I am an NHS staff member based permanently at the university as a Senior Clinical Tutor and Admissions Tutor for the Doctorate in Clinical Psychology Programme. I am registered by the Health and Care Professions Council as a Clinical Psychologist and an Occupational Psychologist and a member of the British Psychological Society's divisions of clinical and occupational psychology.  I am a member of the Association of Cognitive Analytic Therapists (ACAT) and a qualified practitioner of Cognitive Analytic Therapy (CAT). I now lead the Lancaster DClinPsy's 'plus 1' therapy training in CAT.  I  have an interest qualitative research methods in clinically relevant areas.  As an occupational psychologist I developed skills and interests in training and in selection methods. I am currently Honorary Sectretary of the Group of Trainers in Clinical Psychology.  

I organise and co-teach the 11+ cognitive analytic therapy (CAT) teaching days across the three years of training. I also organise and co-teach a day on 'working with older people' and a half day on 'public mental health'.  I train all those who select new trainee clincial psychologists for the Lancaster DclinPsy Programme.  

I have been an external examiner for the DClinPsy programmes at Surrey and Plymouth universities and act as internal examiner for Lancaster DClinPsy theses each year.  I am interested in qualitative, clinically relevant research.  

Publications

Amor, C., Rogstad, K.E., Tindall, C., Moore, K., Giles, D. & Harvey, P. (2008). Men's experiences of vasectomy: a grounded theory study, Sexual and Relationship Therapy, 23(3), 235-246.

Amor, C., Dillon, S. & Steen, L. (2008) Collaboration between the three training courses. PSIGE. 104(July). 47.

Daiches, A. & Amor, C. (2006). the journey towards competency-based selection at the Lancaster doctorate in clinical psychology. Clinical Psychology Forum. 167(November). 24-28.

Simpson, Hemmings, Daiches and Amor (2010). Shortlisting from the Clearing House application form: Is it fit for purpose? Psychology Learning and Teaching, 9(2), pp 32-36.