New UK Doctorate SEQ - Forensic Psychology

NEW UK DOCTORAL PROGRAMME: APPLICATION
Self-evaluation questionnaire for new Doctoral programmes /

You should complete this questionnaire if you are proposing a new UK Doctorate in Forensic Psychologyfor accreditation against the requirements for Chartered Membership of the Society, and full membership of the Division of Forensic Psychology. A separate self-evaluation questionnaire should be completed for international provision.

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 Accreditation of new UK programmes: a guide to our application process, 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.
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: Trainee 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 6.2.
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/validation/approval document).
(international/franchised provision only) Detailed business case supporting collaborative delivery of the programme by external partners.

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
Why has this new programme been developed?
Please briefly outline the rationale for the development of this new programme, and describe how the programme contributes to the strategic aims of your institution.
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.

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

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 role 1: Conducting psychological applications and interventions
Core role 2: Research
Core role 3: Communicating psychological knowledge and advice to other professionals
Core role 4: Training other professionals in psychological skills and knowledge
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.

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

Reviewers’Comments

New UK Doctorate SEQ - Forensic Psychology

COMPETENCIES MAPPING DOCUMENT
Doctoral programmes in Forensic Psychology /

Programmes will need to evidence that they meet the competency standards we outline in our Standards for the accreditation of Doctoral programmes in Forensic 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 Forensic 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 ROLE 1: Conducting psychological applications and interventions
Core Role 1 is concerned with the cycle of assessment and intervention aimed at producing changes in individuals, operational or organisational functioning. Typically this involves identification, exploration and formulation of relevant issues and objectives; planning; achieving necessary working relationships; implementation and evaluation of efficacy. It can also involve the consideration and direction of other personnel. It always involves drawing upon a multi-faceted base of knowledge and skills in a systematic, analytical, responsive and ethical manner.
1.1 Establishing requirements for, and benefits of applications/interventions.
1.2 Planning of applications/interventions.
1.3 Establishing, developing and maintaining working relationships.
1.4 Implementing applications/interventions.
1.5 Directing implementation of applications/interventions carried out by others.
1.6 Evaluating results of applications/interventions.
CORE ROLE 2: Research
Core Role 2 is concerned with the design, conduct, analysis and evaluation of applied psychological research in forensic settings. Typically this involves the generation of ideas for specific research, the formulation of testable research questions; the definition of parameters and resources required for research; the planning, preparation and design of psychological research investigations and the identification of appropriate research tools; negotiating for access and resources to conduct research; the collection of data; appropriate analysis of research data and appropriate interpretation and evaluation of results; the formulation of recommendations on the outcomes of research. It may involve co-operation and collaboration with other professionals at each stage of the research process.
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.
2.1 Designing psychological research activities.
2.2 Conducting research activities.
2.3 Analysing and evaluating psychological research data.
CORE ROLE 3: Communicating psychological knowledge and advice to other professionals
Core Role 3 is concerned with giving information, advice, guidance and feedback to personnel, agencies and organisations to enable effective problem-solving and decision-making, formulation and implementation of policy and practice. The emphasis is upon using appropriate communication skills to exert a constructive and psychologically based influence within current systems. It is this emphasis on communication that distinguishes it from Key Role 1, although in practice these key roles are often complementary.
Note: The Society’s core requirements for all accredited Doctoral programmes are that graduates:
● understand organisational and systemic issues of relevance to the practice of applied psychologists, including:
● understanding the organisational context for their practice;
● understanding the structures and functions of service providers applicable to the work of their profession; and
● understanding current legislation applicable to their work.
● recognise the role of other professionals and stakeholders of relevance to their work, including the role of service users, carers, and/or community groups;
● are able to adapt their practice to different organisational contexts for service delivery, as appropriate;
● are able to bring psychological influence to bear; for example, through consultancy, training, and working effectively in multidisciplinary and / or cross-professional teams.
3.1 Promoting awareness of the actual and potential contribution of applied psychological services.
3.2 Providing psychological advice to assist and inform problem solving and decision-making.
3.3 Providing psychological advice to aid the formulation of policy and its implementation.
3.4 Preparing and presenting evidence in formal settings.
3.5 Responding to informal requests for psychological information.
3.6 Providing feedback to clients
3.7Understanding organisational and systemic issues of relevance to the practice of applied psychologists.
CORE ROLE 4: Training other professionals in psychological skills and knowledge
Core Role 4 is concerned with imparting to other professionals knowledge and skills where there is an important psychological component. In addition, many psychologists work in settings where improving job performance of other staff is a major part of their professional service.
4.1 Identifying and analysing needs to improve or prepare for job performance in specific areas.
4.2 Planning and design of training and development programmes.
4.3 Implementation of training and development programmes.
4.4 Planning and implementation of assessment procedures for evaluating training and development programmes.

New UK Doctorate SEQ - Forensic Psychology

Programme Standard 3: Working ethically and legally

Information required / Commentary
3.1Please provide a brief overview of how you introduce trainees to ethics and ethical practice.
You should indicate teaching of ethics in relation to the submission of ethics applications for research projects and beyond.
3.2How is trainees’understanding of ethics evaluated?
You should indicate assessment of ethics in relation to the consideration of ethics applications for research projects and beyond.
3.3What procedures are in place for gaining ethical approval for trainees’ research?
3.4How do trainees develop skills in applying relevant ethical, legal and professional practice frameworks?
3.5How do you ensure that trainees are aware of the legal and statutory obligations and restrictions on psychological practice in the UK?
3.6Have you reviewed your provision against the Society’s Guidance on teaching and assessment of ethical competence in psychology education? / Yes / No(delete as appropriate)
3.7Is 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
There are no additional evidence requirements for this programme standard. However, we will expect the evidence provided in relation to Programme standard 2 to demonstrate appropriate coverage of ethics within programme content.

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

Programme Standard 4: Selection and admission

Information required / Commentary
4.1Please provide a brief overview of any specific actions you take to encourage equality, diversity and inclusion through recruitment and selection to the programme that go beyond the education provider’s overall policy for widening access.
4.2Please outline any equality charter marks currently held or being applied for by your department, and at what level (e.g. Athena SWAN).
4.3Do you offer Recognition of Prior Learning (RPL) or Existing Competence (REC)?
If yes, please outline how you consider such applications or refer us to the relevant policy/procedural document. / Yes / No(delete as appropriate)
4.4Do you accept applicants who are not eligible for the Graduate Basis for Chartered Membership (GBC)?
If yes, please provide details of any specific additional support that is in place for these trainees. / Yes / No (delete as appropriate)
4.5Is 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:

A link to the education providers Equality, Diversity and Inclusion Policy
A link to the education providers Recognition of Prior Learning Policy (if applicable)

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

Reviewers’Comments