Support During Training

The programme team recognises that trainees may face a variety of challenges that are an ordinary consequence of professional training as a clinical psychologist and that these issues are relevant to both trainee and qualified psychologists. We know also that we all have individual and unique support needs, some of which may present for our trainees during their training. The programme team are here to support trainees both with navigating the demands of training and also with circumstances in their personal lives which may be causing distress or difficulty.

Personal support can take a variety of forms, and we recognise that whilst we may be well placed to help our trainees in some circumstances, at times it may be helpful to receive support which is independent of the programme. As such we would like to draw attention to the following provisions for trainee support during their training: 

a) Informal Support

The Programme staff hope that by adopting a positive attitude to personal support, trainees will feel able to approach any member of the Programme Team or their clinical supervisor for advice on both professional and personal issues. It is up to the trainee to negotiate and establish how confidential or open these discussions can be. For new trainees either prior to or at the very start of their training, a "buddy" system of existing Sheffield trainees is available. This is organised by the trainees themselves.  A list of the new intake of trainees will be provided to the existing first year trainees in the summer prior to the new intake starting by the admin team. See Appendix 6  for the buddy role guidance.

b) Personal/Academic and Clinical Tutors

Each trainee is also allocated a Personal (Academic) and Clinical Tutor. The Academic and Clinical Tutors will be members of the trainee's staff year team and their roles are to help and support the trainee, to facilitate successful completion of training and act as a first point of contact for the trainee, should an issue arise. Clinical Tutors, who are usually the trainee's line manager, also help plan and arrange placements and will visit the trainee and supervisor on placement to facilitate the trainee's learning. They undertake the annual Personal Development Review (PDR) of a trainee's progress, which may be carried out jointly with the trainee's Academic Tutor. PDRs are based upon a self-review format and focus on clarifying individual training objectives, providing feedback on performance, overviewing professional development, advising on career options, and eliciting feedback from the trainees on the Programme.

Personal Tutors, primarily referred to as Academic Tutors on the DClinPsy Programme, provide general academic guidance and personal support to the trainee. They also act as a gateway to other support services within the Programme Team or by the University. Either tutor may discuss any concerns about progress with the trainee.

Personal and Clinical Tutor Meetings

There is opportunity for trainees to meet their tutors on an individual basis within the first two weeks of term in the first year. Meetings with Clinical Tutors take place at placement visits and can be arranged at other times in addition to this, as can meetings with Academic Tutors.

Personal and Clinical Tutors do not normally mark the work of their tutees.

Wherever possible, a trainee will have contact with the same Academic and Clinical Tutors throughout their training. There are circumstances, however, where this is not possible (e.g. leave, staff changes). In these circumstances, the Programme will allocate the trainee a member of the Programme Team as Academic or Clinical Tutor. In addition, if a trainee is allocated their personal tutor as their research supervisor, they can request an alternate personal tutor.

Confidentiality

Academic and Clinical Tutors will provide brief reports to the Programme Team and Exam Board about the progress of individual trainees and may take on the role of advocate if necessary. In relation to more personal information, an Academic/Clinical Tutor would normally always discuss with the trainee the sharing of information. It may be necessary to share information with the Programme Director, Director of Clinical Practice and the Chair of the Exam Board. All information will be handled in a sensitive way. In the event that information is shared with members of the Programme Team, information will normally remain confidential within the team. Trainees are free to discuss the issue of information sharing with their Academic and/or Clinical Tutor at any time.

Can a Trainee change their Clinical or Personal Tutor?

Occasionally, difficulties may arise in the relationship between a trainee and their tutor. In such cases it would normally be expected that these difficulties would be discussed and resolved as far as possible so that the relationship can continue. Indeed, the ability to develop relationships in the presence of difficulties would be considered a fundamental part of the training process. For this reason, and because of the practical issues, a change would not be considered routinely. However, in exceptional circumstances, where difficulties cannot be resolved satisfactorily, the Programme would wish to support a trainee in changing their tutor.

If a trainee is experiencing significant difficulties in the relationship with their Clinical or Personal tutor they can approach the Programme Director or Director of Clinical Practice to discuss possible ways forward. If a Personal Tutor does not have the knowledge or expertise to address a particular matter, they will be able to re-direct a trainee to an appropriate Programme Team member and this would not constitute grounds for changing a Personal Tutor. If a trainee is allocated their personal tutor as their research supervisor, they can request an alternative personal tutor. 

c) Academic Support Sessions

There are academic support sessions timetabled within the curriculum. These are meetings focusing on particular pieces of coursework and with the agenda set by Trainees.  Trainees are also free to bring academic queries relating to wider coursework or programme completion to these group meetings. The meetings are also a place for discussion of common issues associated with carrying out academic work (such as time management etc). The discussion in the first year typically focuses on assisting trainees to successfully complete the Short Answer Questions and to set up single case and service evaluation data collection. Discussion in later years moves on to focus on the remaining assignments and research.

d) Disability & Dyslexia Support Service Disability (DDSS), Occupational Health Team and Reasonable Adjustments

We aim to be proactive in supporting trainees with a disability, neurodivergence or long term health conditions that affects their work, to access all aspects of the Programme where possible. Where appropriate, we strongly encourage trainees to make early contact with the University Disability and Dyslexia Support Service, for an assessment of their support needs. Trainees may also access Occupational Health and other assessments via SHSC and/or their placement base. The principle is that these bodies can advise the programme on reasonable adjustments which can enable the trainee to achieve the required standards for assessment, and their successful completion of these remains the same as for any trainee.

Within the programme we offer a meeting between trainee, clinical tutor and personal/academic tutor to determine what reasonable adjustments can be made across all areas of the Programme. An individual Learning Support Plan (LSP) is developed which is subject to annual review at minimum, but can be reviewed at any point in terms of appropriateness of implementation at the instigation of trainee or Programme team. This process is also available to trainees who develop a disability or long-term health problem at any point during training.

General Principle of Support

The Programme will endeavour to be flexible in order to help trainees who are experiencing personal difficulties to meet their training objectives wherever possible. Trainees are encouraged to inform their tutor(s) if they are experiencing such difficulties. Trainees are, of course, also able to contact the University Student Mental Health, Counselling and Therapies Service (https://students.sheffield.ac.uk/mental-health) or Sheffield Health and Social Care Workplace Wellbeing Service  https://jarvis.shsc.nhs.uk/all-about-me/workplace-wellbeing.  You are able to access these services confidentially and time is allowed in your working day to do so.

Further well being resources within SHSC and NHS are available through (https://jarvis.shsc.nhs.uk/all-about-me/staff-health-and-wellbeing)