Visit SEQ - Health Psychology (Doctorate)

PRE-VISIT SUBMISSION
Self-evaluation questionnaire for Doctoralprogrammes /

You should complete this questionnaire if you are submitting your accredited provision ahead of a partnership visit.

The questionnaire is split into two sections:

Section A asks for key information about the award you are submitting for accreditation, including details of who we should contact if we have queries about your application.
Section B invites you to self-evaluate your programme against each of our eight programme standards.

You should read this questionnaire alongside our handbook Preparing for a partnership visit, and alongside our accreditation standards.

You should provide your completed submission in three hard copies and on three USB sticks. Please post them to:

Partnership & Accreditation Team

The British Psychological Society

St Andrews House, 48 Princess Road East

Leicester LE1 7DR

If you have any queries in relation to your submission, please

Section A: about your provision

1. The programme(s)

If your submission covers more than one programme, please add further rows to this table as required.

Full name of programme as it appears on award certificate / Mode of study (tick all that apply) / Is the award validated? / Trainee numbers (FTE) / Date of first intake / Intake from which accreditation sought
Full-time / Part-time / Blended learning / Distance learning / Yes / No* / Current
(if the programme is already running) / Projected
(if the programme is brand new)

* Note:If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

2. The education provider

Name of awarding institution:
Academic unit(s) in which the provision is based:
Full address (to assist us in relation to future visit planning, where required):
Name of Programme Director(s): / You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.
Franchising arrangements: / Is the provision franchised for delivery by a partner institution? Yes / No
If yes, please state the name of the partner institution.

3. The application

Who should we approach with any queries about this application? / You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.
Senior management sign off: / We require the Head of the academic unit in which the provision is based to confirm the accuracy of the information contained within this application, and the provision of the additional evidence outlined below.
Signature (electronic):
Name and role:
Date of submission:

4. The checklist

The sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard / Required evidence source (or equivalent alternative source if appropriate) / Enclosed?
Y/N
Programme standard 1: Programme Design / Programme specification.
Programme standard 2: Programme Content (learning, research and practice) / Module outlines.
Programme handbook.
Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.
Information on staff/trainee/graduate publications
Programme standard 3: Working ethically and legally / There are no additional evidence requirements for this standard. / N/A
Programme standard 4: Selection and admissions / Equality, Diversity and Inclusion Policy. / Please provide a link
Recognition of Prior Learning Policy (if applicable). / Please provide a link
Programme standard 5: Student development and professional membership / There are no additional evidence requirements for this standard. / N/A
Programme standard 6: Academic leadership and programme delivery / CV’s / brief biographies for all staff listed in item 6.3.
Programme standard 7:Discipline specific resources / There are no additional evidence requirements for this standard. / N/A
Programme standard 8: Quality management and governance / An overview of any feedback collected by the programme in relation to quality matters (e.g. internal programme review document).
Copies of minutes of key programme committees for the last year e.g. Board of Studies, Programme Board and its subgroups.Individual trainee information should be redacted.
Copies of the most recent report by your external examiner(s).
Responses to the report by your external examiner(s) detailing any actions taken, if applicable.
(international/franchised provision only) Outline of the arrangements in place to support the collaborative delivery of the programme by external partner(s)

Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

Section B: self-evaluation against our standards

In this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards.

When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook(

Context and rationale

Information required / Commentary
How does your provision contribute to the strategic aims of your institution?
Please provide a brief outline.
What are the distinctive features of this provision?
Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise, the provision, the academic unit in which it is based, or the education provider more generally.
How has the provision changed since the last review undertaken by the Society?
Please briefly outline any significant changes to your programme(s) (e.g. content, assessment, structure) or the resources underpinning delivery (e.g. staffing, discipline-specific resources, quality management).

Programme Standard 1: Programme Design

1.1Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code / Module title / Level / Credits / Assessment task(s) / Mandatory/optional / Name of module leader

Assessment

Information required / Commentary
1.2Please confirm that the pass mark for each of the above modules is 50% (where quantified marking is used) / Yes / No(delete as appropriate)
1.3Is any compensation permissible across the above modules? / Yes / No(delete as appropriate)
1.4Is there any specific good practice you wish to highlight in relation to this standard?
For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.
Evidence Requirements
For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’Comments

Standard met in full / Yes / No
Good Practice
Further information or areas for clarification / Please indicate the specific standard(s) to which your comments relate
Areas of concern (standard not met) / Please indicate the specific standard(s) you are concerned may not be met

Preparation for visit

Reviewers: please use this section to highlight any general themes that you have observed from your reading of the programme’s documentation that you feel you may wish to explore with other members of the visiting team, and subsequently with the education provider and their stakeholders.

Matters for discussion with students
Matters for discussion with programme team
Matters for discussion with senior management
Matters for discussion with supervisors
Matters for discussion with other stakeholders (e.g. service users)

Programme Standard 2: Programme Content (learning, research and practice)

Competenciesand content

2.1Accredited programmes are expected to address the full range of core competencies, as outlined below, and in full in our accreditation standards. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. You should provide a narrative, below, outlining how you prepare trainees in developing the required competencies.
You should also complete the more detailed mapping document that is included at the end of this section.
Competency / Narrative
Core unit 1: Generic professional competence
Core unit 2: Competencies in psychological interventions
Core unit 3: Research competence
Core unit 4: Consultancy competence
Core unit 5: Teaching and training competence
Information required / Commentary
2.2If the programme offers a particular emphasis or distinctive identity (e.g. in line with staff expertise), please outline that here.
2.3Please provide a brief commentary on your approach to curriculum design and delivery
2.4Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited postgraduate programmes? / Yes / No (delete as appropriate)
Supervised practice
2.5Please describe the range of supervisory resources to which the programme has access, and the different supervisors (i.e. roles) with whom a trainee will typically work over the course of their placement(s).
2.6Please describe the training provided to supervisors to support them in their role.
2.7What are the programme’s minimum expectations in relation to the amount, frequency and nature of supervision that should be in place?
2.8What arrangements are in place for monitoring the amount and quality of supervision provided, and the quality of the placement/supervised practice experience overall?
2.9Is there any specific good practice you wish to highlight in relation to this standard?
For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.
Evidence Requirements
For this programme standard we expect you to submit the following evidence sources:

Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.
Programme handbook.
Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.
Information on staff/trainee/graduate publications

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’Comments

Preparation for visit

Visit SEQ - Health Psychology (Doctorate)

COMPETENCIES MAPPING DOCUMENT
Doctoral programmes in Health Psychology /

Programmes will need to evidence that they meet the competency standards we outline in our Standards for the accreditation of Doctoral programmes in Health Psychology in full. Differing levels of emphasis on particular aspects by different providers will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the table below to tell us where particular competencies are addressed.

Note: If you are putting forward an integrated Doctorate in Health Psychology that incorporates theoretical material that would typically be addressed through completion of an MSc prior to progression to a stage two Doctorate, and you do not already offer a relevant accredited MSc, you should also complete the corresponding self-evaluation questionnaire for new MSc programmes.

Competencies / Module code(s) / Module title(s)

CORE UNITS OF GENERIC PROFESSIONAL COMPETENCE

1.1Professional autonomy & accountability
1.1aPractise within legal and ethical boundaries.
1.1bPractise as an autonomous professional.
1.1cDemonstrate the need to engage in continuing professional development.
1.2 Professional Skills
1.2aCommunicate effectively.
1.2bProvide appropriate advice and guidance on concepts and evidence derived from health psychology.
1.2cBuild alliances and engage in collaborative working effectively.
1.2dLead groups or teams effectively.
1.2eUnderstand organisational and systemic issues of relevance to the practice of applied psychologists.

CORE COMPETENCIES IN PSYCHOLOGICAL INTERVENTIONS

2.1 Conduct psychological interventions within a healthcare context to change behaviour of individuals and groups
2.1aSelect or design and implement appropriate health psychology tools to conduct health psychology baseline assessments of the needs of the client/patient population addressing the targeted health behaviour outcomes for this individual/group.
2.1bDevelop a working formulation model regarding the cognitive, emotional and behavioural processes that should be addressed within intervention methodology based on the assessment information, data and outcomes.
2.1cProvide detailed feedback about the outcome of the assessment and formulation as appropriate to the service and role of the health psychologist delivering/directing the intervention.
2.1dDesign, plan and implement and deliver health psychology interventions based on the assessment and formulation.
2.1e Evaluate and communicate the outcomes of health psychology behaviour change interventions.

CORE UNITS OF RESEARCH COMPETENCE

Note: The Society’s core requirement for all accredited Doctoral programmes is that trainees demonstrate the ability to conceptualise, design and conduct independent, original research of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication. This should include the ability to: identify appropriate research questions; understand and reflect on ethical issues; choose appropriate research methods and approaches to analysis; report outcomes; and identify appropriate pathways for dissemination. The Society has published Supplementary guidance for research and research methods on Society accredited postgraduate programmes (October 2014), and providers are encouraged to consider this in designing the research component of their programme(s).
3.1 Conduct systematic reviews
3.1aDefine topic and search parameters.
3.1bConduct a search using appropriate databases and sources.
3.1cSummarise findings from the review.
3.2 Design and conduct psychological research
3.2aIdentify theoretical models and research findings relevant to proposed research questions.
3.2bDefine the resources and constraints relevant to the conduct of the research.
3.2cConduct preliminary investigations of existing models and methods.
3.2dCollect data as specified by research protocols.
3.3 Analyse and evaluate psychological research data
3.3aAnalyse data as specified by research protocols.
3.3bInterpret the results of data analysis.
3.3cEvaluate research findings and make recommendations based on research findings.
3.3dWrite up and report research methods and findings.
3.3eReview the research process.
3.3fReview and evaluate relationships between current issues in psychological theory and practice.
3.4 Initiate, develop and evaluate the impact of psychological research
3.4aMonitor and evaluate studies in relation to agreed protocols.
3.4bClarify and evaluate the implications of research outcomes for practice and organisational function.

CORE UNITS OF CONSULTANCY COMPETENCE

4.1 Assessment of requests for consultancy
4.1aIdentify, prioritise and agree realistic expectations, needs, deliverables and outcome requirements of the client regarding the proposed consultancy project.
4.1bReview appropriate (e.g. psychological, business) literature and other information sources for the relevant evidence base (research findings, reports, reviews, policy, guidelines), consultancy approaches, project methods and interventions relevant to the consultancy request.
4.1cAssess feasibility of proposed consultancy and any problems or challenges with providing agreed deliverables.
4.2 Plan consultancy
4.2a Determine the aims, objectives, criteria, theoretical frameworks and scope of consultancy.
4.2b Produce implementation plans for the delivery of the consultancy outcomes.
4.3 Establish, develop and maintain working relationships with clients
4.3aIdentify and engage with client’s contact procedures and plan and prepare for initial discussions regarding consultancy opportunities.
4.3bDevelop, maintain and monitor working relationships.
4.4 Conduct consultancy
4.4aAgree and document the client-consultant contract.
4.4bEstablish systems or processes to deliver the planned consultancy.
4.4cImplement the planned consultancy.
4.4dClose the consultancy.
4.5 Review the process and outcomes of consultancy
4.5aReview the implementation of the full consultancy process and implement changes identified by the reviewing process.
4.6 Evaluate the impact of the consultancy outcomes
4.6a Design and implement an evaluation process appropriate to the consultancy project process
4.6b Assess the outcomes of the evaluation and present/report and document them for the client’s needs.
CORE UNITS OF TEACHING AND TRAINING COMPETENCE
5.1 Plan and design teaching/training programmes that enable students to learn about knowledge, skills and practices in health psychology
5.1aAssess teaching/training needs.
5.1bDevelop the structure and content of health psychology teaching/training programmes.
5.1cSelect appropriate teaching/training methods, approaches and materials.
5.1d Prepare materials for learners to maximise their knowledge and skills in health psychology (e.g. learning aims and outcomes information, presentation materials and references/guidance).
5.2 Deliver teaching/training programmes encompassing knowledge, skills and practices in health psychology
5.2aFacilitate knowledge and where appropriate skill acquisition in the area of health psychology and or its application.
5.3 Evaluate teaching/training programmes encompassing knowledge, skills and practices in health psychology
5.3aEvaluate the outcomes of teaching/training programme in health psychology.
5.3bIdentify factors contributing to the outcomes of teaching/training programme.
5.3cIdentify improvements for the future design and delivery of teaching/training in health psychology.