Developing the researching professional : The case of a professional doctorate for psychological therapists
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 13 May 2014
Abstract
Purpose
The purpose of this paper is to present an overview and analysis of a professional doctorate that was designed specifically for the training of psychologists in the fields of counselling psychology and psychotherapy, namely, the Doctorate in Counselling Psychology and Psychotherapy by Professional Studies (DCPsych).
Design/methodology/approach
This programme has needed to combine the demands of different professional bodies for the development of a range of clinical competencies with the doctoral level demands of the university and of the UK Quality Assurance Agency in terms of adherence to a required set of doctoral level descriptors.
Findings
The paper presents a critical review of a number of key areas that have needed to be addressed in both the design and delivery of this programme. It addresses in some detail the interface between clinical training and research activities, demonstrating how these can intertwine and mutually complement each other. Specific issues that are addressed in the paper include the articulation of relevant doctoral level descriptors, the teasing out of key areas that define doctoral level work and the complexities of putting some of these into practice within the DCPsych programme.
Originality/value
In particular, the paper reflects on the issue of critical capability at doctoral level, the challenge of making a significant contribution to the practice field and the implications for candidates of journeying towards a position of authority as they develop their doctoral work. The paper concludes with the suggestion that what has been developed is an extremely interesting and innovative programme that is not for the faint hearted.
Keywords
Citation
Orlans, V. (2014), "Developing the researching professional : The case of a professional doctorate for psychological therapists", Higher Education, Skills and Work-Based Learning, Vol. 4 No. 2, pp. 161-170. https://doi.org/10.1108/HESWBL-11-2013-0023
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited