Course philosophy

The overall programme philosophy is constructivist and constructionist, emphasising respectively the personal and the social constructions of the world. This philosophy is reflected in the following aspects of the course:

• Acknowledgement that there are numerous viable alternative models of understanding and treating psychological difficulties, and therefore intensive input on four major models (cognitive-behavioural, personal construct, psychodynamic, and systemic).
• Acknowledgement of individual differences in preferences for these models, and therefore provision of the opportunity for trainees to select therapeutic models in which to obtain advanced input in their final year.
• Recognition of the importance of testing out one's constructions of the world, and therefore of the scientist-practitioner approach.
• Recognition that clinical practice should be evidence-based, coupled with recognition that "evidence" is personally and socially constructed.
• Emphasis on the range of research skills, both quantitative and qualitative, which are essential for the effective scientist-practitioner.
• The promotion of a holistic, biopsychosocial approach, in which there is recognition of the importance and interaction of biological, psychological, and social constructions of all clinical problems.
• Emphasis on reflexive and reflective practice, involving self-monitoring and critical evaluation of the practitioner's constructions; and thus, the reflective-practitioner approach
• The use of a range of teaching methods, but with an emphasis on interactive, participatory teaching sessions and self-directed learning.
• Valuing of Trainees' perspectives, reflected in the provision of a range of opportunities to provide feedback on their training and to participate in committees concerned with the shaping of this training.
• Commitment to ethical practice, which does not favour the constructions of any particular social group and therefore promotes equality for all.