Visit SEQ - Forensic Psychology (Doctorate)
PRE-VISIT SUBMISSION
Self-evaluation questionnaire (SEQ) for Doctoral programmes
Forensic Psychology
Forensic Psychology
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.
Preparing your submission
To allow our reviewers to easily navigate your submission and to
avoid delays we ask that you submit in the following way:
1) A main folder should be created using your University and
programme names e.g. University of xxx MSc xxx
2) A sub-folder must be created for each of the Programme
Standards i.e. Programme Standard 1, 2 and so forth. Each of these
folders will sit in your main folder (above)
3) The SEQ must be submitted as a Word Document and should be
contained within its own folder named SEQ, which will sit in the
main folder.
4) Label each piece of supporting evidence (document)
sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1,
2.2, 2.3
5) Please use generic terms for each document within the folder
i.e. Staff Student Liaison Committee Minutes
6) Include a proposed timetable within the SEQ folder. Our
standard timetables can be found on our website using the download
link below. Our timetables provide a guide for education providers
planning for a partnership visit, therefore we are keen for you to
propose a timetable that best meets your needs.
For further guidance on the submission process please refer to
‘Accreditation through Partnership: Preparing for a partnership
visit’ and the ‘Standards for accreditation’ which can be found on
our website at www.bps.org.uk/accreditationdownloads
Please Note that your submission will be returned if the
structure does not follow these guidelines.
Sending your submission
You should provide your completed submission via our secure
online sharing platform – Hightail:
1) Compress all of your Files into one Zip File
2) Copy and paste the following link into your web browser,
https://spaces.hightail.com/uplink/BPSPAcT
3) Add your compressed Zip File to the screen as requested.
4) Add information to the ‘From’ and ‘Message’ boxes and click
upload. In the message field, please note your University,
programme, point of contact and email address.
If you have any queries in relation to your submission, please
contact [email protected]
Section A: about your provision1. 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.
2. 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 sign off this application.
By providing your name, role and date of submission you confirm
the accuracy of the information contained within this application,
and the provision of the additional evidence.
Name and role:
Date of submission:
3. The programme
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.
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
CVs / 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 (www.bps.org.uk/accreditationdownloads).
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
1.1 Please 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)
1.3 Is 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)
Competencies and content
2.1 Accredited 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
2.2 If the programme offers a particular emphasis or distinctive
identity (e.g. in line with staff expertise), please outline that
here.
2.3 Please provide a brief commentary on your approach to
curriculum design and delivery
2.4 Have 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
2.5 Please 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).
2.6 Please describe the training provided to supervisors to
support them in their role.
2.7 What are the programme’s minimum expectations in relation to
the amount, frequency and nature of supervision that should be in
place?
2.8 What arrangements are in place for monitoring the amount and
quality of supervision provided, and the quality of the
placement/supervised practice experience overall?
2.9 Is 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
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)
Visit SEQ - Forensic Psychology (Doctorate)
The BPS is committed to respecting your right to privacy and
data security and to handling the information you provide
responsibly within the requirements of the UK Data Protection Act.
Your accreditation submission will be shared with Society staff and
Members who work with us as authorised agents to deliver the
accreditation process on our behalf. Our full privacy policy is
available at: www.bps.org.uk/privacy-policy or by written request
to ‘Enquiries’ at the Society offices.
23
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 and how 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 or component code(s) and title(s)
Summary of coverage
E.g.:
PSY1001
Psychology 1
E.g.:
Two lectures (two hours each)
One tutorial (two hours)
Directed self-learning
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.
The BPS is committed to respecting your right to privacy and
data security and to handling the information you provide
responsibly within the requirements of the UK Data Protection Act.
Your accreditation submission will be shared with Society staff and
Members who work with us as authorised agents to deliver the
accreditation process on our behalf. Our full privacy policy is
available at: www.bps.org.uk/privacy-policy or by written request
to ‘Enquiries’ at the Society offices.
Programme Standard 3: Working ethically and legally
Information required
Commentary
3.1 Please 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.
3.2 How 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.
3.3 What procedures are in place for gaining ethical approval
for trainees’ research?
3.4 How 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?
3.6 Have you reviewed your provision against the Society’s
Guidance on teaching and assessment of ethical competence in
psychology education?
Yes / No (delete as appropriate)
3.7 Is 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
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 4: Selection and admission
Information required
Commentary
4.1 Please 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.
4.2 Please outline any equality charter marks currently held or
being applied for by your department, and at what level (e.g.
Athena SWAN).
4.3 Do 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)
4.4 Do 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
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 5: Trainee development and professional
membership
Information required
Commentary
5.1 Please outline your approach to personal tutoring
(specifically, ensuring that trainees have access to academic and
pastoral support).
5.2 How are trainees supported in reflecting on and synthesising
different aspects of their work to inform their developing
professional identity as a trainee?
5.3 What opportunities do trainees have to study alongside
trainees from other disciplines or professions?
5.4 What provision is in place to enhance trainee employability
and professional development?
5.5 Please signpost where and how you provide trainees with
information on the benefits of Society membership:
e.g. Programme Handbook, p. x
5.6Is 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
standard.
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 6: Academic leadership and programme
delivery
Programme Directorship
6.1Please outline the leadership and coordination arrangements
for the programme. You should tell us the name(s) of the Programme
Director(s) and provide a brief commentary on the scope of their
role and responsibilities.
6.2 Have there been any changes to the programme directorship
since the last review or visit was undertaken by the Society?
Yes / No (delete as appropriate)
Please note that if your visit is post 31 January 2019 you will
be required to complete the new staff student ratio (SSR) Data
Capture Tool which will be sent to the relevant providers in the
autumn term 2018. Providers with a visit before 31 January 2019
should continue to complete this section of the form to provide an
overall SSR.
Staff numbers
6.3 Please complete the following table detailing staff
contribution to the delivery of the specific programme to which
this questionnaire relates.
Please indicate those staff that hold key roles associated with
programme delivery and indicate the nature of those roles in the
table below (e.g. academic leadership, placement coordination, or
research supervision).
Permanent Full-Time and Contractual Academic Staff (full-time,
part-time and fractional)
Name
FTE
HCPC Registered (Y/N) If yes, please indicate modality
Key roles
Total
6.4Please provide any additional comments on how you have
calculated your FTEs, and any other relevant information, here.
6.5Please provide details of any approved vacancies; these
should not be included within the SSR calculations.
Approved vacancies
Post
More info needed?
Notes
Expected responsibilities in relation to the programme(s)
Please add rows as required
Total FTE
Student numbers
6.6 Please indicate the total number of students on the
programme in the table below:
Full time
Part time
Total
Number of individual students
FTE students
Overall staff: student ratio
6.7 Please indicate the overall student to staff ratio (SSR) for
the programme:
Staff FTE
(Question 6.3)
Student FTE
(Question 6.6)
=
SSR
(Question 6.6 ÷ Question 6.3)
Support Staff
6.8Please indicate below the total dedicated and shared support
staff resources that are in place for the programme:
Support roles
Dedicated staff FTE
Shared staff FTE
Administrative/ professional services staff
Psychology technical staff
Additional distance learning support staff (if applicable)
Other support staff (please specify)
Information required
Commentary
6.9 Have you reviewed the support staff resources listed in 6.8
above against the Society’s Supplementary guidance for providers of
accredited programmes on the roles and contributions of
professional administrative staff and Supplementary guidance on the
roles and contributions of psychology technical staff?
Yes / No (delete as appropriate)
6.10 Please provide a brief overview of the activities
undertaken by the staff referred to in 6.8 above in relation to
supporting the student learning experience, and in providing
support to academic staff.
6.11 Please provide an overview of your approach to ensuring
that academic staff maintain expertise in learning, research and
practice (where relevant), and ensure that they remain up to date,
and to supporting staff development for all staff.
6.12Is 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 student
experience, or on other aspects of delivery.
Evidence Requirements
For this programme standard we expect you to submit the
following evidence sources:
· Staff CVs from 6.3. You may provide CVs in the education
provider’s preferred format or provide brief biographies if
preferred.
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 7: Discipline-specific resources
Information required
Commentary
7.1 Please provide a brief overview of any specific challenges
or constraints in relation to access to resources for this
particular programme.
7.2 What IT facilities are available? (Including software and
statistical packages).
7.3 What specialist Psychology research equipment is
available?
7.4 How do trainees access these facilities? Both on campus and
at a distance/off campus, as appropriate.
7.5What psychology databases do trainees have access to? Is full
text or abstract only access provided?
7.6Is 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
standard.
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 8: Quality Management
External Examiners
8.1 Please provide details of the current external examiner(s)
for the programme:
Name
HCPC Registered (Y/N)
If yes please indicate modality
Affiliation/Employer
Term of Office
Information required
Commentary
8.2 Please outline how you work collaboratively with service
users to involve them in the programme
8.3 What have you identified as the main priorities for further
development of the provision?
Please advise any specific ways in which you feel the Society’s
visit to your programme may be able to support you with regard to
these priorities.
8.4Is 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:
· Most recent External Examiner Report
· Responses to the External Examiner’s Report, detailing any
actions taken
· An overview of any additional 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.
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)