Supervised Practice

Supervised practice is the experiential process designed to develop a trainee health psychologist’s knowledge and skills so that s/he is competent to practise independently as a health psychologist. The system is intended to provide a basis for eligibility to apply to the Health and Care Professions Council (HCPC) for registration as a Health Psychologist (if the programme is completed to MPhil or PhD level), as well as eligibility to apply for Chartered membership of the BPS and full membership of the Division of Health Psychology (if the programme is completed to PhD level). Supervised practice builds upon the knowledge acquired during Stage 1 training by requiring the development and demonstration of practical skills in applied settings.

The process of supervised practice

Supervision is defined as a personal interaction between the trainee and their supervisor. It includes meetings, telephone conversations, verbal or written feedback on written reports, and email communications.  Face-to-face meetings between the trainee and supervisors will take place at least six times a year.

Each trainee should have at least two supervisors, one of whom is called the ‘main supervisor’. All supervisors must be academic members of staff from the University of Southampton, and will report to the Faculty on trainees work and progress milestones (via PGR tracker), and will provide academic support, mentorship and support for the trainee. The main supervisor should have appropriate knowledge, experience and skills in the area of the trainee’s research, and has overall responsibility for the supervision of the design and progress of the research thesis and for providing academic advice. Stage 2 training will be supervised by a member of the academic staff who is a Chartered member of the BPS, registered with the Health and Care Professions Council as a Health Psychologist, and is appropriately qualified and experienced. The supervisor for stage 2 training may also be the main supervisor (provided all requirements are met). However, if a Health Psychologist who is also a Chartered Psychologist is not available with expertise in the trainee’s area of research then the trainee should be co-supervised by a member of academic staff with relevant specialised expertise (who will take responsibility for supervising the research thesis), and a Health Psychologist who is also a Chartered Psychologist (who will take responsibility for supervising the portfolio of competence).

If a supervisor is absent (e.g. through leave or illness) for a substantial period of time, normally one month or more, the trainee will be supervised by another supervisor from within the supervisory team or an alternative supervisor with related knowledge. Contact will be maintained wherever possible with the supervisor through email if meetings are not an option.  In the event that a supervisor leaves the university, a new supervisor will be sought either from the existing supervisory team or from the academic staff with related research interests. The supervisor who has left may still play an advisory role but will not be eligible to serve as an examiner.

A request for change of supervisor can come from a member of the supervisory team or from the trainee.  Discussion between the trainee and supervisory team about the change should take place as early as possible in the process. Changes to the main supervisor and/or the supervisory team must be made via PGR Tracker. Records should be updated to record the reason for any change.   Suitable handover arrangements should be implemented and the new supervisory relationship monitored by the Graduate School.

Workplace contact

In addition to the supervisor, one or more workplace contacts may be identified in order to facilitate specific areas of work. A workplace contact need not necessarily be a HCPC registered Health Psychologist who is a BPS Chartered Psychologist – or even a psychologist at all. Working with a workplace contact (e.g. a clinical, occupational or educational psychologist, a nurse specialist, a medical practitioner) can provide the trainee with breadth of experience whilst fostering a multi-disciplinary perspective.

The trainee’s responsibilities

As a trainee, you are responsible for undertaking the required work to the agreed timetable, initiating contact with your supervisors, maintaining records (usually via PGR tracker), and drawing any problems promptly to the attention of your supervisors, workplace contact or Programme Director. Particular responsibilities of the trainee are laid out in a SUPERVISORY AGREEMENT (please see Appendix 2 for a copy of the supervision agreement form) which we ask you to sign.

The responsibilities of the trainee are set out in the University Code of Practice http://www.calendar.soton.ac.uk/sectionV/code-practice.html and are as follows:

The ultimate responsibility for the thesis lies with the research student and it is therefore essential that s/he participates fully in planning the research project, considering advice and discussing the work with the main supervisor or supervisory team. Particular responsibilities of the research student will include:

• showing commitment to the research project and programme of studies;
• discussing with one or more members of the supervisory team the type of guidance and commitment found to be most helpful, agreeing and adhering to a schedule of meetings, and the importance of preparation for these;
• agreeing with one or more members of the supervisory team the amount of time to be devoted to the research and the timing and duration of any holiday periods (see Paragraph 61 in the code of practice);
• analysing, with assistance from one or more members of the supervisory team, any initial or on-going training needs with respect to research and generic/transferable skills, and participating in appropriate training activities as advised by one or more members of the supervisory team in order to meet these needs;
• maintaining the progress of the work in accordance with the research plan agreed with one or more members of the supervisory team, including submission of written material in sufficient time to allow for comment and discussion before proceeding to the next stage;
• providing regular statements on progress (normally through PGR Tracker) to the Faculty/Accredited Institution as part of the annual monitoring and review procedures (see paragraphs 63 to 67 in the code of practice);
• depositing data from the research project as required in the appropriate University repository;
• taking the initiative in raising problems or difficulties however trivial they may seem (this is a recognised aspect of the relationship between a research student and the supervisory team); where difficulties are perceived (by the research student) to stem from inadequate supervision, this should be raised with the appropriate Faculty/Accredited Institution authority (see paragraph 95 in the code of practice);
• where applicable, discussing with one or more members of the supervisory team any changes in learning support needs which may arise during the period of study;
• attending conferences and participating in staff and research student seminars, presenting work where appropriate and as guided by the supervisory team;
• being aware of the diverse cultural, social and educational backgrounds of fellow research students, recognising the actual and potential benefits brought to the learning experience;
• preparing papers for publication or presentation at conferences, as guided by the supervisory team;
• abiding by the institutional safety policy, observing safe working practices at all times, and following procedures prescribed by the supervisor;
• deciding when the thesis is to be submitted after taking due account of advice from one or more members of the supervisory team as appropriate;
• submitting the final thesis in print as may be required, and electronically as set out in the University’s Completion of Research Degree Candidature documentation (may be subject to restriction only in exceptional circumstances – see Paragraph 94 in the code of practice).
• In addition, it is the responsibility of the research student to conform to both the University’s Intellectual Property Regulations, and the University’s Ethics Policy  (see Paragraph 32 in the code of practice), consulting as appropriate with a relevant member of the supervisory team.

The supervisors’ responsibilities

The responsibilities of the supervisory team are set out in the University Code of Practice http://www.calendar.soton.ac.uk/sectionV/code-practice.html and are as follows:

• Faculties/the Accredited Institution are responsible for ensuring the appointment of an appropriate supervisory team and for ensuring that individual members of the supervisory team are fully aware of their role and responsibilities, the scope of which includes the following:

Responsibilities at the outset of supervision

• To meet with the research student to identify the initial objectives of the research.
• To confirm any requirements of the research student’s sponsor, if applicable.
• To assist the research student in an academic needs analysis with respect to research skills (discipline-specific and generic) and transferable skills, identifying sources of provision at discipline/Faculty/University level or externally, and a timescale for undertaking training.
• To ensure that the research student has access to information about events organised for, or open to, research students in the discipline/Faculty/Accredited Institution (including workshops, seminars and conferences).
• For research students whose first language is not English, to advise on additional English language support if appropriate (for example, some research students may experience difficulties with technical language).
• If the research student has disclosed a disability, to identify ways in which he/she may be supported in their studies with help and advice as required by Enabling Services. Enabling Services encompasses a wide variety of support for research students who have disabilities, mental health issues or specific learning difficulties. Research students should also be asked about the impact, if any, of research activity on their disability.
• To explain the roles of the members of the supervisory team and to discuss and agree the pattern and frequency of contact between members of the supervisory team; (for example, international research students may benefit from a higher frequency of meetings during the first year, or, for research students with a disability, account may need to be taken of the effects of medication).
• To clarify arrangements for progress monitoring ensuring that the research student is fully conversant with the Faculty/Accredited Institution and University procedures from the outset (see paragraphs 63 to 67 in the code of practice).
• To ensure that the research student is cognizant of Intellectual Property (IP) issues that may be/become associated with the project and is aware of their responsibilities in relation to research ethics (see Ethics Policy  and Paragraph 32 in the code of practice), governance, and IP (see Section IV of the University Calendar – Intellectual Property Regulations).
• To make clear to the research student his/her responsibilities as detailed in paragraph 48 of the code of practice (Responsibilities of the Research Student).

Ongoing responsibilities

• To maintain regular contact with the research student in accordance with arrangements established at the outset and in-line with Faculty/Accredited Institution policy. The frequency of meetings will depend upon the stage and nature of the research and the particular needs of the research student, but it is anticipated that for full-time research students these should be at least once a month, and more frequently at the start of the candidature. This could include both face-to-face and on-line meetings (see also paragraphs 63 to 67 in the code of practice).
• To be accessible at other reasonable times when advice is needed, keeping in mind the needs of the individual research student.
• To provide advice and guidance as necessary on the planning and development of the research programme and standard of work expected, recognising that some research students may require additional support. Such advice and guidance will include reference to literature and sources, research methods and techniques, academic integrity including avoidance of plagiarism, research ethics and governance, issues of copyright, intellectual property and health and safety.
• To ensure that the University’s Equal Opportunities Policy is taken into account in all aspects of the research student’s experience, and to be sensitive to the differing needs of research students arising from diversity.
• To ensure that the research student conforms to the University’s research ethics, governance, and Intellectual Property regulations and policies which can be accessed via Research and Enterprise Policies.
• To monitor the research student’s progress (requiring written work as appropriate), providing reports to the Faculty/Accredited Institution as required, and giving constructive and timely feedback which is accessible and useful to the research student.
• Where progress is unsatisfactory, or the standard of work unacceptable, to ensure that the research student is made aware of this and that steps are taken to develop a constructive plan for improvement.
• To set target dates for successive stages of the work in order to encourage timely submission of the thesis (taking into account any additional disability-related needs or language support arrangements required by the research student).
• To ensure that the research student is aware of other sources of advice at Faculty/Accredited Institution and University level including safety legislation, equal opportunities policy, intellectual property and careers guidance.
• To provide pastoral support and/or refer the research student to other sources of support, independent mentors and other student support services.
• To check with any research students with regard to the effectiveness of any support they are receiving from the University services, and responding to any on-going or acute difficulties.
• To liaise with external bodies as appropriate and make arrangements with any external supervisors.
• To keep the research student informed of events organised for, or open to, research students by the discipline/Faculty, encouraging them to participate as appropriate.
• To arrange, as appropriate, for the research student to present work to staff or peers at seminars or conferences; to arrange mentoring for publishing and grant writing as appropriate; to encourage publication of work as appropriate; and to act as a link between the research student and the wider academic community.
• To participate in appropriate staff development activities to ensure competence in, and bring enhancement to, all aspects of the supervisory role.

Responsibilities in the later stage of supervision

• To ensure that, where a research student is unable to submit a thesis within the required time, a timely and reasoned application for extension of candidature is made in line with University policy.
• To ensure arrangements are made for examination of the research student including the nomination of examiners in accordance with Faculty/Accredited Institution and University policy.
• To ensure appropriate examination arrangements are made for research students with a disability (see paragraphs 92 and 100 in the code of practice).
• To ensure that the research student is adequately prepared for the oral examination, arranging a practice viva voce if required.

The workplace contact’s responsibilities

The workplace contact will:

• read the information provided for the workplace contact by the programme supervisory team (see Appendix 2 for the handbook for workplace contacts).
• discuss the suitability of the programme with the trainee in relation to both the professional development of the trainee and also the impact of the programme for the employer.
• negotiate and agree with the trainee and academic supervisor how the trainee’s job will fit with the acquisition of the relevant competences.
• agree and sign the workplace agreement (see Appendix 2) on behalf of the workplace.
• meet with members of the trainee’s supervisory team at the trainee’s workplace setting within the first six months of the programme or employment, and annually thereafter.
• provide opportunities for the trainee to undertake the programme and associated activities, as defined in the workplace agreement.
• where appropriate, ensure that any service users and colleagues are aware that the trainee is a trainee health psychologist.
• complete and submit the workplace contact section of the trainee’s annual progress report. This report will be discussed with the trainee and supervisory team in an annual progress meeting.
• counter-sign (with the supervisor) any substantive elements of the record of completion that relate to work completed in the workplace (as specified in the supervision plan).
• notify the supervisor or Programme Director if any programme-related difficulties or fitness to practise issues arise.

Lines of responsibility and monitoring processes

With regard to fulfilment of the required competences, academic support and supervision are entirely the responsibility of the University of Southampton. For example, the workplace contact is only responsible for the points agreed to in the workplace agreement and has no responsibility for monitoring the performance and documentation of the Stage 2 competences beyond contributing to the annual progress report and counter-signing (with the supervisor) substantive elements of the record of completion that relate to work completed in the workplace (as agreed in the Supervision Plan). However, all employment related tasks and requirements remain the responsibility of the workplace. For example, University of Southampton has no responsibility for addressing any work-related complaints or work-related performance issues; these remain the responsibility of the workplace. The only exception to this is when the work-related complaint is a fitness to practise issue, in which case it is both the responsibility of the workplace and the University of Southampton, and the workplace contact should notify the trainee’s supervisor or Programme Director immediately. Fitness to practise issues are investigated and managed by the workplace and the University using their own respective internal procedures, and may result in different outcomes.

The trainee, programme supervisory team, and the workplace contact are expected to be familiar with the HCPC standards of conduct performance and ethics, and standards of proficiency for practitioner psychologists (detailed in the regulations and policies section of this handbook). If anyone has any concerns about the trainee’s professional conduct, they must contact the trainee’s supervisor in the first instance and as soon as the concern arises, or the Programme Director (contact details given at the start of this handbook).

Depending on the nature of the concern, University processes may be instigated for assessing possible instances of professional misconduct, as detailed in the flow diagrams below.

Trainees wishing to raise a complaint or appeal are encouraged to raise the concern informally in the first instance and as soon as the concern arises. Trainees should refer to the student complaints and academic appeals policies described in the FSHMS PGR Handbook.