Wellbeing Services are here to help students get the most out of their time at
University. Health and wellbeing are crucial ingredients of effective study as well as a
rich and fulfilling student experience, but staying well in body and mind isn’t always
easy at University.The University’s Wellbeing Services provide a range of help and
support for registered students including online ‘self-help’ links which can be helpful
for distance-based students.
Wellbeing Services comprises three separate ‘pathways’:
Psychological Therapies
Mental Health
AccessAbility
PGR students have access to SilverCloud (online Cognitive Behavioral Therapy
programmes tailored to specific needs), and also Pro-Counselling (short-term support
or recommendation to longer-term support).
The Mental Health Pathway offers drop-in appointments to give advice and
information to students who have been advised by Wellbeing Services to meet with
the team. Information about these sessions can be found here. Please contact the
Mental Health pathway if you are studying from a distance so we can discuss your
needs and the support options available to you.
If you haven’t had contact with the mental health pathway before please complete
the Mental Health Appointment Request Form.
If you have met with the Mental Health pathway before you can
email [email protected] or you can call 01392 724381 and request to book a
mental health appointment. Please explain that you are a distance learner. Read
more here.
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AccessAbility also offer drop in sessions. Information about these sessions can be
found here. Please contact Accessibility if you are studying from a distance so we
can discuss your needs and the support options available to you. Read more here.
4.2.4 Individual Learning Plans (ILPs)
An Individual Learning Plan (ILP) is a document that informs Colleges within the
University of the recommended, reasonable adjustments that may be put in place
once you have declared a disability. To have an ILP put in place, you must have a
health condition or disability which fits the criteria to be classified as a disability under
the Equality Act 2010, (i.e. has or likely to last over a year). The legislation affects all
universities in the UK and all are expected to provide reasonable adjustments in
response to assessed needs. Read more here.
If you require an ILP, please book an appointment with the wellbeing
services. Following an assessment, an ILP will be set up and stored on the Student
Record System. Read more here.
ILPs can be set up before arrival at the University or at any point throughout your
academic studies. You can update or review your ILP at any stage of your studies to
ensure that it supports you with the requirements of your Programme. You can
Review/update your ILP by contacting Wellbeing Services (AccessAbility/Mental
Health Pathway) to arrange a discussion.
Exeter Access Centre and Disabled Students’ Allowances (DSAs)
Wellbeing Services also includes the Exeter Access Centre which provides high-
quality Study Needs Assessment Reports for all students who meet the criteria for
Disabled Students’ Allowances (DSAs).
Exeter Access Centre - Information Leaflet
4.2.5 Protection of Dignity at Work and Study
The University of Exeter is committed to a policy of equality of opportunity and aims
to provide a working and learning environment, which is free from unfair
discrimination and will enable staff and students to fulfil their personal potential. All
individuals should be treated with dignity and respect whether at work or study: staff
and students have an important role to play in creating an environment where
harassment is unacceptable: Information can be found here.
If you or someone you know experienced harassment then please follow the link here
for advice and support.
The University’s policy on sexual assault can be found here.
Dignity and Respect Advisors can provide support to any staff or students: More
information can be found here.
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4.3 Hardship Funds
There are different sources of financial help for students experiencing severe
financial difficulties. The Guild Advice Unit offers help with applications for the
University-level hardship funds (Access to learning, SELS and FISH). They also
provide advice on many other aspects of student finance and funding.
Special Emergency Loan Scheme (SELS)
A fund has been established for the alleviation of emergency financial hardship
suffered by European and Part-time International students of the University of Exeter.
Financial assistance will normally be in the form of a loan, and is in most cases
unlikely to be in excess of £500.
Fund for International Student Hardship (FISH)
A fund has been established for the alleviation of emergency financial hardship
suffered by international students of the University of Exeter. Financial assistance will
normally be in the form of a loan, and in most cases is unlikely to be in excess of
£500. If you think that you might need help from the Fund, see an adviser at the
Guilds Student Advice Unit or ask for an application form. Application Packs are
available from the Student Funding Team in Northcote House and the Student
Advice Centre on Streatham campus.
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Programme Governance
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5. Guidelines for Successful Completion
5.1 Attendance We expect full attendance because absences affect the learning experience. If a
student is ill for a prolonged period of time or other unforeseen circumstances
intervene to prevent attendance then the staff team will attempt to negotiate an
alternative package of teaching attendance so that the student can still meet the
requirements. In all cases a minimum attendance of 80% will be required. If
attendance is below this level, students must discuss how to make up the missing
sessions with the Programme Lead. Attendance of postgraduate research students is
monitored through MyPGR. Please make sure that you submit these each month as
soon as possible after the meeting with your supervisor has occurred.
Read more here.
5.1.1 General Regulations for Students
All students, registered and interrupted, are required to abide by and submit to these
General Regulations and to other Regulations and Procedures approved and
amended by the University from time to time relating to conduct and attendance while
they remain students of the University.
5.2 Successful Completion of Assignments
Students are required to submit their assignments at regular intervals throughout the
course. The only grounds for exemption from this stipulation are in accordance with
the Psychology: College of Life and Environmental Sciences Mitigation guidelines
which are in accordance with University procedures.
We will normally return feedback to students within three weeks, provided submission
has taken place within the deadline. Feedback will be returned by e-mail. Feedback
is systematically moderated by the external examiner for each assignment.
The marking deadlines for the thesis are longer, as the thesis marking and
examination process involves both internal and external examiners, a viva voce
examination, and also requires the Board of Examiners to ratify internal and external
marking.
5.3 Submitting Your Work
According to the University’s Teaching Quality Assurance and Enhancement we
expect all written assignments to be submitted electronically to ELE/Turnitin, before
13:00 on the submission date. Turnitin is a coursework submission system, available
via ELE. These submissions should be fully anonymised. See here for further
information regarding Turnitin.
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Each piece of work must be submitted with a front sheet. The front sheet must be
completed with the student’s ID number, module number, module title, title of
essay/assignment, deadline date and word count. It must NOT include the name or
signature of the student.
A guide for formatting submissions and blank feedback forms can be found on ELE.
Turnitin also checks submitted work for plagiarism. If a piece of work is submitted to
Turnitin generating a similarity report of 30% or higher or showing a whole paragraph
lifted from another source, the Turnitin report will be downloaded and sent to the
marker/moderator along with the relevant assignment.
Should plagiarism be suspected, the submission, together with the Turnitin report and
the evidence from the moderator, will be sent to the Programme Director for further
action with a view to considering if the academic misconduct procedure should be
initiated.
5.4 General Guidelines for format of written work
All work should follow the 6th edition of the manuscript preparation guidelines of the
American Psychological Association (APA, 2009) style. This includes formatting
guidelines including headings, general layout, table formatting and referencing).
You should use double-line spacing, and a font size of 11pt or 12 pt in a font that is
easy to read, e.g. Times New Roman, Arial, Verdana, Tahoma, Calibri.
5.4.1 Word limits
Work must be within the stated word count and the word count must be included on
the front sheets. Please note that any words over the word count will not be
marked. The following content is NOT included in a final word count:
Abstract
Title
Contents page
Reference list
Bibliography
Footnotes (these should be used for references only; those containing large
amounts of text will be treated as if they were part of the main body of text).
Footnotes should only be used where directed by the programme lead.
Appendices
Words used in tables, graphs and other forms of data presentation (including
titles of figures)
Equations
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The following content IS included in a final word count:
Main body of text
In text quotations
In text references
Section headings
Footnotes containing large amounts of text (unless indicated otherwise by
programme lead)
Primary sources of information should be referenced and cited appropriately.
5.5 Citing and Referencing
The College has adopted the American Psychological Association (APA) conventions
as the standard for citations and references. We would encourage you to consult
these guidelines and copies are kept in the library, or can be obtained online here.
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Marking, Assessment and Progression
26
6. Marking Conventions
This document summarises the Marking Conventions for the Doctor of Clinical
Practice programme and is based on the University Teaching Quality Assessment
Manual.
6.1 Marking and Examining Procedure
Work submitted for assessment for modules or individual components of taught
modules will normally be marked by a single examiner and moderated by another
member of staff. The marks awarded at that stage are provisional. The External
Examiner in due course reviews a sample of the assessed work and the provisional
marks assigned to benchmark the assessment process, and may recommend
adjustments.
Provisional marks are considered at the Examination Board which will meet at the
end of the programme to consider final degree awards. The marks awarded by the
Examining Board require confirmation by the Faculty Board.
With the exception of all competency assessments we operate a blind marking
scheme for all written work as far as is possible. The programme administrator will
assign each student with a number that should be used for all continuously assessed
work.
6.2 The Marking Scheme
Details of the Professional Doctorate Marking regulations are part of the TQA
manual on the University website. This scheme applies to all assignments apart from
the Thesis, which follows separate, university-wide regulations for PGR theses (see
thesis section for more about this).
Work is marked in the following way:
For each assessment criterion, one of the following evaluations will be awarded, as
appropriate:
E- Indicates that there is extensive evidence that doctoral standard has been
achieved for this criterion
S - Indicates that there is sufficient evidence that doctoral standard has been
achieved for this criterion
I - Indicates that there is insufficient evidence that doctoral standard has
been achieved for this criterion
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed
criteria (i.e. achievement of an E or S for all assessed criteria)
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6.3 Marking categories
The assessment process for all the CEDAR professional doctorates can be found in
the TQA: Chapter 10 - Code of Good Practice - Professional Doctorate Postgraduate
Research Programmes (1.7). A summary of the marking scheme can be found on the
Marking Flowchart (also found in Appendix D)
6.4 Implications of the marking categories
If the Work is at Pass Standard:
If the work passes, the formative feedback is returned to the student and a pass mark
recorded on the student progression form.
If the Work is at Minor amendment standard:
If a Minor Amendment is awarded, then the formative feedback will include specific
instructions about the correction(s) required. It is then the student’s responsibility to
make the corrections and re-submit the work online via Turnitin/ELE.
Students will be given 4 weeks to submit their Minor Amendments. The resubmission
should include a cover sheet detailing a clear list of changes that have been made
and indicate where they are in the script (e.g., page and line numbers). If the work is
not re-submitted by the 4 week deadline a Fail would normally be recorded.
The work is re-marked by the marker only to check that the corrections have been
made. If they have been made to the satisfaction of the marker, a Pass mark is
recorded in the Student Progression Form.
If the Work is marked as requiring major amendments:
If the work requires major amendments, the marker will set out what substantive
issues need to be addressed to bring the work to “pass” standard. The marker and
moderator will indicate in their feedback whether the amendments are in category i, ii
or iii (see above, 6.2 ESI). A Major Amendment mark and its category will be
recorded on the Student Progression Form. The student is then required to make the
changes and re-submit the work online via Turnitin/ELE.
Students will be given 8 weeks within which to submit their amendments. The
resubmission should include a cover sheet detailing a clear list of changes that have
been made and indicate where they are in the script (e.g., page and line numbers). If
the work is not re-submitted by the 8 week deadline a Fail would normally be
recorded.
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The work is re-marked by the marker only to check that the corrections have been
made. If the amendments have been made to the satisfaction of the marker, a Pass
mark is recorded on the Student Progression Form.
If the work does not meet the Pass standard, then the work can either be awarded a
Minor Amendment or a Fail (if a Fail is awarded then this will be recorded on the
Student Progression Form).
If a Minor Amendment is awarded, then the formative feedback will include specific
instructions about the correction(s) required. It is then the student’s responsibility to
make the corrections and re-submit the work online via Turnitin/ELE. Students will be
given 4 weeks to submit their Minor Amendments. The resubmission should include a
cover sheet detailing a clear list of changes that have been made and indicate where
they are in the script (e.g., page and line numbers). If the work is not re-submitted by
the 4 week deadline a Fail would normally be recorded.
The work is re-marked by the marker only to check that the corrections have been
made. If they have been made to the satisfaction of the marker, a Pass mark is
recorded on the Student Progression Form. If the work does not meet the pass
standard a Fail mark would normally be recorded.
Having to complete work marked as a Major Amendment does not alter commitments
to other assignments and assessments due.
If the Work is Failed:
The assignment will be considered a fail if:
The assignment deadline is missed without an application for a deadline
extension having been submitted by the student.
The required major/minor amendments have not been submitted within the
specified time allowed for amendments.
The re-submitted assignment shows insufficient evidence of improvement (i.e.,
the same recommendation cannot be awarded twice).
NOTE: The number of resubmissions for any single assignment is limited to a
maximum of two.
Failure of ANY SINGLE module represents failure of the programme. All grades
given for assignments are provisional until approved by the Assessment, Progression
and Awarding Committee (APAC), which meets annually at the end of each
academic cycle.
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6.5 Marking and Appeals Procedure
Information about the University’s Procedures Relating to Student Academic Appeals
can be found here.
6.6 Student Complaints Procedure
Information about the University Student Complaint Procedure can be found here.
6.7 Progression through the Programme
If, at any time students have concerns about their progress through the programme,
they should discuss this with their tutor. An appropriate action plan can then be set
up to anticipate and avoid problems.
During the first 18 months of the programme, students are expected to complete and PASS all assignments with the exception of PSYD054 Thesis.
Students who are considered to have reached the required standard may progress to
the completion of their Thesis. Those students who have successfully completed the
assignments but who are not considered by the exam board to have reached
doctoral level may be awarded a Master’s Degree but may not proceed to the
completion of the doctorate.
If at any time there is serious concern about the progress or performance of a student
in any aspect of the programme then the Unsatisfactory Student Progress and
Engagement procedure may be instigated.
6.8 Academic Conduct and Practice
Information about Academic conduct and practice can be found in the TQA manual
here.
The procedure for Graduate Research Students suspected of Research Misconduct
can be found here.
6.9 Progression and Tuition Fees
Information about course fees can be found here.
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7. Management of Work Submitted Late and Mitigation Issues
Please be aware that failure to comply with the procedures and conventions noted in
section 5 of the handbook may result in the submission being returned to you for
rectification and recorded as late if received after the submission deadline. Failing to
submit by the submission deadline the work will be marked as FAIL and the
Unsatisfactory Academic Procedure will be instigated.
More information about management of late submission for Professional Doctorate
Postgraduate Research Programmes can be found here.
7.1 Support available through the mitigation process
If you feel illness or other adverse personal circumstances may affect your ability to
undertake an assessment (for Pre-Thesis/Dissertation Modules) you may be able to
apply for an extension or a deferral through what the University calls the ‘Mitigation
Process’. Please carefully consider the guidance below on this process, including
the guidance provided in the TQA manual, it is important that you read this document
carefully. If you have any questions about this process please contact your College
office. You can also get independent advice from the Students’ Guild Advice Unit.
Examples of acceptable evidence to accompany your application can be
found here. Please note – if your evidence is in a language other than English, you
must provide us with an official stamped translation.
Mitigation forms MUST be submitted to your Programme Office Team as soon as
possible and at the latest within one working day of the affected assessment
submission date. Supporting evidence MUST be provided (within 10 working days of
the assessment date at the very latest) - please note that an application will not be
considered without this. You should expect a response from us within three working
days (a decision may take longer, particularly if your evidence is outstanding).
We expect you to plan your workload effectively so minor illness, computer/printing
problems or other circumstances do not prevent you from completing an assessment
by the submission deadline.
Do not leave work until the last minute. Give yourself sufficient time to allow for
problems occurring, so you do not miss deadlines. Computer and printing issues
are not considered applicable reasons for extensions - please ensure you back up
your work on a memory stick or another server. Ensure you leave yourself plenty of
time to print your work and submit via Turnitin, if applicable, in the event of queues or
technical issues. Read more here.
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7.1.1 ILP and extensions
Students with ILPs, where extensions have been supported, may be able to apply for
a week’s extension without additional evidence, once a mitigation form has been
completed. Longer extensions will be considered with additional supporting evidence
from AccessAbility/mental health pathway or GP.
The mitigation process and application form for the programme can be found in
Appendix E.
8. Student Academic Progress
There are procedures in place to allow formal monitoring of progress. This is to
ensure that adequate progress is being made, that the students are capable of a
viable thesis and that the work can be completed in a realistic timeframe. Progression
through the degree programme is not an entitlement and is not always appropriate.
Additionally, progress monitoring is a good mechanism for identifying and solving
problems the student may be experiencing early on in their studies.
8.1 Annual Monitoring Review (AMR)
Our ongoing progress is monitored through the MyPGR system. All students are
required to complete AMR to monitor progress, identify and resolve problems and
provide feedback, in line with the University’s Code of Good Practice for Annual
Monitoring of Research Students. AMR usually takes place in January.
The purposes of AMR are:
to assist the University in ensuring parity of provision and treatment for
students across the University;
to identify problems either in a student's programme of study or in the student-
supervisor relationship;
to assess student progress in order to give feedback to the student;
to monitor the nature and frequency of research supervision and other facilities
offered;
to assist in making formal decisions about unsatisfactory progress.
8.1.1 Submission of Forms and Documents
All students (including those on full time, part time, interrupted or continuation status
or who have submitted but are waiting to do corrections or resubmission of their
thesis this year) are asked to complete a report. You will be asked questions relating
to your progress in your studies and your supervision. The forms are available online
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via MyPGR and you will receive details on the process via email.
8.1.2 The AMR Process
Students submit the online form via MyPGR and upload documents on
MyPGR.
Supervisors are asked to complete a Staff Report form and submit it online to
the Postgraduate Research Support office, which provides information about
the progress of supervisees. This will happen after students complete the
confidential online form and submit documents for supervisors to view on
MyPGR.
The College AMR Panel reviews all forms with a session held for each
discipline. For those students who can progress, the Postgraduate Research
Support Office will formally inform them in writing.
The Postgraduate Research team will formally inform students with a different
outcome, outlining what needs to be achieved and detailing the support to be
offered.
8.2 Unsatisfactory Progress
The University has a Code of Good Practice which sets out the procedures through
which unsatisfactory progress for all students should be handled.
8.2.1 Identifying Unsatisfactory Progress
For postgraduate research students, unsatisfactory progress is usually identified
when a student has not met the requirements laid out under Responsibilities of
Students in the ‘Code of Good Practice - Supervision of Postgraduate Research
Students’, as specified in the College’s own Code of Practice, or as identified by their
supervisory team, and in particular might arise from supervisory termly progress
review meetings. Unsatisfactory progress or engagement may be identified when a
student’s progress is considered as part as of the Annual Monitoring Review process
as set out in the ‘Code of Good Practice: Annual Monitoring Review’, or as a result of
action under the ‘Statement of Procedures: Periods of Registration and Changes to
Registration Status for Graduate Research Students’ such as an application to
upgrade from MPhil to Doctoral Study, apply for transfer to continuation status, or
apply for an extension to study.
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8.2.2 Stages
There are three stages for dealing with unsatisfactory progress (see the University
Code of Practice for further details):
1. Initial Warning: Concerns with a student’s progress or attendance may be
best picked up in discussion with a member of staff, however, to constitute an
initial warning a record must be kept and a copy sent to the student
concerned. In discussion students should be invited to explain if there are any
circumstances, which were unavoidable, and which prevented their failure to
perform satisfactorily, which they could not reasonably have informed the
College of earlier.
2. Final Warning: If concerns about unsatisfactory progression are not
satisfactorily addressed following an initial warning, or if further concerns
about the student arise within 12 months of receipt of the initial warning, the
student should be referred to the appropriate Associate Dean of the College
(or appointed deputy) who should issue the student with a final warning. The
student will be provided with the opportunity to arrange a meeting, where they
can explain if there are any circumstances, which were unavoidable, and
which prevented their failure to comply with the terms of their initial warning or
which led to further unsatisfactory progress, which they could not reasonably
have informed the College of earlier.
3. Referral to College Director of PGR and Dean of Faculty: If a student’s
performance and/or attendance remain unsatisfactory following issue of a final
warning, or if further concerns about the student’s progress are picked up
within 12 months of receipt of the final warning, the College Director of PGR
will meet with the student to let them know that they will be reporting them to
the Dean of Faculty with a recommendation that they are deregistered. The
student will be invited to explain if there are any circumstances, which were
unavoidable, and which prevented their failure to comply with the terms of their
final warning, which they could not reasonably have informed the College of
earlier. If the student misses the meeting, they will be directly reported to the
Dean of Faculty.
9. Maximum Period of Study and Completion
Timely completion of the thesis improves the job prospects of successful students by
showing that they have the capacity to manage a project and bring it to completion
within deadline. Furthermore, research students invest significant resources into their
studies, and it is important that research programmes do not take more of these
resources than is necessary.
The University is closely monitored by funding bodies and the government to ensure
that postgraduate research students –whether publicly funded or not – are
completing their work in a timely fashion.
34
You should aim to submit your research thesis on or before your completion deadline
so that you can complete your programme within the maximum period of study.
Your target submission date and your completion date can be found on MyPGR. The
target submission date is set by default at the beginning of your final year. This date
cannot be altered. You should discuss your personal target submission date with
your supervisory team at the outset of your programme as part of your overall
timeline for your research. You should make sure that there is sufficient contingency
time built in for unforeseen circumstances.
The University lays down maximum periods of study for different qualifications. Full
information on registration periods can be found in the TQA Manual. Unless an
extension has been approved, registration is automatically terminated when the
maximum period of study has been reached. In such circumstances students will not
be allowed to submit a thesis and will not be eligible for the award of a degree.
9.1 Continuation status
Continuation: pre and from 2019-2020 entrants
Continuation is not the “writing-up phase”. Continuation means minimal supervision.
Continuation status decisions must be driven by academic decision
making rather than fee implications.
Continuation is not automatic when you hit the end of funding – it’s
dependent on your progress.
Continuation: pre 2019-2020 entrants
A move to Continuation Status is not an automatic right for a student, but only
granted on the basis of a decision by the College that the student no longer requires
normal levels of supervision, and will be expected to submit within 12 months.
Continuation: entrants from 2019-2020
Continuation should only be considered when the bulk of thesis (90%) is
complete and submission is expected within 3-6 months (pro rata PT).
A work plan for the 3-6 months is required.
Failure to transfer or to apply to transfer to continuation status may result in
assessment of whether action needs to be taken under the Unsatisfactory
Student Progress and Engagement: Code of Good Practice.
Lack of progress on continuation status will trigger unsatisfactory progress.
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9.2 Extension to the maximum period of Study
Extensions to the maximum period of study (are only granted in exceptional
circumstances and must be approved by the College Associate Dean (Research) or
the Director of PGR. If you wish to apply for an extension you may do so by
completing the Extension Form. You are required to submit an outline of work
completed and a work-plan and schedule for completion of the remaining
parts. Please submit your work on the following email address CEDAR-PGR-
[email protected] your request is approved your College will write to you to
confirm the new submission deadline for your thesis/dissertation along with an initial
warning for Unsatisfactory Academic Progress and Engagement outlining your
workplan and deadlines.
Extensions to study for pre and from 2019-2020 entrants Extensions will only be granted in exceptional circumstances. In cases of illness, excessive personal, work or other commitments, or other
difficult circumstances it is expected that the student and College will follow the
advice on Interruption of Studies.
In the case of problems with their research, students are expected to have
built in a time allowance for addressing problems. Failure to do so will not
normally be sufficient grounds for an extension and an Unsatisfactory
Progress warning will be given.
Extensions to Study entrants from 2019-2020 Approval for extensions will not be given later than six months prior to the
maximum date of submission (or re-submission), unless exceptional circumstances justify consideration of a later application.
Extensions will not be given for longer than a year, pro-rata for part-time students, and the length of the extension requested should be justified.
Normally, only one extension request for a particular deadline will be approved
10. Interruptions and withdrawal from the programme of study
An interruption of your studies means a complete cessation of academic work for a
specified period. Interruptions are permitted when you are experiencing severe
personal or other difficulties which make it impossible for you to continue with your
research. You do not pay fees during this period, and the period does not count
towards the timeframe for the completion of your degree. Approval for an interruption
of study is given by the Dean of College on the recommendation of your supervisor.
The University has a Statement of Procedures for dealing with interruptions to study
which can be accessed at the link below.
For other sources of help (such as Wellbeing services and the Student Guild Advice
Unit) please contact the SID.
36
The University's Statement of Procedures on interruption is accessible from the
following link. Statement of Procedures: Periods of Registration and Changes to
Registration Status for Graduate Research Student. If you feel you would benefit
from a period of interruption you should discuss the matter with your Supervisor or
Mentor. If they agree that a period of interruption is appropriate you will need to
complete the Interruption Form which is found in MyPGR.
Following return from an interruption the student should have a return to study
meeting with their supervisory team and agree to a work plan going forward. The
supervisors can also signpost the student to other sources of support as needed. The
meeting needs to be minuted and uploaded to MyPGR.
Retrospective Interruption is not permitted by the Doctoral College for periods
longer than 4 weeks prior to the date of the application. Please refer to the TQA
for more details on this http://as.exeter.ac.uk/academic-policy-standards/tqa-
manual/pgr/periodsofregistration/#interruption
10.1 Withdrawal from the programme of study
Students are permitted to withdraw from their programme of study at any time and for
any reason, but are reminded that any fees or fines outstanding must still be paid.
On withdrawing from a programme, registration is terminated, and the student ceases
to be a student of the University. Students considering withdrawal from study due to
adverse personal circumstances should ensure that they have first considered an
interruption of studies.
To aid the University in understanding the reasons for student withdrawals, and to
formally tell the University about the decision to withdraw, students are asked to
complete a form, available from the College and the Postgraduate Administration
Office website.
For more information about withdrawals please visit the following link:
http://as.exeter.ac.uk/academic-policy-standards/tqa-
manual/pgr/periodsofregistration/#withdrawal
10.2 Students deemed withdrawn
The University may de-register a student and initiate the termination of registration for
good and documented reasons. A student retains the right to appeal such a decision
under the University's normal procedure for academic appeals.
For more information please visit the following link
http://as.exeter.ac.uk/academic-policy-standards/tqa-
manual/pgr/periodsofregistration/#withdrawn
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11. Fitness to Practise Procedures
The following are the University Fitness to Practise Procedures. Each programme
may will have additional requirements.
http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/fitness/
University Fitness to Practise Procedures
38
12. Quality Assurance
The university has procedures in place for the regular review of its educational
provision, including the annual review of modules and programmes which draw on
feedback from such sources as external examiners’ reports, student evaluation,
student achievement and progression data. In addition, subject areas are reviewed
every three years through a subject and programme quality review scheme that
includes external input. These procedures are recorded in codes of practice
contained in the Teaching Quality Assurance manual which is available online. The
Programme is also approved by the HCPC and accredited by the BPS, while nearly
all subject areas are reviewed from time to time by the national Quality Assurance
Agency for Higher Education
Quality Assurance
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Doctor of Clinical Practice Handbook
40
13. Doctor of Clinical Practice (DClinPrac) This is a part-time, four year plus professional doctorate for practising psychoanalytic
and psychodynamic, and systemic psychotherapists, or equivalent, who have already
completed or who are undertaking a substantial training in this field. Its aim is to
provide a training in clinical research methods and practice, relevant to
psychotherapeutic or systemic practice.
13.1 Programme Structure
The emphasis on this professional doctorate programme is upon participants
acquiring and developing the knowledge and skills required for effective and
reflective practice, drawing upon a research perspective. There are two elements to
this. Students use their clinical work with a patient or group of patients as a basis for
thinking about and developing a personal capacity for reflective practice. Students
develop skills and knowledge in clinical research and the ways in which this may be
used to advance psychoanalytic or systemic practice. Students have the opportunity
to consider particular aspects of clinical work in depth. They also develop their ability
to understand and critically evaluate research findings and utilise a variety of
qualitative and quantitative research methodologies. In the final two years of the
programme participants will complete a substantial research thesis, related to the
student’s area of practice.
The Programme is made up of five modules (totalling 540 credits, with the major
research thesis contributing 240 credits):
PSYD051 Thesis Proposal PSYD052 Small Scale Research Project PSYD054 Thesis PSYD055 Evidence based Practice and Practice-based evidence: Critical Appraisal PSYD056 Linking Research and Clinical Practice
13.2 Time Commitment
A minimum time commitment equal in time to one day per week (but not in a single
day each week) for the duration of the programme is expected. Participants must
attend at the University site for four one-week block modules at intervals designed to
make it possible for students to undertake the programme at a distance. Attendance
for the whole of these block weeks in Exeter is mandatory. Although other, large
parts of the programme may be undertaken at the University, they may also be
undertaken away from the University site, with appropriate use of email, phone,
Skype and online discussion forums.
41
13.3 Learning and Teaching
Learning takes place via a number of different methods including taught lectures,
workshops, seminars, reflective case discussion groups, clinical and research
supervision, learning sets, research presentations, and independent research across
the duration of the programme.
13.4 Teaching structure Teaching takes place in lectures, seminars, small group learning sets, and individual
tutorials and research supervision sessions. The aim of these is to impart specific
information and allow programme participants to acquire knowledge about both
clinical and research practice and the linking of the two.
13.5 Block weeks
Teaching takes place at a series of four 5-day block events at the University of
Exeter. The events are planned to take place either immediately before or after
holiday periods to allow students to take leave which does not cut into clinical
practice more than is necessary. These are compulsory.
13.6 Learning Sets
This is the primary form of group learning activity in between the Block Teaching
Weeks. Students meet in these small groups twice a term, either at the university or
offsite, facilitated by a Learning Set Tutor. This group is intended to provide a focus
for discussion and development of research ideas. Students may meet in their
learning sets more frequently without the facilitator, if they choose to do so. Group
based learning for some assignments (Thesis Proposal Appraisal, PBL group
discussion) will take place in the learning set.
13.7 Research Presentations
Students are given the opportunity to present their research to the programme
members at three points in the course. This is an important academic skill and very
useful in generating discussion and receiving feedback. Students are expected to
give (1) a poster presentation on their Small Scale Research Project (SSRP) findings
(normally in their third Block week), (2) an oral presentation of their Research
Proposal (normally in their fourth (final) block week, after these have been marked,
and (3) an oral presentation of their Thesis research (around the time of submitting
the thesis, and as part of preparation for the viva). Further details of the presentations
can be found under the relevant assignments.
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13.8 One day workshops
In addition to the block weeks, full day workshops are held termly, usually on a
Friday. Students may attend these without charge but these are optional. They are
also encouraged attend the full range of other events organised within CEDAR and
the School of Psychology and which are regularly advertised by email.
13.9 Research Supervision Structure
Students are assigned a Research Tutor from the start of the course. They will also
join a Learning Set. Students will receive monthly supervision with their research
tutor.
The Research Tutor will help students work on their assignments, read a draft of
each assignment, provide comments, and help the student develop their thesis
proposal ideas.
Towards the end of the first year, as research proposals are developed, students are
assigned a Lead Supervisor, and a Second Supervisor. At this point the
programme and research leads try and ensure the best fit of student to Thesis
Supervisor, but this is dependent on staff availability, agreement and workload.
13.10 Lead Research Supervisor
The programme follows a policy of matching students with research active staff. All
students are required to have a research active first supervisor from within the
DClinPrac team for their Thesis research. Supervisor 1:
He/she will normally have expertise in your chosen research area and/or
methodology;
The first supervisor is expected to meet research students regularly, provide
direction and advice on their project, as well as giving feedback on draft
chapters and arranging a substantial discussion of progress each term.
13.11 Second Supervisor
Your second supervisor will have been assigned either at the application stage
or on your enrolment;
He/she will normally be a discipline or research methods expert who will
support you alongside the first supervisor;
He/she may be from a different discipline if your research project is
interdisciplinary;
43
The second supervisor will normally attend a termly meeting along with the
first supervisor and student;
The second supervisor may step in to bridge the gap should the first
supervisor become unavailable, for example, becoming the ‘acting lead’ if your
first supervisor is unwell for a period of time. However, this may just be a
temporary measure and a new first supervisor with appropriate subject
expertise may need to be found (i.e. the default position will not always be that
the second supervisor becomes the first supervisor, but rather that they can
provide continuity and support as part of their role as second supervisor);
He/she may have different views and academic interpretations from the first
supervisor and this range of inputs should be welcomed. Having said that if
conflicts arise advice should be sought from the Pastoral Tutor.
13.12 Pastoral Tutor:
This person can help with any non-academic issues that may arise.
As set out in the Arrangement for the Supervision of Research Degree Students:
code of good practice, the ‘pastoral tutor’ is a designated member of staff with a
pastoral responsibility for the student (including advising the student in cases when
difficulties arise between student and supervisor). The pastoral tutor will be a
member of the College’s academic staff. The role of the pastoral tutor is not that of a
‘supervisor’. A pastoral tutor does not require direct input or knowledge of the
student’s research topic.
The purpose of the pastoral tutor is to provide an additional layer of support and the
role of the pastoral tutor is set out here.
13.13 Reading of drafts of work The university expectation is that the primary research tutor or supervisor (for
research assignments) or second supervisor will read and comment on one full draft
for each assignment. It is the student’s responsibility to ensure the supervisor has
sufficient time for this before the assignment deadline. If students wish to ask another
member of staff to provide feedback on their assignment, this should be negotiated
via the research tutor or lead supervisor). Out of normal university term time, you
should check your supervisor’s availability in advance for reading work and providing
feedback (or supervision sessions).
13.14 Time and contact expectations for the thesis Students will have regular contact with their lead supervisor (minimum of six
supervision sessions a year). Students might expect to have termly contact with the
second supervisor, but this will vary depending on the second supervisor’s role in the
44
project. It may be appropriate for your supervisors to meet jointly with you. This is
something to negotiate with them when filling out the supervisory Agreement.
13.15 Reading of drafts of the thesis
For the thesis, as with the other assignments, the university expectation is that the
lead supervisor will read and comment on one full draft of this, but they may also
read and comment on sections of the thesis before this. The second supervisor will
normally provide feedback on specific sections of the thesis, agreed between student
and both supervisors. This can be set out in the Supervisory Agreement. For
example, a methodology-focused second supervisor might provide feedback on the
methods and results chapters.
13.16 Training Needs Analysis and Supervision Agreement
forms
Within the first 8 weeks of the starting your research project, you and your supervisor(s) should complete the Training Needs Analysis and Supervision Agreement forms. You should keep the originals but must also upload the final version of the form to MyPGR. The Training Needs Analysis form is a skills audit designed to help you plan your personal and professional development as you start your doctorate programme. It should help you review your current skills and plan for your future skills requirements. The Postgraduate Research Learning Agreement form is to identify the expectations of both supervisor and student, and highlight areas where students will require specific and generic training, and how this training will be implemented. These forms will also include an agreement of the frequency and nature of supervisory contact and procedures for dealing with urgent problems. Both forms should be reviewed on an annual basis. Amended forms should again be signed with the original kept by the student and uploaded to MyPGR. The forms can be found in the College Webpage, please see the Registration, Progress and Supervision section in the following link: http://lifesciences.exeter.ac.uk/study/pgr/current_students/forms/ Or download directly from the links below:
Training needs analysis form Supervision Agreement Form
There is a University of Exeter code of good practice for the supervision of
postgraduate research students which you might find helpful in considering
responsibilities of supervisors and students.
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13.17 Research Monitoring and Responsibilities
Please note that it is a requirement, that research students schedule supervisory
meetings, and write up records of supervisory and pastoral tutor meetings using
MyPGR.
13.18 Computing and Statistics Helpdesk
Information about the IT and Statistics helpdesk can be found in section 3.2 of this
handbook.
14. Ethical Approval and Research Governance
There are two types of ethical approval which students need to deal with, depending
on where they will conduct their research.
14.1 Psychology Research Ethics Committee Approval (PREC system)
All students will need to obtain Psychology Research Ethics Approval for both their
Small Scale Research Project (SSRP) and also their Thesis. For the SSRP this
should be applied for under the Research Supervisor’s guidance, as the plan
develops. For the Thesis, this should be applied for once the Thesis Proposal has
been passed. Note that for the Thesis, if you need NHS ethical approval you much
obtain this BEFORE applying for School ethical approval (Students are not permitted
to design projects which need NHS ethical approval for their SSRPs). Psychology
Research Ethical Approval is an in-house ethical scrutiny of all research planned by
undergraduate, postgraduate students and staff affiliated to the department.
14.2 How do you apply? You will need to complete a two-page online form, remembering to append additional
material if necessary (e.g. consent forms). Information about the Psychology School
Ethics process is available on ELE here.
There are also PowerPoint slides and further information about the PREC system on
the DClinPrac ELE pages, under Ethics Resources.
The application form is available via a link on ELE, but note that the online form itself
can only be accessed from outside of the university network by setting up a VLE. You
can find details of how to do this on the ELE information page linked to above.
For technical problems with accessing the PREC system, email [email protected].
For questions about the ethical issues, contact the PREC chair Dr. Nick Moberly,
email [email protected].
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You will need your research supervisor to sign off the PREC form after you have
submitted, so ensure they are available at the time you plan to submit this.
Assume 2 weeks for PREC response during term time. There may be amendments
required, so plan for possible resubmission in project timelines.
14.3 NHS Ethical Approval (IRAS system) The full NHS Ethical Approval process is essential for all research involving NHS
patients, and will only apply to the Thesis research (not the SSRP or other research
assignments). If your research is not directly on patients, but involves NHS staff,
premises or resources, you will need HRA approval. This may apply to your thesis
research, or your SSRP research.
You must have trust approval from the appropriate NHS R&D Department as well as
ethical approval from an NHS Research Ethics committee before you can begin your
research. Full NHS ethical approval (for research on patients) is a lengthy process,
allow 3-5 months for this in your research plan. HRA approval is quicker, but you
should still allow 2-3 months for this in your research plan.
General helpful resources and information around ethical issues can be found on the
homepage of the Integrated Research Application System (IRAS) and ELE (see
under resources). Support for both full NHS, and HRA ethical approval can be found
from the university Research Ethics and Governance department.
Staff from this department are able to meet with students and go through applications
and channel queries to the right place. There are powerpoint slides and further
information about the NHS ethics processes on the Dclinprac ELE pages, under
Ethics Resources.
In addition, your local NHS R&D Department can offer advice on research
governance and ethical approval procedures for their area. Information about
the National Research Ethics Service (NRES) is available here and submissions from
where a link to the electronic application is also available. In addition, R&D
management permission is required at each site before research can begin.
Applications for R&D management permission can be made alongside the application
for ethics approval. The process can be lengthy, require amendments and, in most
cases, a meeting with the committee. Students must take the initiative to approach
the relevant Ethics Committee and the host R&D, and obtain applications to meet
submission deadlines. You can find guidelines for good practice for clinicians doing
research in NHS settings from Good practice guidelines for the conduct of
psychological research. Also some specific guidelines have been developed for
conducting research on the internet. Please also check ELE for the university’s
indemnity requirements.
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Once the project has been approved by the NHS ethics committee, you still need to
submit your project to Psychology School Ethics Committee in writing with relevant
documentation attached (i.e., copies of the research proposal and letter from the
Health Service Ethics Committee stating the research has been approved). The
Psychology School Ethics Committee will issue de facto approval for projects
approved by NHS Research Ethics Committees, so you should wait until you have
this before submitting an application to the Psychology School Ethics Committee.
14.4 Outline of teaching on Research Methods and Analysis
The backbone of the intensive block events is a rolling programme of research
teaching; over the twenty months students acquire an understanding of a range of
research approaches and methods, qualitative and quantitative. They also have the
chance to become familiar with and critically examine classic and seminal research
papers relevant to their psychotherapeutic practise. There are also seminars led and
facilitated by experienced psychoanalytic psychotherapists, analysts, systemic
practitioners and academics examining different kinds of research approaches and
ideas and matters such as ethics and writing for publication. Every day all members
meet together in a facilitated group to reflect not only upon their developing
understanding of research but also bring the understandings gained from their
particular clinical approach, to research. This is led by an experienced senior group
analyst. The psychoanalytic and systemic groups share some teaching and
discussion in order to facilitate understanding (but not acquire clinical skills in the
practice) of other psychotherapeutic modalities and how this differ from or link with
each other. During the Research teaching members are introduced to some of the
research relevant to their area of professional practise and the principles of evidence
based practice and practice based evidence are explored. These sessions are led
and facilitated by experienced researchers in the mental health field, psychoanalytic
and psychotherapists and analysts as well as systemic psychotherapists and where
appropriate therapists trained in other psychotherapeutic modalities.
This syllabus is taught in the four block events during year 1 and year 2 of the
doctoral programme. Each block event includes four 90 minute sessions of formal
teaching on research methods and analysis, plus small group tutorial sessions which
focus on the requirements for specific research assignments.
Supplementary teaching and discussion about research methods, theory and
practice takes place in the learning sets (meeting twice a term). Additional teaching
materials are placed on the ELE site.
This formal research teaching is designed to deliver detailed methodological and
technical knowledge of a wide range of methods and analytic approaches used
in psychology, health, systemic, psychodynamic and psychoanalytic research.
By the end of this programme of lectures, learning sets, research assignment
tutorials, and supportive material, students will have advanced doctoral-level skills in
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research design, data collection, analysis and presentation of data appropriate to a
wide range of research problems, and dissemination of research findings.
Research programme aims:
1. To provide doctoral level research skills which can be applied in a wide range
of situations and to a variety of topics.
2. To provide in depth understanding of how to conduct research in systemic,
psychodynamic and psychoanalytic therapies.
3. To produce competency in reading and assessing published research in this
field.
The tools and techniques taught include:
1. Choosing an appropriate research design.
2. Research ethics.
3. Carrying out a literature review.
4. Qualitative Research methods: including questionnaires, interviews, focus
groups, participant observation, online methods, narrative enquiry, and
ethnography.
5. Quantitative Research methods: including questionnaire analysis and
experimental design
6. Quantitative Data Analysis; parametric and non-parametric statistics.
7. Qualitative Data Analysis: including thematic analysis, framework analysis,
narrative analysis, discourse analysis, ethnography, action research & content
analysis, grounded theory.
8. The use of software packages for quantitative data analysis (SPSS), and for
qualitative data analysis (Nvivo).
9. Dissemination of research, including writing journal articles, research reports,
academic posters, and oral presentations.
10. Evaluation of research, quality appraisal tools.
11. Service user involvement in research.
We aim to cover these topics in the taught research sessions, depending on
students’ prior knowledge and research needs.
14.5 Assessment and choice of research methods Some people joining the programme have ideas about what they would like to
research and the method or methods that they would like to use. Occasionally people
have well-formed plans but most often of all applicants have no clear idea other than
a wish to explore in depth, ideas relevant to their clinical practice. Over the first part
of the students develop their thinking and evolve ideas; these firm up with the
completion of the various assignments so that by the end of the twenty months they
have a proposal for an area to be researched and the means by which they will do
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this. Exeter University has an international reputation for research and development
in the psychological therapies and so we are able to draw upon a range of research
active specialists in a variety of methods qualitative and quantitative to help students
with their projects. Amongst other possibilities these might include projects exploring
developmental studies, neuro-scientific investigation and treatment effectiveness and
outcomes. Senior practitioners in psychoanalytic and systemic clinical approaches
are also available to supervise and assist.
Assessment on this doctoral programme is via the series of assessments outlined. In
these assessments, students are free to choose which methods and analytic
approaches they feel are appropriate to use to answer their chosen research
questions.
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15. Programme Overview/timescales
Model Timetable Overview - Doctor of Clinical Practice Sep Oct Nov Dec Jan Feb Mar Apr May June July August
Year 1 Linking Research and Clinical Practice (PSYD056)
Evidence based Practice and Practice based Evidence: Critical Appraisal (PSYD055)
Thesis Proposal (PSYD051)
Small Scale Research Project (PSYD052)
Year 2 Linking Research and Clinical Practice (PSYD056)
Evidence based Practice and Practice based Evidence: Critical
Appraisal (PSYD055) Gateway
Thesis Proposal (PSYD051)
Thesis (PSYD054)
SSRP (PSYD052)
Year 3
Thesis(PSYD054)
Year 4 Thesis (PSYD054)
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16. Module and Assignments 16.1 Programme Content
PSYD051 Thesis Proposal
The aim of this module is to provide students with the skills necessary to design and
develop a major piece of novel clinical research.
PSYD052 Small Scale Research Project
The aim of this module is to introduce students to the knowledge and skills required
to conduct advanced applied clinical research
PSYD054 Thesis
The aim of this module is for learners to create and interpret new knowledge through
original clinical research of a quality to satisfy peer review, extend the forefront of
their discipline and merit publication.
PSYD055 Evidence based Practice and Practice-based evidence:
Critical Appraisal
This module aims to provide participants with critical skills in clinical research applied
to clinical practice, so that they will be able to critically appraise and evaluate
psychoanalytically or systemically informed theory and practice. It further aims to
ensure that participants develop the skills to evaluate critically the research/evidence
base of clinical practice and to contribute to evidence-based practice in their own
clinical work.
PSYD056 Linking Research and Clinical Practice
This module aims to introduce students to a critical approach to clinical theory.
Participants work together as a group to link research, analytic theory and clinical
practice.
Modules and Assignments
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Guidelines for Assignments
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17. Guidance for the undertaking and completion of assignments
Publishable Paper (Module PSYD056) (6,000 words) This consists of the development of a written paper (6000 words) discussing a
specific theoretical issue in relation to clinical practice.
The purpose of this part of the programme is to enable students to become
competent to write papers to peer- review publication standard. This does not mean
that students have to either submit their paper or have it published: only demonstrate
that it reaches this standard.
The paper should be written and formatted on the basis of submission to a particular
journal. Students should choose a journal, photocopy and attach the Notes for
Contributors page and the submission should conform to these. For example, papers
may be required to include an abstract summarising the content of the paper. For the
purposes of this submission, however, the paper should be a maximum of 6,000
words, excluding the abstract and references, regardless of any word count given in
the chosen journal.
The paper should be appropriately titled to reflect the subject matter. It should have a
statement near the beginning outlining the subject of the paper and of how the author
intends to approach this. There should be a clear focus to the paper and demonstrate
an ability to analyse and critically evaluate theories and/or research relevant to this,
along with the relevant literature
Although this is a theoretical paper the theory must be grounded in clinical practice
and demonstrate the ability to integrate theory with practise and show how theory can
be used to understand/illuminate clinical work. It should demonstrate a wide
familiarity with the relevant literature and the ability to use this critically. The paper
should have shown that the author has an argument to make and the ability to outline
and develop this using appropriate evidence, clinically and from the literature. It
should show a clear and logical progression and reach at least tentative conclusions.
These should be described in a final section outlining ‘conclusions’.
The paper should be clearly written to a high standard of English which may use
technical terms but avoid jargon. It must be referenced in accordance with the
requirements of the journal for which it is notionally intended and include
acknowledgements where appropriate (and for this reason, with this assignment
alone, the referencing may differ in format from the university’s requirements
described earlier in this handbook).
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Marking Guidelines
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed
criteria (i.e. achievement of an Extensive (E) or Sufficient (S) for all assessed
criteria).
Section E S I
Evidence of meeting the requirements of the Journal nominally chosen (photocopy of relevant Journal included)?
Evidence of understanding and clearly stating a theoretical proposition
Evidence of awareness of relevant literature
Evidence of reflective thinking
Evidence of linking the theory to practice.
Awareness of ethical considerations
Evidence of development of own thinking
Quality of the writing and presentation (structure, style, & references)
PBL Individual report (3000 words) (Module PSYD055)
The Problem Based Learning Report involves studying in depth one or other
published and well known systemic or psycho-dynamically/psychoanalytically
informed treatment model. Examples here might be Kernberg’s ‘Transference –
based’ treatment model, Fonagy and Bateman’s ‘Mentalization’- based treatment
model or Lemma’s ‘Dynamic Interpersonal Treatment’ model.
In the first instance, the whole group will meet with a facilitator to discuss the process
and rationale of this module. Further meetings will be in learning sets with a
facilitator and will consider in depth a treatment model chosen by the learning set,
and critically evaluate the research and evidence base that underpins it. The learning
sets will discuss and critique the theory, research evidence and clinical application of
the model as well as thinking about how and where the model might be used to set
up a treatment service and what might be required to implement this, including any
problems that might arise. At the end of the period of working in the learning set
students individually submit a report describing their conclusions.
The individually-written report should draw upon relevant theory, research and
evidence base to illuminate the student’s understanding of the model, the
appropriateness of the therapeutic modality for particular patient groups and the likely
outcome of the therapy. These factors should be critically appraised and the student
should be able to demonstrate their understanding of the limitations and uses of all of
these and demonstrate the strengths and weaknesses of the research evidence upon
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which it is based. The student should also address ethical matters arising from both
the research and the treatment modality.
Marking Guidelines – PBL
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed criteria (i.e. achievement of an Extensive (E) or Sufficient (S) for all assessed criteria).
Section E S I
Description of theoretical underpinnings of model
Appraisal of theory
Description of outcome research literature
Appraisal of outcome research literature
Critical discussion of clinical implementation of model
Critical discussion of strengths and weaknesses of model
Critical discussion of ethical considerations when implementing clinical model
Evidence of development of own thinking
Quality of the writing and presentation (structure, style, & references)
Small Scale Research Project (Module PSYD052)
This assignment results in two assessed pieces:
1. Written SSRP report (4,000 words) (80%).
2. SSRP poster presentation (20%)
This assignment introduces students to undertaking data gathering, analysis, and
presentation of a clinical research project. Students often evaluate an aspect of their
existing practice or place of work. It provides the opportunity to develop knowledge of
research methodologies, framing research questions, and conducting research in
organisational or clinical settings. The subject of the study should be relevant to the
provision of therapy, or a clinically informed understanding of a service. Students
present their work in two formats. A submitted written report (4000 words excluding
abstract and references – 80%), and a poster presentation on the study and
outcomes, presented to students and staff (20%).
The purpose of this part of the programme is to give members the opportunity to
undertake data gathering, analysis and interpretation and finally present the
conclusions reached by the study. It should be relevant to the provision of
psychoanalytic/psychodynamic psychotherapy or practice, or systemic ideas and
practice, in the mental health services informed by analytic ideas or the
psychoanalytically informed understanding, or systemic ideas, of a mental health
service. Relevant literature should be briefly referred to.
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Ethical approval and the SSRP: Students must obtain Psychology Research Ethics
approval (PREC) for their SSRP before starting data collection, as described in the
section on Ethics and Research Governance.
Due to the time and effort involved, students are not permitted to design an SSRP
project which needs NHS ethical approval for this assignment. Studies carried out
within an NHS setting for the SSRP must be a service evaluation or audit – i.e. using
information and data which has already been or is routinely collected as part of NHS
procedure. These do not need NHS ethical approval as they are not original
research. If students plan to conduct research involving NHS staff as part of this, for
example interviews with staff members, they will need to obtain HRA approval for
this, and should plan their SSRP timeframe to allow extra time for this process.
Marking Criteria for the SSRP written report
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed
criteria (i.e. achievement of an Extensive (E) or Sufficient (S) for all assessed
criteria).
Section E S I
Aims of evaluation or research
Setting/context
Description of the service or intervention under evaluation
Brief literature review
Methodology
Attention to ethical issues
Quality of analysis and interpretation of findings
Implications of the study
Quality of the writing and presentation (structure, style, & references)
Guidelines for writing the SSRP report
Aims of evaluation or
research.
Aims of the service or intervention under evaluation. A clear and concise statement of the aims of the evaluation and its relevance to the service under investigation.
Description of the
service or intervention
under evaluation
A thorough but concise description of the service under
evaluation (including its primary role and objectives)
which places the SSRP in context.
Brief literature review A brief and focused review that draws upon existing and relevant service-related research. The review provides
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an excellent background to research in the area and is linked well with the aims and objectives of the SSRP.
Attention to ethical
issues
Ethical considerations inform the research design. Ethical issues concerning results, dissemination and clinical practice are considered.
Methodology The methods are clearly described and appropriate to the aims of the study with clear justification where required. The description of the research methodology suggests the research aims can be answered fully and appropriately by the study.
Quality of analysis and
interpretation of findings
The rationale for analysis is described in full and the analysis performed is accurate. Results are presented clearly and in the appropriate format suggesting a thorough knowledge of the analytic strategy used. Interpretation of findings is well grounded in the data, balanced and considered, and draws on appropriate psychoanalytic or systemic theory.
Implications of the study Implications are clearly described with a thorough consideration of issues relevant to both the service and clinical practice in general. Considerable thought has been given to recommendations for future research with clear justification for the direction suggested.
Quality of the writing
and presentation
(structure, style, &
references)
The work is well written, and develops arguments, ideas and evidence very effectively. The work is written in a logical, sophisticated and sequential manner. The writing accurately reflects the work. There is an effective use, where appropriate of graphs, tables, figures and examples.
Poster & Presentation (Module PSYD052)
Students prepare an academic poster, at the same time as preparing their SSRP
written report. They give a short (15) minutes presentation – ten minutes presentation
followed by 5 minutes for questions from the audience. The presentation is to the
other DClinPrac students and staff members. This will normally take place in the
Block Teaching session shortly after the written report submission date (Sept 2019).
The posters will be assessed using the marking criteria below. Posters are marked
on the quality of the poster itself, and also for their oral presentation including
answering questions from the audience.
The poster presentation should illustrate the work undertaken for the SSRP.
The poster must be A1 size, in a portrait layout (591 × 841 mm). This can be printed
as a single poster or can be 8 x A4 sheets mounted and arranged to fit the above
dimensions (A4 sheets in a landscape: 2 on the x-axis and 4 on the y-axis).
Posters are typically produced in PowerPoint or PDF format and can be printed at a
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reasonable cost by print services at the University of Exeter. Information can be
found here.
Please check their guidelines on submission/format. Alternatively, most NHS trusts
have similar services available.
The criteria for assessing the poster itself (not the presentation) are similar to the
guidelines for the SSRP written report, and also with an assessment of the
presentation itself. See below for details of how to achieve this in a poster format.
Marking Criteria for the SSRP poster
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed
criteria (i.e. achievement of an Extensive (E) or Sufficient (S) for all assessed
criteria).
Section E S I
Aims of evaluation or research
Description of the service or intervention under evaluation
Methodology
Results and analysis
Implications of the study
Good design and good quality of the writing (and any diagrams, figures or tables).
Oral performance
Guidelines for the Oral presentation.
Oral presentation of poster
A clear description of the poster’s content, within the time limit (10 minutes). Accurate answering of relevant questions (5 minutes)
Guidelines for preparing a Good Poster The ideal poster provides a brief and engaging overview of your work. It should
initiate discussion, attract attention, give you something useful to point to as you
discuss your work, and stand alone when you are not there to provide an explanation
and let people know of your particular interest. A good poster should pay attention to
layout, content, and readability. Guidelines for academic posters usually recommend
only 500-800 words.
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Poster Layout
Does the layout of the poster make it easy to read and understand?
How appealing is the poster? Does it ‘draw you in’ and makes you interested?
Is it visually easy to read – uses colours, patterns and design judiciously?
Are there too many or two few words? Could diagrams and figures be used
instead of long blocks of text?
If diagrams and figures used: Do they make the poster clear or are they
confusing or unnecessary?
Is the font size appropriate?
Poster Content
Does the content of the poster get the message across to the audience?
Is the structure logical, e.g. background, research question, method, sample, measures, results, implications, references?)
Is the content methodologically correct? Are results presented accurately? Does the method answer the question?
Are references included
Handouts
It is a good idea to print out some A4 size versions of the poster to give the audience as handouts.
A handout can give more detail than the poster or can be a short abstract, it does not have to be just a copy of the poster.
Other factors
Does the poster include contact details of the presenter, the names of their collaborators or supervisors and their institution?
Thesis Proposal (Module PSYD051) (6,000 words) (100%).
The thesis proposal provides a detailed description of the work that students plan to
conduct as part of their Thesis. The proposal should be no longer than 6,000 words
(excluding references and appendices). 3000 words should be used for a systematic
literature review, and 3000 for the research proposal.
Students should work with their first supervisor to develop research ideas. As
research plans become firmer, a change of first supervisor may be appropriate for the
thesis phase – students can discuss this with prospective supervisors, and suggest
preferences but decisions will be made by the programme lead and research lead.
Research plans will also be discussed in the block week teaching, and in the learning
sets. It is not necessary to have a clear research idea for the thesis from the start of
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the course. Some students arrive on the course with a clear idea of what they want to
research, while others discover new interests during the first year. Students are
encouraged to talk to relevant members of the programme team about their research
ideas throughout the first year.
As part of the development of research ideas and to gain feedback from a wider
audience, students will present their Research Proposal in the third block week (April
of year 2), this will normally be shortly after the assignment has been marked.
Typically, students will be invited to give a 10-15 minute oral presentation to
programme staff and students, using Powerpoint slides (or similar). There will then be
10 minutes for feedback and discussion. This presentation is not marked but is
important in learning to present academic ideas, and in dealing with feedback,
comments and discussion. See some more guidelines for the presentation below.
Structure of the Thesis Proposal
Title page including:
Provisional title of thesis
Name of student
Name of supervisors
Word count
Date of submission.
Literature Review
The Literature Review section of the Thesis Proposal (3000 words) should include:
1. A brief background to the topic area (including relevant theory)
2. A clear search/research question
3. A description of the search strategy (databases searched, keywords,
timescales, search limitations)
4. A description of the inclusion/exclusion criteria for the literature review.
5. A flowchart indicating the search outcome at each stage of the process
6. A description of the way in which the themes in the literature are organised by
the author for review and evaluation procedures
7. A table to summarise the articles included in the review
8. A critical appraisal (strengths and limitations) of the research literature
identified from the search including: conceptual and definitional problems,
research methodologies, conclusions etc
9. A discussion summarising the main findings from the critical evaluation,
linking to relevant theory, and identifying any gaps in existing knowledge,
10. Future directions for research – ideally linking in directly here to the Research
Proposal.
For more guidelines on how to conduct and write up a systematic literature review,
you can look at the guidelines and references in the Thesis section of this handbook.
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Research Proposal
The Research Proposal section (3000 words) should include the following:
Introduction (a critical evaluation of relevant theory and the literature review
findings, leading logically to the rationale and aims). Includes: Aims, hypotheses
and/or research questions
Methods, including:
Design (brief outline of how the design will address the aims and/or
answer the hypotheses)
Sample/participants (inclusion and exclusion criteria, recruitment,
sample size)
Power analyses (for quantitative analysis) and justification of sample size
(for all).
Method of data collection (method chosen and rationale)
Materials (interview schedule, questionnaire, list of measures, etc)
Procedure (stages involved in carrying out the design)
Proposed data analysis strategy
User Consultation (this includes consideration of the mechanisms for
consulting with relevant users/carers)
Ethical approval and considerations (specify from whom ethical
approval will be sought).
Students should identify any ethical considerations and how they plan to
manage these. Possible ethical considerations include: informed consent,
confidentiality, freedom from coercion or deception, debriefing, use of
research results, participation of vulnerable groups, personally or socially
sensitive topics.
Timeline (table of the tasks and proposed deadlines for completion of the
tasks, which can be reviewed periodically to ensure it meets research
needs)
Feasibility (of all aspects, particularly in relation to data collection, to
indicate the project can be completed in the time available)
Significance/contribution to knowledge (original contribution to clinical
practice, and projected benefits of the work upon dissemination)
Table of cost estimation for all research expenses (e.g.,
travel/accommodation if out-of-locality, participant reimbursement,
equipment, lab consumables, training etc. If significant costs are needed,
give details of how these will be covered (i.e. from your trust or
organisation, or elsewhere).
Planned dissemination of findings. Give details of intended Journal
submissions (name a possible journal), feedback to organisations or
clinical practice, feedback to service users or participants, etc).
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References
These should be provided in APA format (6th edition). Typically, about 20-40
references would be included, although the number may depend on the project.
Appendices
This section should include the participant information sheet, consent form (or
otherwise, please explain how participants’ implicit informed consent will be
obtained), all experimental forms/questionnaires/scales, and interview schedules that
participants will be asked to complete, and a dissemination statement.
.
Marking Criteria for the Thesis Proposal
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed
criteria (i.e. achievement of an Extensive (E) or Sufficient (S) for all assessed
criteria).
Section E S I
Background
Research question(s)
Aims/objectives
Hypotheses (if appropriate)
Method of literature review
Research design of empirical study
Population and sample size of empirical study
Materials and Procedure for empirical study
Method of analysis of empirical study
Ethical considerations of empirical study
User involvement
Feasibility (including timelines)
Significance and contribution to knowledge
Cost estimation
Dissemination of findings
Quality of the writing and presentation (structure, style, & references)
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Guidelines for a good Thesis Proposal
Marking criterion Requirement
1. INTRODUCTION
Background Relevant theory is described briefly and a critical evaluation of relevant literature is provided. Clear and concise statements explaining the rationale for the research are provided. The rationale is both understandable and convincing.
Aims, research questions and hypotheses
The proposal contains clear and concise statements of research aims, research question(s) and hypotheses. The research question logically follows from the extant literature, addresses a meaningful gap or debate in the field, and is of value in answering.
2. METHODOLOGY
Literature review The literature review addresses a relevant question. The planned method and procedure for the structured/systematic literature review is clearly presented, in sufficient detail, and appropriate for the question to be addressed.
Design and method of empirical paper
The study design is well described and is clearly appropriate to the research aims. Justification for the methods and measures used is informed by theory and there is a clear rationale for how they will address the research questions.
Sample/participants for empirical paper
Participants are clearly described and appropriate for the research. Inclusion and exclusion criteria are explicit and there is clear justification for the sample size (including a power analysis where appropriate). The recruitment strategy is understandable, convincing and feasible. If previously collected data are (re)analysed the student should demonstrate a substantial contribution within the remit of doctoral level research: i) significant intellectual contribution; (2) an important research study with added value, answering a new research question and generating new knowledge and understanding, beyond the original analysis; (3) student acquiring advanced methodological or statistical skills.
Materials and Procedure for empirical paper
The measures and materials are appropriate to answer the research question, the study design, and are reliable and valid. The description of the procedure is thorough, logical and coherent. All stages involved in conducting the research are clearly described and the approach feasible.
Data analysis strategy for empirical paper
The analysis strategy is clearly described and optimal in addressing the research question(s). There is a thorough justification of the strategy and evidence of in-depth consideration of alternative approaches, where appropriate.
Ethical considerations for empirical paper
There is a thorough treatment of relevant ethical issues that may arise in the conduct of the research (e.g., risks and inconveniences, recruitment, confidentiality, data protection, informed consent, criteria for participant withdrawal, termination of the research, adequacy of research site).
Timeline The timeframe proposed is entirely appropriate and feasible, taking a thorough account of potential difficulties at each stage of the research
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Significance and contribution to knowledge of thesis
The potential contribution to knowledge is clearly explained and very compelling.
Cost estimation The costs estimated are appropriate for the planned project and consistent with available budgets.
Feasibility of the empirical study
The project is feasible within the given time frame in terms of available expertise from supervisors/field collaborators available, access to patients/study populations is well justified. Estimates of recruitment are reasonable, and not inflated.
Dissemination plan Plans for dissemination are clearly described, highly relevant and will target the appropriate audiences to ensure the maximum likelihood of the work having an important impact.
Quality of the writing and presentation (structure, style and references.
The proposal is extremely well written, and develops arguments, ideas and evidence very effectively. The work is written in a logical, sophisticated and sequential manner. APA6 format is used throughout.
Guidelines for a good Research presentation: Thesis Proposal The oral presentation is normally accompanied by a series of Powerpoint (or similar
software) slides – this is standard in academic presentations and it is recommended
here. The presentation does not have a prescribed format but you will need to stick
to the time given, and you may find it helpful to prepare 8-10 slides along the
following lines:
1. Introduction: Subject of research, title, site.
2. Background: Theories and clinical issues which led to this research proposal.
3. Relevant literature. Key studies in this field.
4. Research Questions/aims/objectives/hypotheses (as appropriate).
5. Methodology/Research design. Data collection, planned analytic
approaches.
6. Sample – Who, where, how recruited?
7. Ethics. Relevant issues for your proposed research.
8. Analysis. Planned approach(es).
9. Questions. You can ask the audience for feedback on specific issues.
Do practise your presentation beforehand. Ensure you can work the slide projector,
and that you can cover your planned presentation in the time available. Remember
that you can always provide more details on request to interested members of the
audience.
Thesis Proposal Appraisal (PSYD055) (2,000 words) (40%)
This task is part of the Critical Appraisal module. Students use another student’s draft
Thesis Proposal as an object of critical appraisal. This should provide benefits to the
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student themselves in writing their own Thesis Proposal, and to the student whose
work is assessed.
Collaboration between learning set members is required to perform this assignment.
Students will need to make a draft of their own Thesis Proposal available to a
learning set member (by mid-January of year 2), to enable the appraisal to be written.
The draft thesis proposal appraisals are then presented in the learning set (late
January/early February of the year 2). Students should organise their time
appropriately so that this task is possible – a late submission of a Thesis Proposal
draft will hold back the appraiser. In the learning set Appraisal session, students
should leave time after their presentation for discussion of the appraisal drafts. In
both the written appraisal and the learning set discussion, students assist each other
in assessing the strengths, weakness, viability and problems of each other’s work.
Students should give a copy of the written Appraisal to the student whose work they
are appraising.
The Thesis Proposals, and the Appraisals, can both then be revised after this for the
assignment submission deadline (End of February, year 2).
Marking Criteria for the Thesis Proposal Appraisal
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed
criteria (i.e. achievement of an Extensive (E) or Sufficient (S) for all assessed
criteria).
Section E S I
Description of the research proposal
Appraisal of literature review
Appraisal of research design and aims
Appraisal of methods and analysis plans
Appraisal of materials and procedure
Appraisal of population and sample
Appraisal of ethical considerations
Appraisal of feasibility (including timelines)
Critical reflection and development of own thinking
Quality of the writing and presentation (structure, style, & references)
Guidelines for a good Thesis Proposal Appraisal
There is flexibility in how students approach this task, as long as they cover the
criteria in the table above. Appraisals must be constructive, and designed to help the
student whose proposal is being appraised in refining and developing their draft
proposal.
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The Thesis Proposal Appraisal should be comprehensive and demonstrate to a high
degree both the student’s understanding of the research methodology and design
and the strengths and weaknesses of the research under proposal. They should
demonstrate a high capacity for constructive criticism and of being able to offer help
to the author in developing and implementing their research idea and they ways that
he or she intends to undertake this. It should be linked to relevant research and to
clinical realities. The critique should include specific suggestions for further
development of the research plan.
Reflecting on linking theory, practice and research (Module
PSYD056) (4,000 words) (40%).
Students write up a paper linking theory, practice and research. The aim of this
module is to critically apply thinking derived from therapeutic clinical practice to
research work. It is an opportunity for students to think about and write up their
experience of integrating the roles of researcher and clinician. A core text for this
module is David Taylor’s paper (2010) 'Psychoanalytic approaches and outcome
research: Negative capability or irritable reaching after fact and reason?' in
Psychoanalytic Psychotherapy. Vol 24. No 4 December 2010. This paper discusses
not only how research into psychoanalytic-related subjects is undertaken, but also
how analytic thinking may be brought to bear on the process of research. For
example, how does affect distort the way people think? The paper is relevant for
other clinical approaches (including systemic approaches) but students are
encouraged to refer to other relevant texts from their clinical field.
Marking Guidelines –Reflecting on linking theory, practice & research [4,000
words]
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed
criteria (i.e. achievement of an Extensive (E) or Sufficient (S) for all assessed
criteria).
Section E S I
Evidence of reflective thinking
Evidence of theory practice links
Awareness of ethical considerations
Evidence of development of own thinking
Quality of the writing and presentation (structure, style, & references)
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Thesis (Module PSYD051) (50,000 words) (100%)
General guidelines Students develop the ideas from their Thesis Proposal (PSYD051) into a major piece
of clinical research which leads to the Thesis. This involves applying for university
and (if relevant) NHS ethical approval, conducting data collection in a clinical setting,
organising and analysing the data in a suitable way, relating this to relevant
psychodynamic, psychoanalytic or systemic theory, and writing this up in a thesis
format. Students are given opportunities to present their research in a range of
contexts, to academic, clinical and service user audiences.
Students meet regularly with their research supervisors, as outlined above in
Supervisory Expectations. The learning sets also continue and can be used to
discuss ideas, pilot research tools, and develop analysis.
On successful completion of all of the other assignments, at the “Gateway”, there is a
formal review of students’ progress following which permission to proceed with the
Thesis is given. Students may at this point leave the programme if for any reason it is
not appropriate for them to proceed and in this circumstance a Master’s Degree in
Clinical Practice is awarded (it is not possible to be awarded a Master’s and a
Doctorate for the same work though. The Master’s is only an option if students do not
progress through the programme).
Most students proceed, and the rest of the course is focused on the major research
project which leads to the Thesis. Usually this takes a further two years, so making
the duration of the programme four years (including three months for examination
and viva) but in any case, the project must be submitted within six years.
Around the Thesis submission time, students are invited to present their completed
research to programme staff and students. This will normally be in the form of an oral
presentation during a DClinPrac block week, with 20 minutes for presenting the
research (normally using Powerpoint slides or similar presentation software), and 10
minutes for discussion and feedback. This presentation to an academic audience is
viewed as an important step in preparing for defending your work orally at the viva.
Finally students present their project in a Viva Voce (an oral examination with an
External and Internal Examiner).
Procedures for the Examination of the Thesis
Important: The thesis must conform to the current (at the time of submission)
regulations for the Exeter University Professional Doctorates, and the TQA manual.
Those regulations are revised and updated on the Exeter University website, and
override all previous regulations and programme handbooks.
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Three months prior to the actual submission date your supervisor and the programme
lead will allocate appropriate examiners for the viva. There are two examiners,
internal and external, who will be present at the viva. The purpose of the viva is to
examine the thesis and, to this end, students will be asked to elaborate on and
defend all aspects of the submitted thesis including literature review and appendices,
as appropriate. The viva examination is likely to be about an hour in length. The
timing of the viva is planned for September in the fourth (final) year, for students who
submit in June (or December for students who submit in September of the fourth
year).
Approximately one month prior to the viva, you will have the opportunity to do a viva
prep, or “mock viva” session with your supervisor. The session should give you a
sense of the kinds of questions you may be asked in the viva, and give you the
opportunity to discuss how you might respond to these with your supervisor.
The assessment of the Thesis follows guidelines for the examination of University
post-graduate research theses. These guidelines will be distributed to examiners and
students in good time. The University has set procedures that have to be followed.
There is a system of Faculty Boards for each Postgraduate Faculty. This Faculty
Board is chaired by the Dean of the Postgraduate Research Faculty and has
representatives from each School. The Board makes decisions on matters such as
appointment of examiners, examiners' reports, re-registration, withdrawal and
suspension. These decisions are then ratified by the University's Senate, which also
meets about once a term. Remember that the process for examination and final
award of your degree all has to be done via the Faculty Boards and Senate, so it is
important for you and your supervisor not to lose track of the procedures you have to
follow. The University of Exeter Psychology Office holds copies of Faculty Board
papers.
Students will submit their thesis with a completed Submission Form by a stated
deadline. The thesis will be sent to an external and internal examiner as soon as they
are available. Both examiners mark the thesis separately and provide a preliminary
report.
It is a University requirement that candidates for the DClinPrac degree have a viva
examination. The Research Lead and Programme Lead are responsible for
organising and coordinating the vivas. Examiners for research work will have
suitable research qualifications, although it will not always be possible for examiners
to have direct experience in the topic area of the submitted work. Under no
circumstances will the research supervisor for a piece of assessed work also be the
examiner. The two examiners will meet before each viva to discuss the partial
portfolio and the format that the viva will take. The external examiner acts in a
primary role, with internal examiner serving in a secondary role. As well as assessing
the work, the internal examiner is responsible for ensuring that the viva is conducted
in an even-handed, constructive way that is in line with University regulations. After
the viva, the examiners meet again to recommend a grade (see Table 3 below), the
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nature of any required further work and the general feedback to be given to the
student.
University assessment and marking criteria for the Thesis
These assessment criteria are standard across the Professional Doctorates in
CEDAR and across the university, they are taken from the University Regulations
governing academic programmes and can be found here.
Students and supervisors are warned that this is the set of regulations at the time of
writing (2018) and it is important to check the current regulations at the point of
submission.
6.5.1 In assessing the thesis, the examiners will require:
a evidence that it forms a distinct contribution to the knowledge of the subject
b evidence of originality
c evidence of the candidate’s ability to relate the subject matter of the thesis to
the existing body of knowledge within the field, and
d a satisfactory level of literary presentation.
6.6
When the examiners consider that a thesis does not reach the standard
required for the degree of DClinPrac it shall be within their discretion to make
one of the following recommendations:
a that the degree be awarded subject to the candidate making minor
amendments to the thesis to the satisfaction of one or more of the examiners
as may be agreed between them.
b that the degree be awarded subject to the candidate making major
amendments to the thesis to the satisfaction of the examiners as may be
agreed between them.
c that no degree be awarded but that the candidate be permitted to submit a
revised thesis.
6.7 When making recommendations (a), (b) or (c), the examiners are required,
when making their final report to the Dean of Faculty, also to indicate for the
information of the candidate the reasons for their decision, and where
amendments are required (whether minor, major or revisions prior to re-
submission) to indicate those aspects or parts of the thesis which they
regard as inadequate and the nature and extent of the re-writing required.
6.8 A thesis may be re-submitted on one occasion within such a period of further
study as the examiners recommend and the Dean of Faculty approves. A
candidate preparing for resubmission will be required to maintain registration
as a continuing registration student.
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6.9 On examination of a re-submitted thesis, if the examiners again consider that
a thesis does not reach the standard required for the Doctor of Clinical
Practice degree it shall be within their discretion to make one of the following
recommendations:
a that the degree be awarded subject to the candidate making minor
amendments to the thesis to the satisfaction of one or more of the examiners
as may be agreed between them.
b the degree be awarded subject to the candidate making major amendments
to the thesis to the satisfaction of the examiners.
c that the degree of Master of Philosophy be awarded.
d that the degree of Master of Philosophy be awarded subject to the candidate
making minor amendments to the thesis to the satisfaction of one or more of
the examiners as may be agreed between them.
e that, where an appropriate award be available, another Master’s degree be
awarded.
f that no degree be awarded.
Assessment process – after the viva voce
Once the examiners have agreed upon a grade for the work, the nature of any
required further work and the general feedback to be given to the student is passed
to the Board of Examiners for discussion and ratification. The Board of Examiners
then makes the examination decisions.
After the Board of Examiners meeting, the responsibility for completing the “Report of
the Examiners for the Degree of Doctor of Clinical Practice” is given to the internal
examiner. The examiners’ report should provide an outline of the strengths and
weaknesses of the work and an overall evaluation of the work. The overall evaluation
is derived across the criteria for each section of the work. The examination report is
passed to the Postgraduate Administration Office for processing and to the student
as feedback. Please note that where the Board of Examiners recommends the award
of minor amendments, the report is not submitted to Faculty for approval until all
submitted copies of the partial research portfolio have been amended and the
amendments approved.
If a resubmission is required, the student resubmits their revised Thesis in response
to examiners’ comments. More information can be found in the Handbook for
Examination of Postgraduate Research
Once the Thesis is passed, before graduating, the student submits an electronic copy
of the full Thesis to the Open Research Exeter (ORE) depository. Details of what this
is and how to submit this are here.
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Guidelines for the Thesis
You must follow the current university guidelines laid out in the TQA manual,
accessed online here.Material should be arranged in the following sequence:
- Title Page, with declaration
- Abstract
- List of Contents
- List of Tables, Illustrations, etc (if any)
- List of accompanying material (if any)
- Author's declaration (if necessary, being a statement of the nature and extent
of the author's individual contribution if the work is based on joint research)
- Definitions (if any, being a list of definitions of any terms specific to the work);
abbreviations (if any)
- Introduction (when 2.2 applies)
- Text (divided into chapters, sections, etc)
- Appendices (if any)
- Glossary (if any)
- Bibliography
- Index (if any)
The Thesis will be evaluated against the following criteria:
1. Originality and importance of contribution to psychodynamic/psychoanalytic or
systemic knowledge,
2. Relevance to clinical practice,
3. Quality of the literature review,
4. Quality of the research questions, aims and where appropriate hypotheses,
5. Methodological adequacy,
6. Quality of the analyses,
7. Quality of the conclusions,
8. Quality of the recommendations for theory, research and policy/practice,
9. Quality of the writing and presentation (clarity, coherence and organisation),
10. Economy of exposition,
11. Appropriateness of research dissemination, and
12. Professional and ethical conduct in research.
13. Quality and brevity of appendices
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To help you structure your Thesis, we strongly recommend that you access Theses
that have been submitted in recent years, both on the DClinPrac course and the
related Cedar professional doctorates (DClinPsy and DClinRes). Your supervisor
and the course administrator can advise on appropriate projects to access and
copies are held in the School.
The maximum word count is 50,000 words for the manuscript.
Guidelines for the Literature Review
The DClinPrac thesis includes a literature review as a chapter of the thesis. We have
(in common with a traditional Ph.D.) not specified exactly how this should be
conducted, or presented. There are many books and papers on doing a literature
review but remember that expectations and norms have changed substantially for
this in recent years so be careful of the older articles and books. For example, it is
now not encouraged to say you are doing a “narrative review” – the focus is on
producing a “systematic review”. (This is not the same as a meta-synthesis, which
involves reanalysis of the data in the reviewed studies. We do not expect this).
The Cochrane Collaboration, responsible for the preparation, maintenance and
promotion of accessible scientific reviews into the effects of health care intervention,
provide useful resources (see here). It is particularly relevant for quantitative
research. There are helpful “how to” accounts for writing a review in the APA
Publication Manual (6th ed., 2009). We also recommend, Preferred Reporting Items
for Systematic Reviews and Meta-Analyses. This has a 27 point checklist which you
can use for systematic reviews – of both quantitative and qualitative research articles.
The Critical Appraisal Skills Programme (CASP) also has guidelines and 8 checklists
for “making sense of evidence” including a Qualitative Checklist. Harper and
Thompson (2012) Qualitative Research Methods in Mental Health and
Psychotherapy is a book recommended for qualitative clinical projects in general.
They have a chapter on doing a qualitative literature review.
A systematic literature review would typically include:
1. A description of the search strategy (databases searched, keywords,
timescales, search limitations)
2. A description of the inclusion/exclusion criteria
3. A flowchart indicating the search outcome at each stage of the process
4. A description of the way in which the themes in the literature are organised by
the author for review and evaluation procedures
5. A Table to summarise the articles included in the review (not compulsory but
recommended).20-40 articles is a normal range for a DClinPrac thesis.
6. A critical appraisal (strengths and limitations) of the research literature
identified from the search including: conceptual and definitional problems,
research methodologies, conclusions etc. Critical review means not just
describe the papers but critiquing them –do they use adequate methodology,
scope, showing of results? What are the main implications and omissions?
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7. A discussion summarising the main findings from the critical evaluation, linking
to relevant theory, and identifying any gaps in existing knowledge,
8. Future directions for research.
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18. Appendices
Appendices
75
Appendix A – Reading List Specific reading lists will be distributed during Block Teaching weeks, and put on ELE
during the course.
General Reading List
Alvesson, M., & Willmott, H. (2002). Identity regulation as organizational control: Producing
the appropriate individual. Journal of management studies, 39(5), 619-644.
Greenhalgh, T., Russell, J., Ashcroft, R. E., & Parsons, W. (2011). Why national eHealth
programs need dead philosophers: Wittgensteinian reflections on policymakers’ reluctance to
learn from history. The Milbank Quarterly, 89(4), 533-563.
Hamilton, V. (2014). The analyst's preconscious. Routledge.
Holmes, J. (2009). Exploring in security: Towards an attachment-informed psychoanalytic
psychotherapy. Routledge.
Knox. J. (2012) Self-Agency in Psychotherapy; Attachment, Autonomy and Intimacy (New
York & London. WW Norton & Co).
Lyons‐Ruth, K. (1999). The two‐person unconscious: Intersubjective dialogue, enactive
relational representation, and the emergence of new forms of relational organization.
Psychoanalytic Inquiry, 19(4), 576-617.
Roth, A. D., & Fonagy, P. (2005). What works for whom: A critical review of psychotherapy
research New York.
Bott Spillius, E. (2001). Freud and Klein on the concept of phantasy. The International
Journal of Psychoanalysis, 82(2), 361-373.
Panksepp, J. (1999). Drives, Affects, Id Energies, and the Neuroscience of Emotions:
Response to the Commentaries by Jaak Panksepp (Bowling Green, Ohio).
Neuropsychoanalysis, 1(1), 69-89.
Taub, G. (2009). A confusion of tongues between psychoanalysis and philosophy: Is the
controversy over drive versus relational theory a philosophical one?. The International
Journal of Psychoanalysis, 90(3), 507-527.
Thomas, G. (2010). Doing case study: Abduction not induction, phronesis not theory.
Qualitative inquiry, 16(7), 575-582.
Appendix A
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Vince, R. (2008). ‘Learning-in-action’and ‘learning inaction’: Advancing the theory and
practice of critical action learning. Action Learning: Research and Practice, 5(2), 93-104.
Core research methods textbooks
Bryman, A. (2015). Social research methods. Oxford university press.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
Harper, D., & Thompson, A. R. (Eds.). (2011). Qualitative research methods in mental health
and psychotherapy: A guide for students and practitioners. John Wiley & Sons.
Lepper, G, and Riding, N. (2006). Researching the Psychotherapy Process. A practical guide
to transcript-based methods. Palgrave.
Rohleder, P. and Lyons, A.C. (2015). Qualitative research in clinical and health psychology.
Palgrave.
Other recommended research texts
American Psychological Association. (2006) Publication manual (6th ed). Washington DC:
American Psychological Association.
Avdi, E. (2008). Analysing talk in the talking cure: Conversation, discourse, and narrative
analysis of psychoanalytic psychotherapy. European Psychotherapy, 8(1), 69-87.
Barlow, D. H., Hayes, S. C. and Nelson, R. O. (1984) The scientist-practitioner: Research
and accountability in clinical and educational settings. Oxford: Pergamon.
Everitt, B., & Wessely, S. (2003) Clinical Trials in Psychiatry. Oxford: Oxford University
Press.
Georgaca, E., & Avdi, E. (2009). Evaluating the talking cure: The contribution of narrative,
discourse, and conversation analysis to psychotherapy assessment. Qualitative research in
Psychology, 6(3), 233-247.
Hollway, W. & Jefferson, T. (2000). Doing qualitative research differently: Free association,
narrative and the interview method. London: Sage.
Kazdin, A. E. (2003) Methodological issues and strategies in clinical research. (3rd ed.)
Washington DC: American Psychological Association.
Midgley, N. (2006). Psychoanalysis and qualitative psychology: Complementary or
contradictory paradigms? Qualitative Research in Psychology, 3, 1-19.
Robson, C. (2002) Real world research: A resource for social scientists and practitioner
researchers (2nd ed). Oxford: Blackwell.
Wampold, B. E. (2007) The Great Psychotherapy Debate New Jersey: Lawrence Erlbaum.
Silverman, D. (Ed.). (2016). Qualitative research. Sage.
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Appendix B – Ethics and Confidentiality Confidentiality
The following guidelines about the treatment of students’ personal information are
based on those used for the Doctorate in Clinical Psychology programme.
The work of the therapist necessarily involves working with patients around
distressing, sensitive and difficult issues and case material. As practitioners we are
given the power to influence the lives of patients who may be very vulnerable.
Alongside this comes a high degree of responsibility. It is a job that requires
emotional resilience and a high degree of self-awareness and self-care. The
programme team recognises that we are all human and all have life experiences and
relationships that have shaped who we are. Inevitably, we can all be emotionally
affected to varying degrees (in both positive and negative ways) by the work that we
do. It is for this reason that the programme promotes reflective practice to ensure
that we are mindful of the way our own experiences and assumptions about the
world, people and relationships may influence our therapeutic relations and
interventions.
We would like to promote an ethos which allows students the opportunity to reflect
openly and honestly on the challenges of their role and the way in which contact with
their patients and their life stories can affect us all. This means that students may
sometimes be sharing personal information about themselves with selected members
of staff and with each other. Students can expect that team members and their
student colleagues will be thoughtful and sensitive about the student’s right to
confidentiality. As a staff team we would also have to balance this with the need to
ensure that we are all protecting the interests of potential clients and ensure that
students are able to provide appropriate clinical interventions. For this reason, we
provide the following statement about confidentiality of students:
Student Confidentiality and Data Protection
We aim to facilitate an open learning environment in which information is shared
appropriately and respectfully between staff, students, your employer and relevant
others to enable students’ development and to ensure appropriate client care.
Students should expect that information about day-to-day aspects of training will be
Appendix B
78
shared as appropriate.
It is likely that personal matters are discussed in the course of discussions with
programme leads and clinical supervisors. This can, of course, be confidential and in
these circumstances there should be a discussion about how best to handle
confidentiality. Where personal matters are discussed that may impact on the
student’s performance on the programme/ability to provide appropriate client care,
there should be a discussion about how best, and with whom, to share concerns.
Students should expect that staff team members will need to discuss with one
another how best to handle any issues. As far as possible this should be with the
student’s informed consent.
The University of Exeter is committed to protecting the fundamental rights and
freedoms of individuals including their right to privacy with respect to the processing
of personal data. This policy is a statement of the key measures which the University
has adopted to ensure good practice and compliance with the requirements of the
Data Protection Act 1998 (the Act). The policy is supported by a range of guidance
materials and should be read in conjunction with the other University Policies and
Procedures including those listed here.
Confidentiality – Guidelines
1. i) The details of any personal material remains confidential within the context in
which it is shared, i.e. it is not fitting for any participant to disclose information
about another, in their absence or presence, within the course or in conversation
outside of sessions, without agreed permission.
ii) The only exception to this if you have concerns about the safety of children or
adults. In such cases you should consult your programme lead, and when
possible inform the person concerned that you are doing this and explain why.
2 When patient material is shared students will do so:
i) in a manner most likely to protect the identity of the patients;
ii) in a manner which honours the limits of confidentiality, explained previously to
a patient;
iii) with an understanding that no member of the group will disclose any information
about such patients outside the sessions.
Working Criteria for Self-disclosure (adapted Egan 1976)
Stay goal directed the course is about therapeutic relationships and skills, stay
tuned to this goal.
Keep disclosures in proportion determine for yourself how much, and at what level
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you disclose within the group.
Respect and care let self-sharing be a sign for each other.
Quality of relationship consider your self-disclosure in the light of continuity with
others on the course rather than as a random act. In a group the mutual trust can
lead to deeper disclosures than with every day contacts.
Mutualityif you reveal aspects of yourself, others tend to reciprocate. If mutuality
does not develop, self-disclosure is not appropriate.
When to disclose the timing of disclosure should emerge from, and relate to, the
group experience and task.
Remaining present relate self-disclosure to the present group process.
Ground Rules for Teaching and Supervision Sessions
1. Work with respect for each other even if we disagree
2. Accept shared responsibility for the learning environment
3. Accept individual responsibility for individual behaviour
4. Establish permissions for: having feelings, opinions and to learn constructively
from mistakes
5. Pay attention to issues of difference such as gender, age, race and culture
remembering that each person’s experience is true for them and valid
6. Clarify limits of confidentiality and adhere to these
7. Make your own decisions about how much information you wish to share about
personal or occupational matters
8. Remember you are the “expert” about your own life – any questions or
suggestions from others may be rejected as inappropriate
Professional Practice
In addition students are expected to abide by the ethics guidelines of any
professional organisation or professional registering body to which they are affiliated
or with which they are registered.
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Appendix C – Coversheet
Doctor of Clinical Practice
FRONT SHEET This form is to be submitted (electronically) with each piece of written work submitted.
ID NUMBER: ___________________________________ MODULE NUMBER: PSY ______________________________________________ MODULE TITLE: _____________________________________________________ ASSIGNMENT TITLE: _________________________________________________ ___________________________________________________________________ ___________________________________________________________________ DEADLINE DATE: _______________________________ WORD COUNT: ________________________________
Appendix C
81
Appendix D– Marking Flowchart
Appendix D
82
83
Appendix E – Mitigation Form
Appendix E
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University of Exeter
Student Health Centre/Wellbeing Services
Mitigation Supporting Evidence Form
Section 1: To be completed by student Date: Click here to enter a date. Student Name: Student Number: Date of Birth: Contact Telephone Number: Subject/Department: Hub form to be sent to: [email protected]
1a. Do you have an Individual Learning Plan?
1b. Reason for Mitigation application and how your assignment/examination has been affected. (Tick all that apply. You must add further detail in the box below – your application cannot be considered further without this).
☐ Health condition
☐ Disability that you do not have an ILP set up for
☐ ILP-related health condition/disability
☐ Accessing support for emotional/wellbeing difficulties from Wellbeing Services
☐ Other (describe below)
Please give further detail here:
1c. Modules/Assessments affected:
1d. Please indicate if you are requesting an extension or deferral? Choose an item.
1e. How much extra-time do you think you will require in order to complete this work if requesting an extension? (For most programmes, extensions cannot be granted for more than 3 weeks, and at some points of the year and on certain programmes only one week may be allowed): Choose an item.
If longer than 21 days, you will need to consider applying for a deferral instead
If you are unwell and feel
you need medical attention,
please telephone your
GP/Health Centre or contact
the NHS Helpline on 111
85
Section 2: Please provide evidence to support your mitigation. For examples of appropriate evidence see Annex E . Section 3: To be completed by Health Professional/Wellbeing Practitioner if you receive support from the University’s Wellbeing Services. (NB It is not in the role of Wellbeing Practitioners to complete section 3. Their role is to confirm the presence of
the issue identified above) Name of person completing form:
Job Title: Choose an item. Date of last contact/appointment:Click here to enter a date.
3a. Presenting Issue/Diagnosis: (Including relevant additional information (i.e. declaration of health to
university/ILP in place)
3b. How much extra-time is required to complete the affected assessments due to the current impact of the above issue/diagnosis: (NB The Education Support team will then apply the appropriate mitigation in accordance with policy, this may vary by degree programme/assessment)
Choose an item.
3c. Please state any further recommendations (e.g. individual learning plan, welfare support)
Signature: Date: