UEA places student experience as integral to work that we do.

We embrace these values in our overall approach to the development of the programme, with trainee representation and feedback considered in all forums. Each year group identifies ‘representatives’ to attend committee meetings, providing a feedback loop between trainees and the Programme team.  These representatives can rotate through and across years, so that trainees have great opportunities to be involved in these important roles and in shaping the Programme. From these committees, action points can be identified and taken forward. Individual feedback forms are also completed following each teaching session to provide feedback directly to those delivering teaching.

We appreciate that working and training as a clinical psychologist may be challenging at times. We aim to help trainees cope with these demands by providing a range of support structures, sign-posting trainees to other sources of support provided in the Faculty, the wider university and the Trusts they are working in, and by supporting the development of their skills in self-reflection and self-awareness, through the teaching programme and experiences on placement.  Development in reflective practice skills is provided through direct teaching and in timetabled Personal and Professional Development small group, facilitated case discussion and reflective practice groups.

Normally, we expect trainees to seek support from Programme staff, their peers and supervisors. We provide a range of support systems reflecting the different needs of trainees. These include a "buddy" system whereby each new trainee is supported by a trainee in the year above. In addition, each trainee is allocated to a UEA advisor who is responsible for supporting them, and overseeing and monitoring their academic work and placement experiences throughout the three years. Advisors have regular meetings with the trainees including advisor and appraisal meetings and, typically, mid-placement reviews. There is also a network of personal support tutors throughout the region to whom all trainees are allocated at the start of training.   Trainees are also offered the opportunity to attend additional regular, peer-led reflective practice groups, open only to trainees, which are oriented around specific themes relevant to different aspects of training encountered throughout the year.