RPFOPSYC - Professional Doctorate in Forensic Psychology

This course will offer a Professional Doctorate in Forensic Psychology on completion of two years full-time supervised practice (or equivalent), attendance at workshops and completion of the Thesis Portfolio. The course has a strong practitioner focus with students taking part in at least two work placements equivalent to two years of full time placement learning. The placements should be suitable for demonstrating and developing forensic psychology skills with a range of client groups. Completion of the course will be commensurate with demonstrating the competencies needed for achieving the Stage 2 qualification for Chartered Status. There will be a synthesis between taught workshops and the practical placements in achieving the qualification. Students will be required to demonstrate the core competencies in 4 core units to fulfil the requirements for Stage 2 (with no more than 3 portfolio submissions coming from any one client group (e.g. sex offenders)).The literature review, method, research and practice paper should all be in relation to the same research focus and count as a single portfolio submission.

The course aims to develop skills as a trainee forensic psychologist in line with recommendations from the British Psychological Society (BPS) Division of Forensic Psychology (DFP) and the Health and Care Professions Council (HCPC). It aims to introduce students to the competencies they are required to demonstrate in order to be eligible to become a Chartered Psychologist and a Registered Forensic Psychologist. Key areas of the course include; research methods, consultancy, general competencies, teaching and training and interventions and assessment psychology. Overall, the course aims:

1. To produce competent, informed, reflective, ethically and professionally sound practitioners of forensic psychology who are able to work in different settings.
2. To enable students to develop consultancy skills in forensic psychology.
3. To ensure students are able to teach and train different groups in aspects of forensic psychology.
4. To provide students with the opportunity to plan and implement an original research project at doctoral level that is relevant to forensic psychology.
5. To ensure students are able to conduct risk assessments and develop risk management plans with a variety of clients and in a range of settings
6. To ensure students acquire skills in developing, implementing, evaluating and reporting interventions of forensic psychology.
7. To satisfy the academic requirements for the core competencies specified by The British Psychological Society's Forensic Psychology Qualifications Board (FPQB).

Knowledge and understanding
On completing the course, students are expected to:
1. Demonstrate how to carry out critical, well established and original research in an area of forensic psychology.
2. Have acquired sufficient knowledge to plan and deliver consultancy within forensic psychology.
3. Understand the ethical, legal and professional aspects of forensic psychology applied in practice.
4. Understand the techniques and methods used in teaching and training by forensic psychologists.
5. Demonstrate an advanced level of understanding on developing, implementing, evaluating and reporting of interventions.
6. Demonstrate an advanced understanding of risk assessment and risk management planning.
7. Demonstrate an understanding of how to present complex material in a range of formats, to a range of client groups, including the provision of advice, knowledge and feedback.

Teaching /learning strategies and methods
1. Outcome 1 is promoted via attendance at an ethics committee, supervision sessions, peer led supervision and self-directed learning carried out by students.
2. Outcome 2 is promoted via professional workshops on consultancy, supervision sessions, peer led supervision and self-directed learning carried out by students.
3. Outcome 3 is promoted via professional workshops on professional competencies in forensic psychology, supervision sessions, placement learning, peer led supervision and self-directed learning carried out by students.
4. Outcome 4 is promoted via professional workshops on psychology teaching and training, peer observed teaching, teaching sessions, supervision sessions, peer led supervision and self-directed learning carried out by students.
5. Outcome 5 is promoted via professional workshops on interventions in forensic psychology, supervision session, placement learning and self-directed learning carried out by students.
6. Outcome 6 is promoted via professional workshops on assessments in forensic psychology, supervision session, placement learning and self-directed learning carried out by students.
7. Outcome 7 is promoted via professional workshops on professional competencies in forensic psychology, supervision sessions, placement learning, peer led supervision and self-directed learning carried out by students.

Assessment
1. Outcome 1 is evaluated primarily through summative and formative assessment of the systematic review, method evaluation paper, research empirical report and practice paper.
2. Outcome 2 is evaluated from summative and formative assessment of the consultancy case study.
3. Outcome 3 is evaluated by summative and formative assessment of the reflective commentary and log book.
4. Outcome 4 is evaluated by summative and formative assessment of students log book, case study, teaching evaluation and reflective commentary including video.
5. Outcome 5 is evaluated by summative and formative assessment of the student’s case study on interventions in forensic psychology.
6. Outcome 6 is evaluated by summative and formative assessment of the student’s case study on assessment in forensic psychology.
7. Outcome 7 is evaluated by summative and formative assessment of the student’s communication portfolio.

Cognitive/intellectual skills
On completion of the course, students will be able to:
1. Generate a doctoral level programme of research in forensic psychology which includes: conducting systematic review, designing a valid piece of research, implementing a research proposal, evaluating the findings of research in a systematic and informative way.
2. Critically review the literature on forensic psychology for application in professional and applied settings.
3. Demonstrate analytical and problem solving skills.
4. Demonstrate the skills required for the employment of largely autonomous initiative in complex, unpredictable and novel environments.

Teaching /learning strategies and methods
1. Intellectual and cognitive skills will be developed through the workshop activities, and by the application of information acquired in placements and during small group sessions.
2. Small group sessions will use discussion and problem solving techniques to address key competencies in practice. Students will use these sessions to reflect on on-going placements. Feedback within these groups will be used to examine intellectual background to core competencies.
Assessment
1. Students will receive summative feedback and formative feedback on drafts of their systematic review, method; empirical and practice paper.
2. Feedback within small group sessions will be used to reflect on the role of research in applied settings. Reflective commentary will demonstrate links between literature and professional practice. Elements of the teaching plan will need to be drawn from the educational literature on teaching delivery.
3. Case studies will involve students using problem solving and analytic skills to address the issues in teaching and training, consultancy, advisory, intervention and assessment work.

Practical skills
On completing the course, students are expected to:
1. Conduct a substantial empirical study to doctoral standard.
2. Use advanced qualitative and/or quantitative research techniques.
3. Reflect upon their learning and development as a chartered psychologist.
4. Communicate verbally and orally with different client groups.
5. Produce scientific writing to a publishable standard.

Teaching /learning strategies and methods
1. One-to-one supervision and the advanced research methods module will introduce students to outcomes 1 and 2 as well as considerable independent learning.
2. Placement learning and one-to-one supervision will enable students to reflect on personal aspects of the profession.
3. Verbal and oral communication will be implicit through workshop activities and discussions as well as one-to-one meeting with supervisors.
4. Self-directed learning and supervision meetings will enable students to develop writing skills of publishable standard. Writing skills will be taught implicitly through the use of scientific papers and formative feedback will be provided in the forms of drafts of the elements of the thesis portfolio.

Assessment
1. Reflective logs will be used to evaluate personal reflection on development and learning as a forensic psychologist.
2. Summative assessment of the video exercise as part of reflective commentary will be used to assess verbal skills. Written skills will be assessed through summative and formative assessment of all coursework.
3. Production of the research thesis will demonstrate skills in conducting empirical research and students writing to a publishable standard.

Key/transferable skills including employability and professional practice
On completing the course, students are expected to:
1. Have developed practitioner skills consistent with competencies needed to practice as a Chartered Psychologist/registered Forensic Psychologist.
2. Have developed skills that can be used in practice as a Chartered Psychologist/ Registered Forensic Psychologist.
3. Express themselves clearly and accurately, both orally and in writing in a context as a professional Forensic psychologist.
4. Respond appropriately to the needs of clients from at least three different groups.
5. Demonstrate the skills required for the employment of personal responsibility in complex, unpredictable and novel environments.

The course is assessed via a Thesis Portfolio (46,500 words in total) and a Viva Voce. Components that make up the Portfolio of Evidence (see below) can be undertaken in any order and submitted for assessment during the Thesis Stage. This flexibility is necessary so that the candidate may plan their doctoral work and on-going professional activity in relation to the placement learning as appropriate. Each year, candidates’ progress will be reviewed against agreed action plans and new action plans will be agreed in light of current circumstances. The Thesis Portfolio is assessed on a Pass/Fail basis. Students must Pass all components of the assessment. Students are entitled to reassessment in line with the current academic regulations.

The Thesis Portfolio is made up of the following components:

D Level Research Dissertation-Systematic Review (5000 words)
The systematic review is an exhaustive review of an area or question of the student’s choosing based on a search of the relevant literature adopting strict criteria (e.g. Cochrane). It is assessed by consideration of the formulation of the scope and orientation of the review, the competence of the literature search (using both computerised and manual searches), use of quantitative and qualitative material, the development of arguments and issues arising from the literature search and a critical evaluation of its content. The review should be written in a format suitable for publication in a relevant journal (an appendix should be included which specifies which journal has been selected and why the review is suitable for submission within the selected publication)

D Level Research Dissertation - Method evaluation paper (4000 words)

This should be a substantive discussion of the reasoning behind the method selected for the empirical dissertation and an in-depth discussion of the alternative methods and the reasons for the non-selection. It is anticipated that this document will include explicit discussion of the ethical considerations in relation to the project and data collection or analysis methods.

D Level Research Dissertation- Empirical Report (7000 words)
This work should consist of the summary of an original and independent research project commensurate with quality and quantity of Professional Doctorate level. It should be presented in a format suitable for publication. (An appendix should be included which specifies which journal has been selected and why the review is suitable for submission within the selected publication).

D Level Research Dissertation - Practice paper (5000)

This should be an article in a format suitable for publication in a clinical practice journal (such as the Journal of Forensic Practice). It should relate to the D level research dissertation and should provide some clear practice points for individuals working in clinical practice in the area under investigation.

Assessment case study (5000 words including reflective report)
The case study should detail the following stages
• Contacting with the client
• Selection of the assessment measures or techniques
• Case formulation
• Treatment Plan (or the reason why this was not appropriate in this case)
• Risk management plan
• Evaluation strategy
• Alternative client consideration – this should outline what specific changes the trainee would have made to their assessment design if they had been presented with the same “risk concern” but with a client with different clinical attributes(such as gender, age, intellectual functioning, mental health status).

NB the assessment and treatment case study cannot be from the same substantive client group (for example sex offenders, youths at risk of gang membership).

Treatment case study (5000 words including reflective report)
The case study should detail the following stages
• Contacting with the client
• Selection of the assessment measures or techniques
• Case formulation
• Treatment plan and development
• Treatment delivery
• Evaluation strategy
• Evaluation outcome
• Alternative client consideration – this should outline what specific changes the trainee would have made to their treatment design if they had been presented with the same “risk concern” but with a client with different clinical attributes(such as gender, age, intellectual functioning, mental health status).

NB the assessment and treatment case study cannot be from the same client group (for example sex offenders, youths at risk of gang membership).

Consultancy case study (5000 words)
The case study should be based on a real consultation exercise which should detail setting up a contract, relationships with clients and assessment or the consultancy and the provision of feedback to clients (in a formal setting). In addition students should reflect on the processes used as part of this, taking account of relevant consultancy theory. This report should also make explicit reference to that information the trainee felt was missing or they were not able to obtain and what actions they took as a result of this.

Communication portfolio (3000 words in total)

This portfolio includes a reflective account about 3 different examples of when the trainee has provided psychological advice to other professionals. This should reflect the giving of advice across a range of different settings. Each reflective account should include reference to the following information what the situation was, what were the key considerations, what did the trainee did, what theory or principles underpinned their actions, what worked well, what the trainee learned/what implications for practice emerge. The trainee should also reflect upon what information they did not have and how this impacted upon their actions. The communication example (which could include a report, email, case committee notes) should be included as an appendix.

Teaching portfolio (4500 words)Case study (2000 words including teaching plan), teaching evaluation (2000 words), DVD of teaching with 500 word commentary

The case study provides an opportunity for a more detailed reflective account of one aspect or part of a student’s teaching activity. The teaching plan should demonstrate how one part of their teaching has been planned in a systematic way ( taking account of the profile and learning needs of the learners (assessed through a needs analysis) , and the relevant published theory and good practice

The teaching evaluation should be a formal evaluation of one part or aspect of the student’s teaching and a review of how the student evaluated the participants learning
The DVD should be a recording of 10 minutes of one of a student’s teaching sessions which will include a brief reflective commentary on what is happening during the 10 minutes.

Training portfolio (4,500 words – including training plan)

The case study provides an opportunity for a more detailed reflective account of one aspect or part of a student’s training activity. The case study should make it clear how a needs analysis was designed and implemented and what the conclusions of this were. The training plan should demonstrate how one part of their training plan has been designed in a systematic way(taking account of the profile and learning needs of the learners, and the relevant published theory and good practice) and how the specified learning needs were to be met. The final section of the case study should refer to the evaluation of the training – how this was designed and delivered and what the final conclusions were.

Professional skills competency portfolio (reflective commentary; 3000 words- log book and placement reviews to be included as an appendix)
An in-depth reflective commentary to record a student’s experiences and learning on professional aspects of the course. Students will be expected to demonstrate continuing professional development in key areas of professional practice.

Competency log book(to be provided for each competency logging relevant experience and learning throughout the course).

The log book should be presented in such a format so that it is clear that at least 90 days have been spent on each core role (conducting psychological applications and interventions, research, communicating psychological advice to other professionals, training other professionals in psychological skills or knowledge). The log book should include copies of the work placement reports. A placement evaluation will occur every three months or more frequently should circumstances require this.

Compulsory work placement(s) equivalent to 46 weeks full-time work for two years to be approved and supported by the Academic supervisor. Students will be required to have a work placement in place as a condition of acceptance on to the course. Work placements should be organised by students themselves and should be suitable to demonstrate relevant learning and practice for the course. Students are required to ensure that a minimum of 90 days are spent on each key role. The co-ordinating supervisor will advise the applicants of how they can ensure they obtain this standard as part of the ongoing discussions about programmes of study. This will be a formal focus of the 6 month reviews with the supervision team.

The course does not differ from the Postgraduate framework but does vary from the usual structure described in the London Metropolitan University academic regulations for Professional Doctorates. It does not offer a preparatory stage but direct entry onto the Thesis Stage of the Professional Doctorate in Forensic Psychology is achieved via APL. This route is only available to students who have completed an MSc in Forensic Psychology accredited by the British Psychological Society or who have completed the Stage 1 Qualification in Forensic Psychology via the British Psychological Society. For entry on to the course students must also have organised and had approved an appropriate work placement or placement(s). Work placements should be organised by students themselves and be suitable to demonstrate relevant learning and practice for the course. In addition students must complete BPS competency related assignments (conducting psychological applications and interventions, research, communicating psychological advice to other professionals, training other professionals in psychological skills or knowledge) as part of the Thesis Portfolio in order to fulfil the requirements set by the British Psychological Society for becoming a Chartered Psychologist.

The course is approved by the Health and Care Professions Council (HCPC), meaning that students who successfully complete the course are eligible to apply for registration as a forensic psychologist.

The course has also been designed to satisfy the academic requirements for the core competencies specified by the British Psychological Society (BPS) Stage 2 training in forensic psychology, leading to approval as a chartered psychologist.

You can expect to go into careers within the prisons service, health service, charity sector, or academic sector in a professional capacity as a chartered psychologist and registered forensic psychologist.

You will be required to have:

• Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (BPS)
• an accredited MSc in Forensic Psychology (60% average or above with a minimum of 60% in research components)
• a supportive reference from the BPS-accredited MSc course leader
• relevant work experience in a forensic setting
• a supportive reference from a clinical supervisor (this would normally be expected to be your current supervisor)
• an appropriate work placement that would form the setting for supervised practice during the practitioner doctorate. Work placements should be organised by students themselves and be suitable to demonstrate relevant learning and practice. A work placement that is equivalent to 46 weeks full-time work for two years and that has been approved and supported by your lead supervisor will be a condition of any offer of study. We expect all placement supervisors to be Health and Care Professions Council (HCPC) registered forensic psychologists. Supervisors are expected to directly oversee the work of the trainees. In order to ensure that trainees have sufficient breadth of experience we require trainees to work in two different organisational settings. Under these circumstances an alternative appropriately qualified individual may provide direct oversight of a trainee’s work. However, this will only be approved by the course team if this supervision accounts for no more than 20% of the overall supervised practice element and a registered forensic psychologist provides additional supervision of the practice work (at a rate of at least one hour per week).
• an enhanced Disclosure and Barring Service (DBS) check (If this is not available at the time of application then it will be a condition of any offer of study)

All applicants must be able to demonstrate proficiency in the English language. For more information about English qualifications please see our English language requirements.