The Oxford Institute of Clinical Psychology Training

The Oxford Institute of Clinical Psychology Training

Oxford Doctoral Course in Clinical Psychology

ACADEMIC SYLLABUS 2011 – 2012

YEAR 3 (2009 Intake)

September 2011


Oxford Doctoral Course in Clinical Psychology Academic Syllabus 2011 – 2012 – Year 3

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YEAR 3 (2009 INTAKE)

C O N T E N T S Page Year Plan of Programme … ... … … ... … 2 Daily Timetable - Terms 1, 2 & 3 ... … … ... … 3 Clinical Seminars, Inter-year Meetings and Feedback Sessions … 4 - 6 Advanced Interventions and Special Populations Module ... … 7 - 9 Psychology and the Law Module ... … … ... … 10 - 14 Trainee Led Reflection ... ... ... ... ... ... 15 - 16 Health and Behavioural Change Module … … ... … 17 - 20 Professional Issues Module 2 21 - 24 Reflective Ethical and Professional Practice Seminars ... ... 25 - 27 Research in Clinical Settings Module 2 … … ... … 28 - 32 Evidence Based Intervention Module … … ... … 33 - 35 Advance Clinical and Therapeutic Skills Option 36 - 38 Useful Websites … … … … … ... … 39 – 45



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PLAN OF PROGRAMME - YEAR 3 (2009 INTAKE)

ACADEMIC PROGRAMME

CLINICAL PROGRAMME

AUTUMN TERM: 10.10.11. – 16.12.11. 03.10.11 - Submission EE or CR (alt date) 10.10.11 - Subm Dissert Progress Report 18.10.11.(5.00–5.45pm)- Inter-year Mtg (trainees & staff) 18.10.11.(6pm) - Trainees Social with Yrs 1&2 07.11.11 (9.30-10.30am) - Fire Lecture (mandatory) 05.12.11 (9.00–10.30am) - Writing the Dissertation (RTT)

12.10.11.

Y E A R - L O N G

P L A C E M E N T

(5)

21.09.12.

(Study Day: Tuesdays)

SPRING TERM: 09.01.12. - 16.03.12. (Good Friday: 06.04.12. & Easter Monday: 09.04.12.)

20 days dissertation/ essay leave to be taken as needed during Placements (5/6) – dates negotiable.

(165.5 possible placement days)

09.01.12 - Subm Dissert Progress Report

Extra Teaching 13.02.12. - Submission PI EE Title

12.03.12. - Life after Training 1(1.45–4.30pm)

19.03.12. – 22.03.12. - Selection 2012 (½ day)

Extra Teaching Advanced Clinical and Therapeutic Skills Option 26.03.12 - 28.03.12. - CAT Workshop (9.30am-4.30pm) 29.03.12. - 30.03.12. - ACT Workshop (9.30am-4.30pm)

27.04.12. - Course Awayday & Inter-year Mtg

01.05.12. - Submission PI EE SUMMER TERM: 30.04.12. – 06.07.12.

(Bank Holidays: 07.05.12., 04.06.12. & 05.06.12. & 27.08.12.) 17.04.12.

15.05.12. - Subm of Dissertation Title

17.07.12. - Submission of Dissertation

06.08.12. - Subm Diss Presentation Slides

04.09.12. am - 3rd Yr Research Present. Day & pm - What to Expect at Viva (MC)

10 & 11.09.12. - Vivas 11.09.12. (1–4pm) - Board of Examiners Meeting

Extra Teaching 12.09.12 (2-2.10pm) - Administration (SL/MP) 12.09.12. (2.10-4.30pm) - Life after Training 2 21.09.12. - Yr 3 Trainee Contract Ends

Submission ICR(5)



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Year 3 (2009 Intake) DAILY TIMETABLE

MICHAELMAS TERM (AUTUMN): 10.10.11 - 16.12.11

Mondays – Seminar Room 1 & Seminar Room 3 (Clinical Seminar)

TIME TOPIC

ORGANISER

9.30 - 10.30 Clinical Seminar Paul Kennedy 9.00 – 10.30 Writing up the Dissertation (Week 9) Research

Team 10.45 - 12.45 Advanced Interventions and Special Populations Module

(Not Week 9) Paul Kennedy

12.45 - 2.00 Lunch 2.00 - 4.30 Psychology and the Law Module (Weeks 1-5) Mat Lister 2.00 – 4.30 Health and Behavioural Change Module (Weeks 6-9) Sue Gardner 4.30 - 5.00 Trainee Led Reflection Trainees

HILARY TERM (SPRING): 09.01.12 – 16.03.12

Mondays – Seminar Room 1 & Seminar Rooms 4&5 (Clinical Seminar)

TIME TOPIC

ORGANISER

9.00 - 12.30 Research in Clinical Settings Module 2 (Weeks 1-3 -Broadbent Lab, EP)

Myra Cooper

9.00 - 11.30 Professional Issues Module 2 (Weeks 4-10) Helen Jenkins Evidence Based Interventions Module (Week 10) Paul Kennedy

11.30 – 11.45 Break

11.45 – 12.45 Personal Study (Week 4)

Reflective Ethical and Professional Practice Seminars (Weeks 5-10 – although not in Week 9)

Paul Kennedy

12.45 – 1.45 Lunch 1.45 – 4.15 Professional Issues Module 2 (Weeks 1-3) Helen Jenkins 4.15 – 5.00 Clinical Seminars (Weeks 1-3) 3.00 – 4.30 Personal Study (Week 4) 2.00 – 4.30 Evidence Based Interventions Module

(Weeks 5-8) Paul Kennedy

1.45 – 2.30 2.30 - 4.30

Life After Training 1 (Week 10) Life After Training 1 (Week 10)

Paul Kennedy Pete Lawrence

4.30 - 5.00 Trainee Led Reflection (Except Weeks 1-3) Paul Kennedy

TRINITY TERM (SUMMER): 30.04.12 - 06.07.12 Mondays

All Day Study Time

EXTRA TEACHING 12.03.12 - Life After Training 1 26.03.12 - 30.03.12 - Advanced Clinical and Therapeutic Skills Option 04.09.12 (am) - Third Year Research Presentation Day & (pm) What to Expect at Viva (MC) 12.09.12. (2pm-2.10pm) Administration (Sue Llewelyn and Maxine Pribyl) 12.09.12. (2.10pm - 4.30pm) - Life After Training 2



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Year 3 (2009 Intake)

CLINICAL SEMINARS (MICHAELMAS AND HILARY TERM), INTER-YEAR MEETINGS, FEEDBACK SESSIONS


HILARY TERM (SPRING): 09.01.12 – 16.03.12 Clinical Seminars The clinical seminars provide a problem based learning opportunity for trainees to explore self directional learning. It is an opportunity for each trainee to present some aspect of current work on placement. The aims of the seminar are (a) to stimulate reflection on and discussion of clinical work, (b) to gain experience of and confidence in formulating and presenting work, and (c) to facilitate the giving and receiving of constructive feedback in the group. In addition to promoting a problem solving approach clinical seminars promote learning within a clinical context, strengthens theory-practice links and encourages collaborative learning. The format will be a presentation of 20-25 minutes, followed by discussion by the group. Patient safety issues will be addressed as appropriate. Trainee Led Reflection The Professional Reflection Working Party (comprised of staff, supervisors and trainees) considered ways of developing a more coherent and integrated approach to supporting professional reflection within the Programme for academic, clinical and research aspects of training. One of their recommendations was to make more time for professional reflection within teaching days. The aim of protecting time for reflection within teaching days is to help trainees to make connections across the different elements of the Programme, to assimilate and accommodate new learning, to link theory and practice, and consider the relevance of contextual issues (including ethics, diversity, dynamics in therapeutic and professional relationships, and professional issues). It was agreed that the Programme would incorporate protected professional reflection time of 30 minutes. This is as follows:

• Year 3

o Michaelmas Term - Monday afternoons at 4.30pm

o Hilary Term – Monday afternoons at 4.30pm

It is recommended that trainees bring their reflective learning logs in on teaching days so that they can jot notes while their reflections are fresh in their minds. It was agreed at the Academic Review Committee Meeting to pilot the introduction of Trainee-Led Reflection in 2011/12. Trainees are encouraged to experiment with different ways of organising trainee-led reflection, and to make individual decisions about what works best for them. Some possible options include: reflecting as a whole year group; reflecting in groups or pairs and feeding back to the whole year group, or reflecting in groups or pairs and not feeding back to the whole year group. This may involve trainees taking it in turns to lead the reflective discussion. How this time is used will be monitored and reviewed by academic tutors in year group time, and trainees may discuss any issues or concerns individually with academic tutors if they wish.



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Some questions that trainees might find helpful to consider during trainee-led reflection are listed below:

• What are the key learning points that I would like to take away from this teaching

session?

• What have I learned that is new or different?

• How does this new learning fit with what I already know (and my values and

assumptions)?

• What are the implications for my practice?

• How might this new learning improve outcomes for clients?

• How might contextual issues be relevant in practice, including ethical issues,

diversity, dynamics in therapeutic and professional relationships, and professional

issues?

• Have I learned anything about myself (professionally or personally), including my

strengths and learning needs?

Inter-Year Meetings (trainees and staff) 18th October 2011, 5.00pm – 5.45pm, and during the Course Away Day on 27th April 2012 Inter-year meetings provide an opportunity for all three year groups to meet together, and for trainees and staff to discuss any important Course issues. The Course Away Day is held once a year for all staff and trainees to spend a full day together, away from the Course base. An Inter-year meeting will be held during this day. Feedback Sessions Feedback meetings are used by trainees to clarify strengths and weaknesses of the academic programme during that term, and to facilitate feedback to the Year Tutor. Fire Lecture 7th November 2011, 9.30am – 10.30am This is held each year and it is compulsory for all staff and trainees to attend one of the above sessions. Research Dissertation Presentations On 4th September 2012, 3rd year trainees who have completed their dissertations will present their findings to their colleagues, Course team members and supervisors.

continued....



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Page 2 Clinical Seminars: Michaelmas Term (Autumn): - Seminar Room 1 & Seminar Room 3, Hilary Term (Spring): - Seminar Room 1 & Seminar Rooms 4&5 The clinical seminars provide a problem based learning opportunity for trainees to explore self directional learning. It is an opportunity for each trainee to present some aspect of current work on placement. The aims of the seminar are (a) to stimulate reflection on and discussion of clinical work, (b) to gain experience of and confidence in formulating and presenting work, and (c) to facilitate the giving and receiving of constructive feedback in the group. In addition to promoting a problem solving approach clinical seminars promote learning within a clinical context, strengthens theory-practice links and encourages collaborative learning. The format will be a presentation of 20-25 minutes, followed by discussion by the group. Patient safety issues will be addressed as appropriate. From Week 2 for 8 weeks trainees will split into two groups for the clinical seminars. Professor Paul Kennedy (Seminar Room 1) will facilitate one group and Dr Ian Barkataki (Seminar Rooms 4&5) will facilitate the other. The seminars will also take place in Weeks 1 and 2 of Term 2. Michaelmas Term (Autumn): – 9.30am–10.30am (* except 5th December – 9am–10.30am)

Date Venue

10th October

Preview of Term and Year Group Time

Seminar Rooms 4&5

17th October Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

24th October Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

31st October Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

7th November Fire Lecture Seminar Room 1

14th November Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

21st November Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

28th November Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

5th December* Writing up the Dissertation (The Research Team)

Seminar Room 1

12th December Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

TERM 2: 09.01.12 – 16.03.12

Hilary Term (Spring): – 4.15pm – 5.00pm Professor Paul Kennedy (Seminar Room 1) will facilitate one group and Dr Ian Barkataki (Seminar Rooms 4&5) will facilitate the other.

9th January Trainee Presentation Seminar Room 1/ Seminar Rooms 4&5

16th January Trainee Presentation Seminar Room 1/Seminar Rooms 4&5

23rd January Trainee Presentation Seminar Room 1/Seminar Rooms 4&5



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ADVANCED INTERVENTIONS AND SPECIAL POPULATIONS MODULE

Aims 1. To provide trainees with the opportunity to acquire knowledge of advanced

interventions 2. To introduce trainees to applications with specialist populations 3. To provide trainees with training in specialist and challenging issues 4. To acquaint trainees with awareness and sensitivity of complex disability issues Objectives By the end of the module trainees will be expected to 1. Demonstrate knowledge of a range of advanced interventions with chronic conditions 2. Demonstrate a greater understanding of complex and long-standing problems 3. Demonstrate knowledge of specialist challenging clinical situations 4. Demonstrate practical skills for approaching complex clinical issues. Patient safety issues will be addressed as appropriate.



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Mondays - Seminar Room 1, 10.45 am - 12.45pm * Except 10th October – Rooms 4&5

Module Organiser: Prof Paul Kennedy, Director (Academic and Research),


Module Content

Date Topic Speaker

*10th October*

Advanced Interventions: Brief Psychodynamic Psychotherapy

Alex Coren

17th October Advanced Interventions: Formulation of Complex Cases

Sue Gardner

24th October Advanced Interventions: TBC

TBC

31st October DBT and Younger People

Ciorsdan Anderson

7th November Special Populations (1): Working with life-limiting illness and end of life care

Claire Luthwood

14th November Advanced Interventions: Acceptance and Commitment Therapy (ACT)

Lance McCracken

21st November Advanced Interventions: Use of Imagery with Complex Mental Health Problems

Ann Hackmann (TBC)

28th November Special Populations (2): Traumatic Stress

Deborah Lee

12th December (10.45am-12.45pm)

(2pm - 4.30pm)

Special Populations (3): Transferable skills: applying clinical psychology skills to the third sector Advanced Interventions: Challenging Clinical Issues

Ann Rowland Paul Kennedy & Susan Llewelyn



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Reference List Adams, C. E. Trials, reviews, systematic reviews and what they can do for you. Briefing Document 18, Mental Health Foundation, 2000 - to be found at:- http://www.mentalhealth.org.uk/brief018.htm. Coren, A. (2010). Short term therapy: A psychodynamic approach. Palgrave Macmillan Ellis, A. (2005). Why I (really) became a therapist. Journal of Clinical Psychology, 61(8) 945-948. Jones, C., Cormac, I. Mota, J., & Campbell, C. Cognitive behaviour therapy for schizophrenia (Cochrane Review). In Cochrane Library, Issue 2, 2000. Oxford: Update Software. Kuyken, W., Padesky, C., & Dudley, D. (2009). Collaborative Case Conceptualization. Routledge. Layden, M. A., Newman, C., Freeman, A., & Morse, S. (1993). Cognitive therapy of borderline personality disorder, Chapters 2 and 4. USA: Allyn and Bacon. Lee, D., & Harman., R. (2010). The role of shame and self-critical thinking in the development and maintenance of current threat in post-traumatic stress disorder. Clinical Psychology and Psychotherapy, 17(1), 13-24. Lewis, J., Herman, M., & Hehrman, J. (1997). Trauma and recovery. Basic Books Linehan, M. M. (1993). Skills Training Manual for Treating Borderline Personality Disorder (Diagnosis & Treatment of Mental Disorders) Norton, K., & McGanley, G. (1997). Counselling difficult clients. Sage. Pharoah, F. M., Mari, J. J., & Streiner, D. Family intervention for schizophrenia (Cochrane Review). In: The Cochrane Library, Issue 2, 2000. Oxford: Update Software. Swenson, Miller, Rathus and Linehan, (2007). Dialectical Behavior Therapy with Suicidal Adolescents Miller, A. L., Rathus, J. H. & Linehan, M. M. (2007). Dialectical Behavior Therapy with Suicidal Adolescents



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PSYCHOLOGY AND THE LAW MODULE

Aims The aims of this module are to provide trainees with knowledge and awareness of working with individuals within forensic settings, both inpatients and outpatients. This will include exploration of issues of risk of harm to others, assessment techniques and treatment methods. Patient safety issues will be addressed as appropriate. A variety of teaching methods will be used including use of clinical examples. There will be an emphasis on trainee participation. 1. To enhance trainees’ knowledge of the legal framework Forensic Psychologists

operate in Britain (e.g. legal decision making, expert evidence, Mental Health Act).

2. To examine the phenomena of offending and of coping with victimisation from a variety of theoretical perspectives, including individual, social and biological.

3. To present a range of specialist assessment and intervention skills that have been empirically validated in working with offenders or with victims of crime.

4. To introduce key professional and organisational issues for psychologists working in forensic settings.

Objectives By the end of the module trainees will be able to: 1. Demonstrate awareness of a variety of models of aggression, including the

social cognitive perspective.

2. Demonstrate awareness of empirically validated assessments (including risk assessment) and interventions with selected offender groups (e.g. violent offenders).

3. Examine ethical problems that could arise from conflicting duties in this field.

4. Demonstrate awareness of the variety of professional roles of Clinical Psychologists in forensic settings (e.g. research, advisory and clinical).

5. Demonstrate awareness of key professional issues in Clinical Psychology in forensic contexts (e.g. clinical leadership, responsible clinician role).



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Aims The aims of this module are to provide trainees with knowledge and awareness of working with individuals within forensic settings, both inpatients and outpatients. This will include exploration of issues of risk of harm to others, assessment techniques and treatment methods. Patient safety issues will be addressed as appropriate. A variety of teaching methods will be used including use of clinical examples. There will be an emphasis on trainee participation. 1. To enhance trainees’ knowledge of the legal framework Forensic Psychologists

operate in Britain (eg legal decision making, expert evidence, Mental Health Act), across settings and with different client groups.

2. To examine the phenomena of offending and of coping with victimisation from a variety of theoretical perspectives, including individual, social and biological.

3. To present a range of specialist assessment and intervention skills that have been empirically validated in working with offenders or with victims of crime.

4. To introduce key professional and organisational issues for psychologists working in forensic settings.

Objectives By the end of the module trainees will be able to: 1. Demonstrate awareness of a variety of models of aggression, including the

social cognitive perspective.

2. Demonstrate awareness of empirically validated assessments (including risk assessment) and interventions with selected offender groups (e.g. violent offenders).

3. Examine ethical problems that could arise from conflicting duties in this field.

4. Demonstrate awareness of the variety of professional roles of Clinical Psychologists in forensic settings (e.g. research, advisory and clinical).

5. Demonstrate awareness of key professional issues in Clinical Psychology in forensic contexts (e.g. clinical leadership, responsible clinician role).



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Mondays - Seminar Room 1, 2 pm - 4.30 pm (* Except 10th October – SRs 4&5)

Module Organiser: Dr Matthew Lister, Chartered Clinical Psychologist, Oxford Health

NHS Foundation Trust, Thames Valley Forensic Metal Health

Service, Marlborough House Regional Secure Unit, Milton Keynes

Module Content: The module consists of five seminars with an interactive emphasis. A variety of teaching methods will be used and active trainee participation will be encouraged throughout. Patient safety issues will be addressed as appropriate.

*10th October

Introduction to Forensic Psychology: history of services/service development and context; Mental health Act; common problems; working with systems; clinical examples

Estelle Moore, Consultant Clinical Psychologist

17th October Risk assessment for adults and adolescents– including risk of violence and sexual violence/sexual offending against children, theories of offending, developing risk management plans, expert witness role; clinical examples

Lynda Meina, Consultant Clinical and Forensic

Psychologist

24th October Gender and Violence – including

understanding the development of

violence (would include a

psychodynamic understanding on the

development of violence); domestic

violence, self-harm, clinical

examples/framework

Anna Motz, Consultant Clinical Psychologist

31st October Psychological Approaches to Forensic Work – including therapeutic models of care, case formulation from two different therapeutic models (Rational Emotive behaviour therapy and a more analytically oriented therapy), NICE guidelines for treatment.

Jason Jones, Consultant Clinical and Forensic

Psychologist and Charles King, Consultant Clinical Psychologist

7th November Working with patients in different settings – including in reach in prisons, different levels of secure hospital, the community, overview of working in these settings, assessment differences, measuring outcome and progress.

Claudia Koch, Principal Clinical Psychologist and

Elizabeth Grocutt, Clinical Psychologist



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Reference List

Blackburn, R. (1996). What is forensic psychology? Legal & Criminal Psychology, 1,

3-16.

Blackburn, R. (1993). The psvchology of criminal conduct-theory. Research and

Practice. Chichester: Wiley.

Blanchette, K., and Brown, S. (2006). Women who offend. Chichester: Wiley.

Blumenthal, S., and Lavender, T. (2001). Violence and mental disorder. London: Jessica

Kingsley.

Brown, J. & Campbell, E. (2010). The Cambridge handbook of forensic psychology.

Cambridge: Cambridge University Press

Cold, J. (1993). Current concepts and classifications of psychopathic disorder. In Tyrer,

P., and Stein, G. (Eds). Personality Disorder Reviewed. Royal College of Psychiatrists:

Gaskell Press.

Davis, W. (1989). The prevention of assault on professional helpers. In Howells, K. and Hollin, C. (Eds). Approaches to Violence. Chichester: Wiley.

Gannon, T., Ward, T., Beech, A. & Fisher, D. (2007). Aggressive offenders’ cognition.

Chichester: Wiley.

Gilligan, J. (2000). Violence. London: Jessica Kingsley.

Gudjonsson, G. H. (1993). The implications of poor psychological evidence in court.

Expert Evidence, 2, 120-124.

Gudjonsson, G. H. (1996). Forensic psychology in England: One practitioner’s

experience and viewpoint. Legal & Criminalogical Pschology, 1, 131-142.

Hollin, C., & Howells, K. (Eds) (1991). Clinical approaches to sex offenders and their

victims.

Hollin, C. (2001). Offender assessment and treatment. Chichester: Wiley.

Jones, D. (2004). Working with dangerous people: Psychotherapy of violence. Oxford:

Radcliffe Medical Press.

Kapardis, A. (1997). The psychologist as expert witness. Psychology & Law: A Critical

Introduction, Chapter 7. Cambridge: Cambridge University Press. Continued....



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Page 2

Levy, S., & Howells, K. (1990). Anger and its management. Journal of Forensic

Psychiatry. Vol.1, No.3.

Lloyd-Bostock, S. (1988). Law in practice. Psychology in Action Series. Leicester: BPS

and Hove: Routledge.

McMurran, M., & Hodge, J. (Eds) (1994). The assessment of criminal behaviours of

clients in secure settings. London: Jessica Kingsley Publishers.

McMurran, M. (2002). Motivating offenders to change. Chichester: Wiley.

Marshall, W. L., Laws, D. R., & Barbaree, H. E. (Eds) (1990). Handbook of sexual

assault. London: Plenum Press.

Monahan, Y., Steadman, H., & Silver, E. (2001). Rethinking risk assessment. USA:

Oxford University Press.

Motz, A. (2008). The psychology of female violence: Crimes against the body (2nd Edition). Hove: Routledge.

Newrith, C., Meux, C. & Taylor, P.J. (2006). Personality disorder and serious offending. Hodder Arnold. Quinsey, V., Harris, G., & Rice, M. (1998). Violent offenders: Appraising and managing risk. Washington DC: American Psychological Association. Tarrie. N., Wells, A., & Haddock, G. (Eds.). Treating complex cases. Chichester: Wiley Taylor P (2007): Second Expert Paper: Mental Illness and Serious Harm to Others. NHS Programme on Forensic Mental Health Research and Development.

National Mental Health Risk Management Programme (2007): Best Practice in Managing Risk. DOH.



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TRAINEE LED REFLECTION ON THE ACADEMIC SYLLABUS

MICHAELMAS TERM (AUTUMN): 10.10.11 - 16.12.11 AND HILARY TERM (SPRING): 09.01.12 – 16.03.12

Aims 1. To protect time for professional reflection within teaching days. 2. To help trainees to make connections across the different elements of the

programme, to assimilate and accommodate new learning, to link theory and practice, and consider the relevance of contextual issues (including ethics, diversity, dynamics in therapeutic and professional relationships, and professional issues).

Patient safety issues will be addressed as appropriate.


Mondays - Seminar Room 1, 4.30pm-5pm (* Except 10th October – SRs 4&5)

every week throughout the term.

Date & Time Topic Speakers 10th October

Trainee Led Reflection on the Academic Syllabus

Trainees

17th October

24th October

31st October

7th November

14th November

21st November

28th November

5th December

12th December



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TRAINEE LED REFLECTION ON THE ACADEMIC SYLLABUS

HILARY TERM (SPRING): 09.01.12 – 16.03.12 *except weeks 1-3 (clinical seminars)

Mondays - Seminar Room 1, 4.30pm-5pm every week throughout the term.

Date & Time Topic Speakers

9th January 2012* Trainee Led Reflection on the Academic Syllabus

Trainees

16th January 2012*

23rd January 2012*

30th January 2012

6th February 2012

13th February 2012

20th February 2012

27th February 2012

5th March 2012

12th March 2012

List of References

Bolton G et al (2004) Writing Cures: an introductory handbook of writing in counselling and therapy. Routledge. Bolton G (2001). Reflective Practice Writing for Professional Development. London: SAGE.

Boud, D., Keogh, R. and Walker, D (1985). Reflection: Turning Experience into Learning. London: Kogan. Moon, J. (2004) A Handbook of Reflective and Experiential Learning: theory and practice. Scaife, J. (2010). Supervising the Reflective Practitioner: An Essential Guide to Theory and Practice. Routledge: London. Stedmon, J. & Dallos, R. [eds.] (2009) Reflective Practice in Psychotherapy and Counselling. Maidenhead: OUP.



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HEALTH AND BEHAVIOURAL CHANGE MODULE

Aims 1. To introduce psychological conceptualisations of addiction and substance

misuse and associated behavioural change. 2. To identify the key issues for individuals and societies with regard to a range of

addictive behaviours. 3. To equip trainees to assess and intervene with addictive behaviours across all

care groups and diverse populations. 4. To equip trainees with a psychological toolkit of brief and longer term

interventions specifically addressing behaviour change in addictions. 5. To introduce the research issues and evidence in the field of addictions.

Objectives By the end of the module, trainees are expected to be able to: 1. Describe the key psychological theories of addictive behaviour. 2. Understand the definitions, epidemiology, issues effecting supply and demand

and the effect of social policy on individuals and vice versa 3. Identify substance misuse and assess its effects on individuals, couples,

families and social networks. 4. Offer options for behaviour change including Motivational Interviewing, Harm

Minimisation, Solution Focussed Therapy, Relapse Prevention and Cognitive Behaviour Therapy.

5. Understand the research issues and the latest evidence concerning

interventions in substance misuse and addictions. 6. Understand how addiction can interact with other issues for children, families,

adults, people with learning disabilities and older people and with diversity. 7. Understand current theoretical perspectives on behavioural change associated

with addictive behaviour.



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HEALTH AND BEHAVIOURAL CHANGE MODULE

MICHAELMAS TERM (AUTUMN): 10.10.11 - 16.12.11 Mondays - Seminar Room 1, 2pm - 4.30pm* Module Organiser: Mrs Sue Gardner, Psychological Services Clinical Manager,

Consultant Clinical Psychologist, Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford

Module Content Mix of presentations and exercises. Patient safety issues will be addressed as appropriate.

DATE TOPIC SPEAKER

14th November Introduction and Overview

John Brotherton

21st November Motivational Interviewing

John Brotherton

28th November Interventions in Addictions

Sue Gardner

5th December (10.45am - 12.45pm) (2pm - 4.30pm)

Sex Therapy Behavioural Marital Therapy

Philip Henshaw Philip Henshaw



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HEALTH AND BEHAVIOURAL CHANGE MODULE Reading List Berg, I. K., & Reuss, N. H. (1998). Solutions: Step by step. Norton & Co. Coombes, R. H. (Ed) (2001). Addiction recovery tools: a practical handbook. Sage publications. DiClemente, C. C. (2003). Addictions and change. The Guildford Press. Gossop, M. (2000). Living with drugs (5th edition). Ashgate. Graham, H. et al (2004). Cognitive-behaviour integrated treatment (C-BIT). Chichester:Wiley. Healther, N., & Robertson, I. (1998). Problem drinking (3rd edition). Oxford Publications. Linehan, M. H. (1993). Skills training manual for treating borderline personality disorder. The Guildford Press Mickie, S., Sheeram, P., & Rethman, A. (2007). Advancing the science of behaviour change. Psychology and Health, 22, 249-253. Miller, W. R., & Munoz, R. F. (2005). Controlling your drinking. The Guildford Press. Miller, W., & Rollnick, S. (2001). Motivational interviewing (2nd edition). The Guildford Press. Najavits, L. (2002). Seeking safety: a treatment manual for PTSD and substance abuse. The Guildford Press. Orford, J. (2002). Excessive appetites: a psychological view of addiction (2nd edition). Wiley and Sons. Peterson, T., & McBridge, A. (Eds) (2002). Working with substance misusers. Routledge. Shapiro, H. (2004). Illustrated directory of recreational drugs. Salamander Press. Velleman, R. (2001). Counselling for alcohol problems (2nd edition). Sage. Webb, T., Joseph, J., Yardley, L., & Mickie, S. (2010). Using the internet to promote health behaviour change: A systematic review and meta-analysis of the impact of theoretical basis of behavioural change. Journal of Medical Internet Research, 12, 1376. West, R. (2009). The multiple facets of cigarette addiction and what they mean for encouraging smokers to stop. Journal of Chronic Obstructive Disease, 6, 277-283. West, R., & Shahab, L. (2010). Smoking cessation interventions. In Killoram, A., & Kelly, M. (Eds). Evidence Based Public Health. Oxford: Oxford University Press.

Continued….



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Page 2 Alcohol and Substance Misuse Websites ALCOHOL www.alcoholconcern.org.uk UK non-governmental agency

www.ias.org.uk The Institute of Alcohol Studies

www.niaa.nih.gov US alcohol information site

www.downyourdrink.org.uk Interactive self-help site

www.alcoholics-anonymous.org Information on AA

www.alcoholforum.org Multidisciplinary UK group

www.prodigy.gov.uk Mini guide to alcohol assessment and treatment

www.newdirections.org.uk UK study group

www.medicouncilalcol.demon.co.uk Information site aimed at doctors

DRUGS www.talktofrank.com UK government public information site

www.substancemisuse.net UK news and policy issues

www.drugscope.org.uk Leading UK umbrella organisation

www.nta.nhs.uk UK national treatment agency

www.doh.gov.uk Department of Health website

GENERAL www.addictionsearch.com Factual information and links

www.wiredforhealth.gov.uk Accurate and engaging information on health issues, initiatives and national policies.



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PROFESSIONAL ISSUES MODULE 2 Aims 1. To acquaint trainees with the nature of professional implications for the practice of

clinical psychology. 2. To familiarise trainees with the range of contacts and organisations within which

clinical psychologists work. 3. To familiarise trainees with a range of ways of working as a clinical psychologist,

with their advantages and disadvantages. 4. To acquaint trainees with the issues arising from working in a variety of contexts

and ways. 5. To acquaint trainees with the statutory requirements of common working

situations. 6. To introduce trainees to concepts and issues in person management and leadership. 7. To provide trainees with an awareness of appropriate methods of disseminating

psychological knowledge and skills. 8. To ensure the trainees are aware of the discipline of patient safety Objectives Trainees will be able to: 1. Describe the nature of professions and professional practice. 2. Outline the growth of clinical psychology as a profession. 3. Outline the characteristics of different organisations within which clinical

psychologists work. 4. Describe a range of models of working as a clinical psychologist, and discuss their

strengths and weaknesses. 5. Discuss the issues and points of harmony and conflict for clinical psychologists

working in various organisational context. 6. Describe the legal and professional requirements of work in the NHS and other

major organisations. 7. Outline the responsibilities of clinical psychologists in relation to managing and

leading others. 8. Disseminate appropriate psychological knowledge and skills in a multidisciplinary

context.

9, Describe the centrality of patient safety and well being to the professional work of clinical psychologists.



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PROFESSIONAL ISSUES MODULE 2

HILARY TERM (SPRING): 09.01.12 – 16.03.12 Module Organiser: Dr Helen Jenkins, Clinical Tutor,

The Oxford Institute of Clinical Psychology Training Module Content This module spans all three years of professional training and begins by exploring practical professional issues, such as the roles of Clinical Psychologists, working within teams, and psychology in the NHS. The second part of the module in the second year examines complex ways of working that includes working with other professionals, consultancy themes, managing others and employment issues. The final part prepares trainees for work in the NHS, looking at supervision, court work and service development. Patient safety issues will be addressed as appropriate. Mondays - Seminar Room 1, 9.00am – 11.30am (*Except Weeks 1-3 when the time will be 1.45 – 4.15pm) (**Except *5th March 2012, which will be all day)

DATE TOPIC

PRESENTER

*9th January Leadership

Susan Llewelyn

*16th January Expert Witness and Court Work Nigel King

*23rd January

Teaching Psychological Skills to Multidisciplinary Groups

Elizabeth Pounds-Cornish & Bethan Reading

30th January

NHS Management Katherine Carpenter

6th February

Supervision 1 Helen Beinart & Sue Clohessy

13th February

Supervision 2

Helen Beinart & Sue Clohessy

20th February

Understanding and Influencing Policy Anne Richardson

27th February

Service Development and Innovation Damian Gardner and Peter Harper

**5th March (All Day)

Delivering Psychologically Informed Services

Anne-Crawford Docherty



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PROFESSIONAL ISSUES MODULE 2 Reference List: Basic Bibliography Beinart, H. (2004). Models of supervision and the supervisory relationship and their evidence base. In I. Fleming & L. Stein Supervison and Clinical Psychology. Hove: Brunner-Routledge. Beinart, H., & Clohessy, S. (2009). Supervision. In H. Beinart, P. Kennedy & S. Llewelyn (Eds) Clinical Psychology in Practice. Leicester BPS: Blackwell British Psychological Society/Core (1999). Guidelines for clinical psychology services.

Leicester: British Psychological Society.

British Psychological Society (2005). Code of Conduct, Ethical Principles and Guidelines. Leicester: British Psychological Society

British Psychological Society (2006). Professional Practice Guidelines. Leicester: British

Psychological Society.

British Psychological Society (2007). Leading psychological services. Leicester: BPS. British Psychological Society/ Division of Clinical Psychology: Clinical Psychology Forum – recent editions. Department of Health. (2008). High quality care for all: NHS next stage review final report. Department of Health; London.

Division of Clinical Psychology, British Psychological Society (2001). Working in teams.

Leicester: British Psychological Society.

Georgiades, N.J., & Phillimore, N. (1975). The myth of the hero-innovator and alternative strategies for organizational change. In C.C. Kiernan & F.P. Woodford (Eds). Behavior modification with the severely retarded. Associated Scientific Publishers; London. Health Professions Council – www.hpc-uk.org

Health Professions Council (2008). Standards of conduct, performance and ethics.

London: Author.

Health Professions Council (2009). Standards of education and training guidance.

London: Author

NHSE Institute for Innovation and Improvement (2003). Leadership Quality Framework – www.nhs.leadershipquality.nhs.uk

Continued..



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Page 2 Paloma, M., Beinart, H., & Cooper, M. J. (2010). Development and validation of the Supervisory Relationshipp Questionnaire (SRQ) in UK trainee clinical psychologists. British Journal of Clinical Psychology. West, M. (2004). Effective Teamwork: practical lessons from organisational research (2nd edn). Oxford: Blackwell. The British Psychological Society. (2007). New ways of working for applied psychologists in health and social care: Working psychologically in teams. BPS; Leicester, UK.



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REFLECTIVE ETHICAL AND PROFESSIONAL PRACTICE SEMINARS

Aims The aims are: 1. To expand trainees’ knowledge from the first year ethical issues teaching with

advanced training. 2. To provide trainees with an opportunity to reflectively review ethical and clinical

practice issues. 3. To promote an understanding of the importance of professional standards. Objectives By the end of the module trainees will be able to: 1. Discuss ethical issues effectively. 2. Describe ethical themes across a variety of clinical contexts. 3. Demonstrate knowledge of the main ethical dilemmas and to be sensitive to ethical

issues and themes.



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REFLECTIVE ETHICAL AND PROFESSIONAL PRACTICE SEMINARS

HILARY TERM (SPRING): 09.01.12 – 16.03.12 Mondays: - 11.45am - 12.45pm First Session - Seminar Room 1 (Professor Paul Kennedy and Dr Ian Barkataki)



Content This is a trainee led self directed opportunity to explore professional themes and ethical practice issues. After the first agenda setting meeting, trainees have the opportunity to explore and reflect on professional practice, transitional issues, supervision and working in the NHS. Trainees have the chance to explore personal responses, impact and identity issues, as well as therapeutic styles and reflections on training. The small groups decide on their agenda and focus for discussion. Patient safety issues will be addressed as appropriate. Previous trainees have emphasised how important it is for the small groups to agree on ground rules and have the freedom to choose their agenda. Professor Kennedy will facilitate the module planning in the first session.

DATE SUGGESTED TOPIC (All Trainee Led)

Group I

Group II

6th February

Agenda Setting Seminar Room 1

Seminar Room 1

Seminar Room 3

13th February

TBA

20th February

TBA

27th February

TBA

12th March

TBA



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REFLECTIVE ETHICAL AND PROFESSIONAL PRACTICE SEMINARS References (* indicates Key Text) Bersoff, D. (Ed.) (2008). Ethical conflicts in psychology (4th edn). Washington, DC: American Psychological Association. Bloch, S. & Chodoff, S. (1991). Psychiatric ethics. Oxford Medical Publications. Bowell, T. & Kemp, G. (2002). Critical thinking: A concise guide. Oxford: Routledge *British Psychological Society (2009). Code of ethics and conduct. Leicester: British Psychological Society. Canter, M., Bennett, B., Jones, S. & Nagy, T. (1996). Ethics for psychologists: A commentary on the APA ethics code. Washington DC: American Psychological Association. Delmonte, M. M. (2002). Retrieved memories of CSA. British Journal of Medical Psychology, 73, 1-13 Division of Clinical Psychology (2010). Good practice guidelines. Leicester: British Psychological Society. Francis, R.D. (1999). Ethics for psychologists. Leicester: British Psychological Society. *Francis, R.D. (2000). Ethics for psychologists: A handbook. Leicester: British Psychological Society. Friedman, A., Daly, S. & Andrzejewska, R. (2005). Analysing ethical codes of UK professional bodies. Bristol: Professional Associations Research Network (PARN). Health Professions Council (2008). Standards of conduct, performance and ethics.

London: Author.

Health Professions Council (2009). Standards of education and training guidance.

London: Author

Kent, G. & McAuley, D. (1995). Ethical issues faced by trainee clinical psychologists. DCP Forum, 26-30 Koocher, G. & Keith-Spiegel, P. (1998). Ethics in psychology (2nd edn). Oxford: Oxford University Press. *Koocher, G. P., & Keith-Spiegel, P. (2000). Ethics in psychology: professional standards and cases. Oxford University Press. O’Niell, O. (2002). Autonomy and trust in bioethics. Cambridge: Cambridge University Press. Raven, J. (2002). Ethical Dilemmas. The Psychologist, 13, 404-406



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RESEARCH IN CLINICAL SETTINGS MODULE 2 Content The research programme throughout the three years of the Course aims to link theory and practice and to foster active and critical thinking. To achieve that aim it draws on the principles of problem based learning, and emphasises learning how to and work with real life data sets. Two Research Modules are run, spanning the three years of the Course. The overall aim of Module 1 is to encourage a positive and critical approach to research, and to equip trainees with the skills necessary to approach and solve research problems effectively and successfully. The first takes place in Year 1 and the second takes place in Years 2 & 3. The teaching is developmental: Module 2 builds on competencies and topics taught in Module 1. Module 1 is closely linked to small-scale research. This includes critical appraisal skills teaching, audit, small scale evaluation and qualitative research, it also provides an introduction to the Dissertation Module 2 is more closely linked to large scale research. This includes quantitative (hypothesis testing, experimental research and also further teaching on qualitative methods. In both modules the aim is to integrate the teaching on research designs and methods with the teaching on data analysis (including statistics and practical computing experience real data sets). Practical application of the teaching occurs in the focus on problem based learning, particularly in Module 1, and two research projects undertaken by each trainee (one Service Related Project and one Research Dissertation). Patient safety issues will be addressed as appropriate. Aims: To build on Module 1 and develop: 1. Understanding of a wider range of research designs suitable for research in

clinical settings.

2. Understanding of a wider range of methods of data collection suitable for research in clinical settings.

3. Further understanding of ethical issues; further knowledge of NHS, BPS ad HPC guidelines for conducting research; further understanding of patient and other research participant safety.

4. Understanding of further statistical tests that can be used to analyse data, in particular to develop understanding of parametric statistics.

5. The competencies in computing needed to analyse data suitable for parametric statistics.

6. Further competencies necessary to make a constructive critical analysis of research findings as they relate to clinical psychology theory and practice.

7. Further competencies necessary to reflect critically on research carried out, to pose further research questions and to attend to the implications for services and practice.

8. Knowledge of University regulations and relating to the Research Dissertation.



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Objectives: By the end of the module trainees will have: 1. Increased their knowledge of research designs appropriate for research in clinical

settings.

2. Increased their knowledge of methods of data collection suitable for research in clinical settings.

3. Gained further knowledge of NHS, BPS and HPC guidelines for ethical conduct in relation to research, including knowledge of patient and other research participant safety.

4. Gained knowledge of parametric statistics.

5. Gained practical experience of using a computerised statistical package (SPSS for Windows) to analyse data using parametric statistics.

6. Developed further competencies in critically evaluating research findings relevant to clinical psychology theory and practice.

7. Developed further competencies in reflecting critically on research carried out, posing further questions and drawing out implications for services and practice.

8. Successfully completed a Research Dissertation. 9. Gained knowledge of University regulations and requirements relating to the Research Dissertation.



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RESEARCH IN CLINICAL SETTINGS: MODULE 2- CONTINUED

HILARY TERM (SPRING): 09.01.12 – 16.03.12 Mondays 9.00am – 12.30pm (Weeks 1-3) Venue: Broadbent Lab, Department of Experimental Psychology, South Parks Road, Oxford

Module Organiser: Dr Myra Cooper, Senior Research Tutor,

The Oxford Institute of Clinical Psychology Training Module Content Module 2 builds on the skills taught in Module 1. It provides teaching on more complex research skills and issues including teaching on research designs, methods, statistics and more practical experience of using a computerised package to analyse real data sets. Unlike Module 1 it is closely linked to large scale, hypothesis testing, experimental research. Patient safety issues will be addressed as appropriate. Advanced Statistics, Computing and Applied Data Analysis:

9th January 9.00am – 12.30pm Advanced Statistics, Computing and Applied Data Analysis I: Broadbent Lab, Experimental Psychology Paul Griffiths

16th January 9.00am – 12.30pm Advanced Statistics, Computing and Applied Data Analysis II: Broadbent Lab, Experimental Psychology Paul Griffiths

23rd January 9.00am – 12.30pm Advanced Statistics, Computing and Applied Data Analysis III: Broadbent Lab, Experimental Psychology Paul Griffiths

Extra Teaching - Seminar Room 1

Monday 5th December

9.00am - 10.30am

Writing up the Dissertation, advice on structure, content and presentation Research Tutor Team



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RESEARCH IN CLINICAL SETTINGS MODULE 2

Reference List Designs and Methods (Quantitative) Barlow, D. H., Nock, M. K., & Hersen, M. (2008). Single case experimental designs: strategies for studying behavior change. New York: Pearson Education. Breakwell, G. M., Hammond, S., & Fife-Schaw, C. (1995). Research methods in psychology. London: Sage. (Introductory chapters on quasi experimental and experimental designs, questionnaire design). *Bellack, A. S., & Hersen, N. (1984). Research methods in clinical psychology. New York: Pergamon. (Ideas for research methods, single case and group designs, correlational methods, test construction, epidemiology). Kazdin, A. E. (1992). Research and design in clinical psychology. (2nd edition). Needham Heights, Massachussets. Allyn and Bacon. (Focus on experimental methods). Kazdin, A. E. (1982). Single case research designs. New York: Oxford University Press Parry, G. & Watts, F.(1996). Behavioural and mental health research: A handbook of skills and methods. (2nd edn). Taylor and Francis: Erlbaum (UK): Hove (Chapter on designs suitable for large scale (and small scale) research designs). Designs and Methods (Qualitative) Charmaz, K. C. (2006). Constructing Grounded Theory. London: Sage. McLeod, J. (2001). Qualitative research in counseling and psychotherapy. London: Sage. Richardson, J. T. E. (1996). Handbook of qualitative research methods for psychology and the social sciences. Leicester: British Psychological Society Smith, J. A. (2003). Qualitative psychology. London: Sage Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretive Phenomenological Analysis: Theory, Method and Research. London: Sage. Smith, J. A., Harré, R., & Van Langenhove, L. (1995). Rethinking psychology. London: Sage *Willig, C. (2001). Introducing qualitative research in psychology. Buckingham: Open University Press.



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Reflexivity Findlay, L., & Gough, B. (2003). Reflexivity: A practical guide for researchers and health and social sciences. London: Wiley-Blackwell. Taylor, C., & White, S. (2000). Practicing Reflexivity in Health and Welfare. Buckingham: Open University Press. Statistics All texts mentioned below focus on parametric and more complex tests. Armitage, P., & Berry, G. (1994). Statistical methods in medical research. (3rd edition). Oxford: Blackwell. Everitt, B. S (1994). Statistical methods for medical investigations. (2nd edition). London: Edward Arnold. Fleiss, J. L. (1986). The design and analysis of clinical experiments. London: Wiley. *Howell, D. C. (2006). Statistical methods for psychology. (international edition). Belmont, CA: Wadsworth Publishing Company. (This is a recent edition of a book that trainees in previous years have found helpful when working on the Dissertation. It covers basic concepts as well as more complex tests). *Tabachnik, B. G., & Fidell, L. S. (2005). Using multivariate statistics, 5th edition. New York: Pearson Education. Useful Websites This website will help you choose a suitable statistical test: http://www.whichtest.info/test.html www.psypag.co.uk General Additional References Baxter, L., Hughes, C. ,& Tight, M. (1996). How to research. Milton Keynes: Open University Press. Cryer, P. (1996). The research student’s guide to success. Milton Keynes: Open University Press. Day, R. A. (1995). Scientific English. London: Onyx Press. SPSS The Course has the manuals that come with SPSS. These are kept in the Computer Room. Field, A. (2009). Discovering statistics using SPSS. 3rd Edition. London: Sage. Norusis, M. J. (2009). SPSS: Guide to data analysis. 3rd Edition. New York: Pearson Education. (An easy to read guide to SPSS. Covers the basics such as data entry and a selection of non parametric and parametric tests). *Recommended source books



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.


EVIDENCE BASED INTERVENTIONS MODULE

Aims 1. To emphasis to trainees the need to evaluate outcomes as part of routine

work.

2. To familiarise trainees with approaches to outcome measurement and evaluation.

3. To enable trainees to understand the issues and themes associated with Evidence Based Approaches within the NHS.

Objectives By the end of the module trainees will be able to: 1. Demonstrate understanding of the importance of outcomes in clinical work.

2. Demonstrate awareness of the importance of evidence based themes in the

delivery of health care.

3. Possess a critical awareness of approaches to evidence based evaluations.



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HILARY TERM (SPRING): 09.01.12 – 16.03.12 (WEEKS 5-10)

Day: - Mondays 2.00pm – 4.30pm (*Except 12th March 2012 which will be 9am – 11.30am) Venue: Seminar Room 1



Content The focus of this module is to inform trainees of issues associated with outcome evaluation, measurement and evidence based interventions. Patient safety issues will be addressed as appropriate.

DATE

TOPIC WORKSHOP LEADER

6th February

Clinical Outcome Evaluation

Paul Kennedy

13th February

Evidence Based Approaches: The Randomised Control Trials (RCT)

Jonathan Price

20th February

Evidence Based Approaches: The Systematic Review of RCTs

Jonathan Price

27th February

Evidence Based Psychotherapy

James Macdonald

*12th March (9am – 11.30am)

Practice-based evidence

James Macdonald and co-facilitator



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References (February 2000) issue of the Journal of Consulting and Clinical Psychology on Empirically Supported Therapies. Beinart, H., Kennedy, P. & Llewelyn, S. (2010). Clinical psychology in practice. Oxford: BPS Blackwell Coyne, J.C., Thombs, B. & Hagedoorn, M. (2010). Ain’t necessarily so: Review and critique of recent meta-analyses of behavioural medicine interventions in health psychology. Health Psychology, 29(2), 107-116. Gray, J. A. M. (1997). Evidence Based Healthcare: How to Make Health Psychology and Management Decisions. Churchill. Livingstone. Hofman, S. & Weinbergen. (2007). The art and science of psychotherapy. New York: Routledge Jacobson, N. S., & Hollon, S. D. (1996). Cognitive-behaviour therapy versus pharmacotherapy. Now that the jury has returned its verdict its time to present the rest of the evidence. Journal of Consulting and Clinical Psychology, 64, 74-80. Roth, A., Fonagy, P., Parry, G., Target, M. & Woods, R. (2006). What Works for Whom? A Critical Review of Psychotherapy Research. Guildford Press. Roth, A.D., Pilling, S. & Turner, J. (2010). Therapist training and supervision in clinical trials: Implications for clinical practice. Behavioural and Cognitive Psychotherapy, 38(3), 291-302. Sackett, D. L., Richardson, S., Rosenberg, W., & Haynes, R. B. (1997). Evidenced Based Medicine: How to Practice and Teach EBM. London: Churchill-Livingstone. Sederer, L. I., Dickey, B. (1996). Outcomes Assessment in Clinical Practice. Baltimore: Williams and Wilkins. Seligman, M. E. P. (1995) The Effectiveness of Psychotherapy. American Psychologist, 50, 965-974. Stewart, R.E. & Chambers, D.L. (2010). Interesting practitioners in training in empirically supported treatments: Research reviews versus case studies. Journal of Clinical Psychology, 66(1), 73-95. Sturmey, P. & Hersen, M. (2010). Handbook of evidence-based practice in clinical psychology. Chichester: Wiley Wampold, B. E., Mondin, G. et al (1997) A meta-analysis of outcome studies comparing bona fide psychotherapies. Empirically, “All must have prizes”. Psycholgical Bulletin, 22, 203-215.



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EXTRA TEACHING

ADVANCED CLINICAL AND THERAPEUTIC SKILLS OPTION

5-DAY TEACHING BLOCK – 26TH - 30TH MARCH 2012, 9.30AM - 4.30PM (Coffee Break, 10.45am - 11am Lunch break 12.30pm - 1.30pm

Tea Break 2.45pm - 3pm)

In response to trainee feedback it was agreed at the last Academic Review Committee meeting to provide trainees with an opportunity to organise a week’s teaching in advanced clinical and therapeutic skills. Therefore, in the Trinity Term of Year 2 the Year 2 Tutor will discuss with trainees their ideas for convening one week’s teaching in the Spring (Hilary Term) of their final year. The budget set for this is up to £4,000 and last year’s cohort have organised 3 days of CAT teaching and 2 days of ACT. Other options could include advanced training on CBT, Schema Focused Therapy, Psychoanalytic interventions, Narrative therapy and Mindfulness training. This is the trainees’ opportunity to contribute directly to the content of the academic programme. In general terms the training would have to fit within the framework of advanced clinical therapeutic skills and would need to be approved by the Academic Review Committee.

Dates: 26.03.12 - 28.03.12 - Cognitive Analytic Therapy (CAT) Workshop 29.03.12 - 30.03.12 - Acceptance and Commitment Therapy (ACT) Workshop Venue: Seminar Room 1

INTRODUCING THE BASIC SKILLS AND IDEAS OF COGNITIVE ANALYTIC

THERAPY (CAT) TO CLINICAL PSYCHOLOGY TRAINEES

Course Outline

Aims and Background This hands-on, three-day, course offers an introduction to the ideas, methods, tools and skills of Cognitive Analytic Therapy. It combines: short theoretical inputs with role play and video demonstrations by the trainer/s so that participants can practice CAT skills in pairs and small groups. The versatility of the approach will be explored and a range of clinical examples highlighted. Methods of speed supervision, personal and professional development, use of self and working side by side with clients will be demonstrated and tried out. Day one: developing relational awareness using collaborative skills in making CAT diagrams. The focus will be on combining the ‘Vygotskian’ understanding of internalisation and joint activity with ideas from early interactive experience (Trevarthen) and a dialogic approach to earlier psychoanalytic ideas, object relations theory and cognitive psychology. Key concepts: reciprocal roles, procedural and dialogic sequences, mapping as a joint activity, real and transferential relationships, early learning stories.



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Day two: will focus on the CAT tools (writing, mapping) and therapeutic methods that facilitate a time-limited, structured and focused therapy starting with early reformulation, an active middle phase of therapy and the planned and therapeutic use of endings. CAT’s understanding of the importance of the therapeutic alliance and ‘common factors’ in therapy outcome will be stressed and demonstrated through role play, video examples and case discussion. Day three: will focus on using CAT indirectly and consultatively rather than doing it directly as a therapy. There will be experiential exercises and theory input which, building upon skills learnt in day one and two, will focus upon mapping and facilitating team dynamics, using CAT tools and methods as a generic aid to the clinical psychologist’s role as a consultant and as a resource to in-patient, community based or specialist teams in relational to complex needs and difficult processes.

Key ideas to be taught:

• The influence of early interactions in shaping personality: reciprocal roles, multiple positions

• Developing therapeutic attitudes through joint activity within a structured, focused, time limited therapy

• Relational understanding of trauma: its origins, maintenance in current life and enactment in the helping setting

• Reciprocal roles and a dialogic understanding of problem patterns

• Enactments and therapeutic moments Typical methods to be practiced:

• Shared therapeutic activity of make maps side by side with the client

• Use of reformulatory diagrams and writing to hold and guide therapy

• Using the educational and therapeutic relationship between client and therapist as the key to mechanisms of change

• Working directly and indirectly with a client

• Active and therapeutic use of time and endings

• An integrative and dialogic approach to psychological therapies and mental health work

• Differences and similarities with other cognitive relational models of therapy Course Trainers: Steve Potter has been teaching CAT for many years in the UK and internationally. This particular approach to introducing CAT has proved popular with clinical psychology trainees as it offers, not so much a competing model of therapy to add to the mix, but an over-arching, common language framework for responding to and formulating the relational dynamics of undertaking the various roles of clinical psychology. Steve Potter is Chair of the International Cognitive Analytic Therapy Association and co directs the CAT psychotherapy training programme in the UK. He is involved in using CAT to train in-patient teams in enhanced therapeutic and communication skills.



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EXTRA TEACHING

ADVANCED CLINICAL AND THERAPEUTIC SKILLS OPTION - CONTD

ACCEPTANCE AND COMMITMENT THERAPY (ACT) WORKSHOP

Further information to follow.



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USEFUL WEBSITES

The Internet contains a vast amount of information and this can sometimes make it difficult to negotiate. This list of websites was constructed from staff and trainee suggestions and aims to help people locate useful specific information. Your help in adding additional sites or helping to maintain them by informing us of changes to website addresses, would be appreciated. SOCIETIES AND ASSOCIATIONS British Psychological Society http://www.bps.org.uk Check DHP site, lists of journals, style guide, link sites and DCP link pages

American Psychological Association http://apa.org

Association for the Advancement of Behaviour Therapy (AABT) http://www.aabt.org Professional, interdisciplinary organization concerned with application of behaviour and cognitive science

British Association for Behavioural and Cognitive Psychotherapies (BABCP) http://www.babcp.com/ THE NHS AND DoH National Electronic Library for Health http://www.nelh.nhs.uk/ A digital library for NHS staff, patients and the public

Department of Health http://www.doh.gov.uk/ This provides up-to-date information on issues related to various Department of Health policies, clinical governance, social exclusion etc

National Institute of Mental Health (NIMH) http://www.nimh.nih.gov/about/index.cfm News and events within the field of mental illness, clinical trials and funding opportunities for research. The site also offers information for practitioners and researchers with links to up to date information and articles on a variety of clinical issues. Central Office for Research Ethics Committees www.corec.org.uk/index.htm Provides up-to-date information on the Research Ethics Committee system in the UK, including information on the role of ethics committees and guidelines on MREC applications



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WEBSITES THAT PROMOTE SCIENCE IN HEALTHCARE Community of Science http://www.cos.com/ Network of 200,000 scientists, 215 universities, R&D corporations and government agencies that provides information on what research institutes and organisations are funding.

Cognitive and Psychological Sciences on the Internet http:/www-psych.stanford.edu/cogsci.html Listings and links to psychology-related academic programs, journals and newsletters, conferences and discussion groups. It also features links to free psychological tools and software as well as the Virtual Library of Cognitive Science, which features professional and scientific activity.

Practice Guidelines – Practice Statement Definitions http://www.aan.com/public/practiceguideines/definitn.html Cochrane Collaboration http://www.cochrane.org/ Cochrane Collaboration – Evidence-Based Medicine (EBM) Guildelines – Medscout (sm) http://medscout.com/guidelines/cochrane/ Clinical Evidence BMJ http://www.clinicalevidence.com/lpBinCE/ipext.dll?f=templates&fn=main-h.htm&2.0 Acad Psychosomatic Medicine Practice Guidelines http://www.apm.org/prac-gui/main.html Doctor’s Guide-Global Edition http://www.docguide.com/dgc.nsf/ge/Unregistered.User.545434?OpenDocument GENERAL SITES Psychology Network http://www.psychology.heacademy.ac.uk/ The Psychology Network is one of 24 subject specific centres that are part of the Higher Education Academy. The Network aims to promote excellence in learning, teaching and assessment across the full range of curricula and activities relevant to UK HE. The Web site contains information about their publication and briefing papers, workshops and seminars as well as a directory of Internet resources for learning and teaching.

Psych Web http://www.psywww.com/ Contains a large amount of psychology-related information for students and teachers of psychology, including a listing of psychology departments around the world, careers information and tip sheets for students. The Job Stress Network http://www.workhealth.org Information and research on job strain and preventing work stress and injury.



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Professional Centre General Resources http://kenstange.com/psycsite/prof-resources.html Psychology-related employment opportunities world-wide, news articles and links to grant information, conference dates and professional organisations and societies. Legal Information http://www.venables.co.uk/sitesh.htm Links and summaries of legal sites relating to up-to-date policies and other resources in health and medicine, including mental health. Ethics http://www.ethics.org.au/ethics_forum/ MEDICINE AND HEALTH PSYCHOLOGY General Medical Websites

www.medscape.com & www.netdoctor.co.uk Search for conditions and treatments.

Health Psychology and Rehabilitation http://www.healthpsych.com/ Research, viewpoints and practical suggestions about the practice of health psychology in medical rehabilitation settings

Cancer http://www.nci.nih.gov/cancer_information/ SOCIAL PSYCHOLOGY NETWORK Social Psychology Network www.wesleyan.edu/spn/ More than 4,000 links to resources such as social psychology academic programs, on-line social psychology studies, social psychology journals and a social psychologist directory. GENERAL CLINICAL SITES Self-Help and Psychology Magazine http://cybertowers.com/selfhelp/articles/psychotherapy/index.html Self-help/consumer resources Signpost http://www.wihrd.soton.ac.uk/projx/signpost/welcome.htm This site aims to help healthcare professionals find the best evidence available to answer clinical questions. Centre for Evidence Based Mental Health

www.cebmh.warne.ox.ac.uk/cebmh/a-z.html

This has many links to articles and summaries on a number of different topics and clinical populations.



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Cochrane

www.update-software.com/abstracts/mainindex.htm

Access to abstracts of the systematic reviews carried out by the Cochrane Collaboration.

Royal College of Psychiatrists http://www.rcpsych.ac.uk/info/webguide/index.htm Links to sites that cover various aspects of mental health practice.

Psychnet-UK http://www.psychnet-uk.com Large site that offers the reader up to date information on psychology (and within this, clinical psychology). MRC – Cognition and Brain Sciences Unit

http://www.mrc-cbu.cam.ac.uk/

Study attention, memory, communication and emotion and examine neural mechanisms of brain. They explore clinical applications. SAMPLE OF GUIDELINES FOR SPECIFIC DISORDERS OR TREATMENT National Guideline Clearinghouse – TBI Prognosis http://www.guideline.gov/VIEWS/summary.asp Management of Major Depressive Order in Adults – Bibliography http://www.oqp.med.va.gov/cpg/MDD/MDD_cpg/content/mddbiblio_fr.htm Panic Disorder/Comorbid Pain Depression http://www.mhc.com/Algorithms/Depression/pdiscoll.htm CHILD

Childline www.childine.org.uk

ERIC www.eric.org.uk Enuresis Resource and Information Centre

Institute of Child Health www.ich.ucl.ac.uk

YoungMinds www.youngminds.org.uk/ You can print off booklets for young people on a variety of subjects

NEUROPSYCHOLOGY Brainet http:/www.brainnet.org Brain research and related literature, conferences and news.



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Whole Brain Atlas http://www.med.harvard.edu/AANLIB/home.html Information on normal brain functioning as well as numerous brain diseases.

Online Course in Neuropsychology/Abnormal Psychology http://inclusivemedia.net/ Neurosciences on the Internet http://www.neuroguide.com/ This is a gateway to Internet resources relating to neurosciences, neurobiology, neurology, neurosurgery, psychiatry, psychology and cognitive science. It is maintained by Neil A Busis, Chief of the Division of Neurology at OPMC Shadyside Medical Centre, Pittsburgh, USA. STATISTICS

Online Statistics Textbooks www.statsoft.com/textbook/glosfra.html & www.statsoft.com/textbook/stathome.html Large amount of information on all aspects of statistics including terms and general statistical concepts

Introduction to Quantitative Methods http://glass.ed.asu.edu/stats/ Online course in basic statistics developed by a professor in the US for use with his students, however the information may also be useful for teachers and students elsewhere. The course has a number of modules covering both descriptive and inferential methods and detailing the statistical tests that can be used such as t-test, ANOVA and correlation. RESEARCH The Web Center for Social Research Methods http://www.socialresearchmethods.net/ Web Center contains a wide collection of material put together by Professor Trochim of the Department of Policy Analysis and Management, Cornell University, USA. Includes an online hypertext textbook on applied social research methods (the Knowledge Base) and a tool to help select the correct statistical test (Selecting Statistics) as well as links to other research method resources Research Design Explained http://spsp.clarion.edu/RDE3/start/ Online book aimed at students wishing to learn the fundamentals of experimental design in psychology. There are chapters on how to generate a research hypothesis, how to select a measure, how to conduct survey research, and appendices that include a sample paper on how to use the library, and on how to conduct a study. Teachers might benefit from the lecture notes and handouts provided with each chapter.



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PsychExperiments http://psychexps.olemiss.edu/ Online cognitive and social psychology laboratory site that is being developed at the University of Mississippi. The site consists of a set of interactive experiments, a cumulative data archive, download utilities for both data and experimental source code, downloadable Excel macros for analysing data from the experiments, and support materials for those who want to use and/or develop experiments at the site. Psychological Research on the Net http://psych.hanover.edu/research/exponnet.html Provides a list of psychology experiments on the Internet under a broad range of headings. The resources cited are typically based at universities and research institutes across the world and take the form of online surveys, inventories, findings, reports from research studies etc. PsycSite Research Centre http://kenstange,com/psycsite/ Virtual equivalent of a psychology research laboratory, where psychologists can set up Internet-based experiments and volunteers can take part in them. It is also a place for people to contribute to the advancement of science by volunteering their time to participate in psychological studies. The ‘Sign Up Room’ offers volunteers a selection of research exercises to take part in, and all participation can be done online. Online Experiments and Illusions http://www.essex.ac.uk/psychology/interest.html Series of online experiments of visual phenomena and other psychological diversions, Examples include: The Café Wall illusion, The Fechner illusion, The Thatcher illusion and more. Provided by the Psychology Department at the University of Essex. PSYCH-METHODS http://www.jiscmail.ac.uk/lists/psych-methods.html A discussion list of research methods to be used in psychological research. QUAL-SOFTWARE http://www.jiscmail.ac.uk/lists/qual-software.html This mailing list was set up to disseminate information and understanding about software developed to assist analysis and handling of qualitative data. PRESENTATION AND TEACHING RESOURCES Office of Teaching Resources in Psychology (OTRP) http://www.lemoyne.edu/OTRP/index.html Develops and distributes teaching and advising material and provides services to teachers of psychology at all levels on behalf of the Society for the Teaching of Psychology.

Psychology Resource Centre http://helios.ex.ac.uk/psychology/docs/courses/2004/index.html Some useful links to slides and notes on various social and clinical psychology topics.

Teaching in Clinical Psychology http://p24601.rider.edu/sites/suler/tcp.html Some interesting exercises for group tasks



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Teaching Psychology http://www.york.ac.uk/inst/ctipsych/TeachingRes.html List useful websites that are related to specific areas in psychology (follow links to clinical and abnormal psychology).

Presentation Skills Resource http://www.presentersuniversity.com/courses/cs_visualaids.cfm Statistical Tests for Analysing Quantitative Clinical Psychology Data http://www.whichtest.info Website co-sponsored by the Learning and Teaching Support network for Psychology and was created in collaboration with a medical statistician. It is aimed at supplementing teaching on choosing appropriate statistical tests for analysing quantitative clinical psychology data, and also intended to be an aide memoir for qualified clinical psychologists. LEARNING DISABILITIES http://www.easyhealth.org.uk Good resources to use when helping individuals with learning disabilities understand more about their health. http://www.bild.org.uk http://www.nas.org.uk http://www.paradigm-uk.org DVDs – Available in the Warneford Staff Library

• Responding therapeutically to patient anger. Comas-Diaz & al.

• Therapist-Client boundary challenges.

• Responding therapeutically to client expression of sexual attraction. (On order)

• Cognitive behavioural therapy for depression series. [five DVDs]

• Schema Therapy with Jeffrey Young.

• Mindfulness-based cognitive therapy for depression with Zindel Segal.

• Psychoanalytic therapy with Nancy McWilliams.

• Affect focused dynamic therapy with Leigh McCullough.

• Narrative Therapy with Lynne Angus.

• Emotion Focused Therapy Over Time with Leslie Greenberg (3 DVDs).

• Client-focused outcome informed psychotherapy with Scott Miller.

• Evidence Based Treatment with Larry Beutler.

Documents

The Oxford Institute of Clinical Psychology Training