SECTION 37: BPS ACCREDITATION CRITERIA
LEARNING OUTCOMES
STRUCTURE OF TRAINING
The BPS Accreditation Criteria are subject to periodic review. The most recent set of criteria
was published in 2010; a revision is expected to be published in late 2013.
This section is an extract from the 2010 BPS accreditation criteria, and focuses on expected
learning outcomes and the structure of training.
The complete criteria can be found in Appendix 4 of this handbook.
What do clinical psychologists do?
Clinical psychologists aim to reduce psychological distress and to enhance and promote
psychological well-being by the systematic application of knowledge derived from
psychological theory and research.
Clinical psychology services aim to enable service users to have the necessary skills and
abilities to cope with their emotional needs and daily lives in order to maximise
psychological and physical well-being; to develop and use their capacity to make informed
choices in order to enhance and maximise independence and autonomy; to have a sense of
self-understanding, self-respect and selfworth; to be able to enjoy good social and personal
relationships; and to access commonly valued social and environmental facilities.
Clinical psychology services aim to enable other service providers to develop psychologically
informed ways of thinking; to use psychological knowledge to enhance and develop their
professional practice to the benefit of their clients; to be able to enhance their sense of
selfunderstanding, self-respect and self-worth; and to use psychological data to aid decisionmaking at a clinical, organisational and societal level.
Clinical psychologists also work with staff from other professional groups, including
psychological therapists, to develop, monitor and improve practice, basing this on a breadth
and depth of understanding of relevant psychological theory, and on the psychologist’s
evaluative and reflective competencies.
Clinical psychologists as scientist practitioners
Clinical psychologists are more than psychological therapists. While many do practise
psychotherapy at a high level, this is not a skill distinct to clinical psychologists, nor should it
be.
The background and training of clinical psychologists is rooted in the science of psychology,
and clinical psychology is one of the applications of psychological science to help address
human problems. The ability to design and carry out innovative applied research is a skill
developed to doctoral level in training and is important for the development and delivery of
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evidence-based practice. In addition, one element of research competence is critical
evaluation of research activity.
While there are data that support many clinical activities, there are still major gaps in the
knowledge base. One of the contributions made by clinical psychologists is the development
and testing of new interventions and activities, based on psychological theory. Thus practice
feeds and draws on research and theory that in turn influences practice.
Clinical psychologists as reflective practitioners
Clinical psychologists are cognisant of the importance of self-awareness and the need to
appraise and reflect on their own practice. They are also aware of the importance of diversity,
the social and cultural context of their work, working within an ethical framework, and the
need for continuing professional and personal development.
Use of clinical psychology services
Clinical psychologists work with individuals, couples, families, groups (therapeutic, staff,
informal carers) and at the organisational and community level. They work in a variety of
settings, including hospital wards, day centres, Community Mental Health Teams, NHS
Trusts, primary and social care contexts and forensic settings, and with all age groups from
very young children to older people.
They work with people with mild, moderate and severe mental health problems,
developmental and learning disabilities, physical and sensory disability, and brain injury;
people who have substance misuse problems and people with a range of physical health
problems (including HIV and AIDS, cancer, heart disease, pain, diabetes).
Required capabilities and competencies
This section of the document has explained what clinical psychologists do, or in other words,
the capabilities they demonstrate by using and applying their competencies and knowledge
base. The statements in paragraph 1.1 set out the skills, knowledge and values trainee clinical
psychologists need to develop during the course of their training, and, in paragraph 1.2, the
learning outcomes that training programmes will need to have in order to enable trainees to
achieve these goals. The competencies that clinical psychologists need in order to be able to
work in the ways described are outlined in further detail in paragraph 1.3. Part 2 provides
additional information on the knowledge base clinical psychologists draw on in their practice.
1. The required learning outcomes
1.1. Programmes must enable trainees to work as clinical psychologists with the range of
clients and services specified below in a range of settings, especially those seen as having
high priority within the National Health Service. Newly qualified clinical psychologists
should understand and embrace the core purpose and philosophy of the profession as
described in the document prepared by the Division of Clinical Psychology (DCP). They
should be committed to reducing psychological distress and enhancing and promoting
psychological well-being through the systematic application of knowledge derived from
psychological theory and evidence. Their work will be based on the fundamental
acknowledgement that all people have the same human value and the right to be treated as
unique individuals. Programmes that meet these criteria will be considered to appropriately
reflect current NHS policies such as The Ten Essential Shared Capabilities Shared
Capabilities). Thus by the end of their programme, trainees will have:
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1.1.1. The skills, knowledge and values to develop working alliances with clients, including
individuals, carers and/or services, in order to carry out psychological assessment, develop a
formulation based on psychological theories and knowledge, carry out psychological
interventions, evaluate their work and communicate effectively with
clients, referrers and others, orally, electronically and in writing;
1.1.2. The skills, knowledge and values to work effectively with clients from a diverse range
of backgrounds, understanding and respecting the impact of difference and diversity upon
their lives;
1.1.3. The skills, knowledge and values to work effectively with systems relevant to clients,
including for example statutory and voluntary services, self-help and advocacy groups, userled systems and other elements of the wider community;
1.1.4. The skills, knowledge and values to work in a range of indirect ways to improve
psychological aspects of health and healthcare;
1.1.5. The skills, knowledge and values to conduct research that enables the profession to
develop its knowledge base and to monitor and improve the effectiveness of its work;
and
1.1.6. High level skills in managing a personal learning agenda and self-care, and in critical
reflection and self-awareness that enable transfer of knowledge and skills to new
settings and problems.
1.2. In order to achieve these goals programmes will have the following learning outcomes.
1.2.1. Knowledge and understanding of psychological theory and evidence, encompassing
specialist client group knowledge across the profession of Clinical Psychology and the
knowledge required to underpin clinical and research practice.
1.2.2. A professional and ethical value base, including that set out in the BPS Code of Ethics
and Conduct, the DCP statement of the Core Purpose and Philosophy of the profession and
the DCP Professional Practice Guidelines.
1.2.3. Clinical and research skills that demonstrate work with clients and systems based on a
scientist-practitioner and reflective-practitioner model that incorporates a cycle of
assessment, formulation, intervention and evaluation.
1.2.4. Professional competence relating to personal and professional development and
awareness of the clinical, professional and social context within which the work is
undertaken.
1.3. The following statements are intended as broad, high-level summaries of the required
objectives that demonstrate competence.
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1.3.1. Transferable skills
 Deciding, using a broad evidence and knowledge base, how to assess, formulate and
intervene psychologically, from a range of possible models and modes of intervention
with clients, carers and service systems. Generalising and synthesising prior
knowledge and experience in order to apply them critically and creatively in different
settings and novel situations.
 Demonstrating self-awareness and sensitivity, and working as a reflective
practitioner.
 Ability to think critically, reflectively and evaluatively.
 Making informed judgements on complex issues in specialist fields, often in the
absence of complete information.
 Ability to communicate psychologically-informed ideas and conclusions clearly and
effectively to specialist and non-specialist audiences, in order to facilitate problem
solving and decision making.
 Exercising personal responsibility and largely autonomous initiative in complex and
unpredictable situations in professional practice.
 Drawing on psychological knowledge of complex developmental, social and
neuropsychological processes across the lifespan to facilitate adaptability and change
in individuals, groups, families, organisations and communities.
 Ability to work effectively whilst holding in mind alternative, competing
explanations.
1.3.2. Psychological Assessment
Developing and maintaining effective working alliances with clients, including
individuals, carers and services.
Ability to choose, use and interpret a broad range of assessment methods
appropriate:
 to the client and service delivery system in which the assessment takes place
 to the type of intervention which is likely to be required
Assessment procedures in which competence is demonstrated will include:
 formal procedures (use of standardised psychometric instruments)
 systematic interviewing procedures
 other structured methods of assessment (e.g. observation, or gathering
 information from others); and
 assessment of social context and organisations.
Conducting appropriate risk assessment and using this to guide practice.
1.3.3. Psychological Formulation
 Developing formulations of presenting problems or situations which integrate
information from assessments within a coherent framework that draws upon
psychological theory and evidence and which incorporates interpersonal, societal,
cultural and biological factors.
 Using formulations with clients to facilitate their understanding of their experience.
 Using formulations to plan appropriate interventions that take the client’s perspective
into account.
 Using formulations to assist multi-professional communication, and the
understanding of clients and their care.
 Revising formulations in the light of ongoing intervention and when necessary
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reformulating the problem.
1.3.4. Psychological Intervention
 On the basis of a formulation, implementing psychological therapy or other
interventions appropriate to the presenting problem and to the psychological and
social circumstances of the client(s), and to do this in a collaborative manner with:
o individuals
o couples, families or groups
o services/organizations
 Understanding therapeutic techniques and processes as applied when working with a
range of different individuals in distress, including those who experience difficulties
related to: anxiety, mood, adjustment to adverse circumstances or life events, eating,
psychosis and use of substances, and those with somatoform, psychosexual,
developmental, personality, cognitive and neurological presentations.
 Ability to implement therapeutic interventions based on knowledge and practice in at
least two evidence-based models of formal psychological therapy, of which one must
be cognitive-behaviour therapy.
 Having an awareness of the impact of psychopharmacological and other clinical
interventions.
 Understanding social approaches to intervention; for example, those informed by
community, critical, and social constructionist perspectives.
 Implementing interventions and care plans through and with other professions and/or
with individuals who are formal (professional) carers for a client, or who care for a
client by virtue of family or partnership arrangements.
 Recognising when (further) intervention is inappropriate, or unlikely to be helpful,
and communicating this sensitively to clients and carers.
1.3.5. Evaluation
 Selecting and implementing appropriate methods to evaluate the effectiveness,
acceptability and broader impact of interventions (both individual and organisational),
and using this information to inform and shape practice. Where appropriate this will
also involve devising innovative procedures.
 Auditing clinical effectiveness.
1.3.6. Research
 Identifying, reviewing and critically appraising a substantial body of research
evidence which is at the forefront of clinical psychology practice.
 Understanding applicable techniques for clinical research and advanced academic
enquiry, including quantitative and qualitative approaches.
 Conducting service evaluation and small N research.
 Conducting collaborative research.
 Conceptualising, designing and conducting independent, original research of a quality
to satisfy peer review, extend the forefront of the discipline, and merit publication:
including identifying research questions, demonstrating an understanding of ethical
issues, choosing appropriate research methods and analysis, reporting outcomes and
identifying appropriate pathways for dissemination.
 Understanding the need and value of undertaking clinical research and development
post-qualification, contributing substantially to the development of theory and
practice in clinical psychology.
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1.3.7. Personal and Professional Skills and Values
 Understanding of ethical issues and applying these in complex clinical contexts,
ensuring that informed consent underpins all contact with clients and research
participants.
 Appreciating the inherent power imbalance between practitioners and clients and how
abuse of this can be minimised.
 Understanding the impact of differences, diversity and social inequalities on people’s
lives, and their implications for working practices.
 Understanding the impact of one’s own value base upon clinical practice.
 Working effectively at an appropriate level of autonomy, with awareness of the limits
of own competence, and accepting accountability to relevant professional and service
managers.
 Managing own personal learning needs and developing strategies for meeting these.
 Using supervision to reflect on practice, and making appropriate use of feedback
received.
 Developing strategies to handle the emotional and physical impact of own practice
and seeking appropriate support when necessary, with good awareness of boundary
issues.
 Working collaboratively and constructively with fellow psychologists and other
colleagues and users of services, respecting diverse viewpoints.
 Monitoring and maintaining the health, safety, and security of self and others.
1.3.8. Communication and Teaching
 Communicating effectively clinical and non-clinical information from a
psychological perspective in a style appropriate to a variety of different audiences (for
example, to professional colleagues, and to users and their carers).
 Adapting style of communication to people with a wide range of levels of cognitive
ability, sensory acuity and modes of communication.
 Preparing and delivering teaching and training which takes into account the needs and
goals of the participants (for example, by appropriate adaptations to methods and
content).
 Understanding of the supervision process for both supervisee and supervisor roles.
 Understanding the process of providing expert psychological opinion and advice,
including the preparation and presentation of evidence in formal settings.
 Understanding the process of communicating effectively through interpreters and
having an awareness of the limitations thereof.
 Supporting others’ learning in the application of psychological skills, knowledge,
practices and procedures.
1.3.9 Service Delivery
 Adapting practice to a range of organisational contexts, on the basis of an
understanding of pertinent organisational and cultural issues.
 Providing supervision at an appropriate level within own sphere of competence.
 Understanding of consultancy models and the contribution of consultancy to practice.
 Understanding of leadership theories and models, and their application to service
development and delivery.
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Awareness of the legislative and national planning context of service delivery and
clinical practice.
Working effectively with formal service systems and procedures.
Working with users and carers to facilitate their involvement in service planning and
delivery.
Working effectively in multi-disciplinary teams.
Understanding of change processes in service delivery systems.
Understanding quality assurance principles and processes.
2. The structure of training
2.1. It is essential that programmes provide a holistic experience of training that enables
trainees to develop an integrated set of learning outcomes.
2.2. Programmes must provide a balanced and developmental set of academic, research and
clinical experiences throughout training. The academic component needs to provide an
integrated curriculum supporting the clinical and research training. The research training
needs to be carefully planned and have sufficient time devoted to it to enable trainees to
conduct research at a postgraduate level and to be in a position to contribute to the knowledge
base of the profession. The clinical experience component of training needs to be delivered
within the following framework.
2.3. The parameters described below aim to provide the framework for pathways through
training, delineating client populations, clinical contexts and learning outcomes which
contribute to a generic training in clinical psychology. It is important to recognise that the
scope of clinical psychology is so great that initial training provides a foundation for the
range of skills and knowledge demonstrated by the profession. Further skills and knowledge
will need to be acquired through continuing professional development appropriate to the
specific employment pathways taken by newly qualified psychologists.
2.4. Clinical experience will be gained in service delivery systems that offer a coherent
clinical context. This will usually be a setting oriented towards a population defined by age
(e.g. child, adult, older people), by special needs (e.g. learning disabilities, serious mental
health problems, health-related problems, substance abuse), or by a service delivery focus
(e.g. psychological therapy). In addition, clinical experience will be gained in a range of
service contexts (primary, secondary and tertiary care, in-patient, out-patient, community),
with service delivery models ranging from independently organised work through to
integrated inter-professional working.
2.5. Programmes will be expected to structure the training patterns of their cohorts so that
they reflect workforce-planning requirements within the NHS. These requirements will be
shaped in part by National Service Frameworks and national policies, as well as by evidence
of recruitment problems (for example, vacant posts) paying particular attention to specialities
which have recruitment difficulties. National standards as set out by the Division of Clinical
Psychology’s Faculties and Special Interest Groups must also guide training patterns for each
cohort of trainees. Not all trainees will necessarily follow the same pathway through training.
Programmes therefore need to ensure, in consultation with local Faculties and SIGs and local
placement providers, that – across the trainee cohort – there is optimum, effective and
efficient use of all available placements.
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2.6. Clients, services and modes of work:
The learning objectives described above need to be demonstrated with a range of clients and
across a range of settings. These are not defined prescriptively, and there are multiple
pathways through which the required goals may be achieved. The range of clients and
settings is outlined below, together with an outline of the knowledge base that trainees need
to develop to support their practice.
2.6.1. Clients
A fundamental principle is that trainees must work with clients across the lifespan,
such that they see a range of clients whose difficulties are representative of problems
across all stages of development. In this context, trainees must demonstrate
competence to be able to work clinically with:
 a wide breadth of presentations – from acute to enduring and from mild to severe;
 problems ranging from those with mainly biological and/or neuropsychological causation
to those emanating mainly from psychosocial factors
 problems of coping, adaptation and resilience to adverse circumstances and life events,
including bereavement and other chronic, physical and mental health conditions; and
 clients from a range of backgrounds reflecting the demographic characteristics of the
population.
Trainees will need to understand the impact of difference and diversity on people’s lives
(including sexuality, disability, ethnicity, culture, faith, cohort differences of age, socioeconomic status), and their implications for working practices.
It is also essential that trainees work with:
 clients with significant levels of challenging behaviour;
 clients across a range of levels of intellectual functioning over a range of ages,
specifically to include experience with clients with developmental learning
 disabilities and acquired cognitive impairment;
 clients whose disability makes it difficult for them to communicate; and
 carers and families.
2.6.2. Service delivery systems
Trainees must undertake substantial pieces of clinical work over a substantial period of
time in each of a range of settings, including:
 in-patient or other residential facilities for individuals with high dependency needs, both
acute and long term;
 secondary health care; and
 community or primary care.
2.6.3. Modes and type of work
 direct work;
 indirect, through staff and/or carers;
 work within multi-disciplinary teams and specialist service systems, including some
observation or other experience of change and planning in service systems;
 work (practice, teach, advise) in at least two evidence-based models of formal
psychological therapy. This must include cognitive-behaviour therapy and at least one
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other evidence-based approach, such as brief psychodynamic or interpersonal
psychotherapy, systemic, or integrative interventions.
work with complexity across a range of perspectives, demonstrating flexibility in
application of whichever approach is most appropriate for the client or system; and
be critical of their own approach, and aware of how to practice in the absence of reliable
evidence, as well as being able to contribute from their work to the evidence base.
2.6.4. The UK health care context and the application of clinical psychology
Trainees’ work will need to be informed by a substantial appreciation of the legislative
and organisational contexts within which clinical practice is undertaken, including for
example:
 legislation relevant to England and the devolved nations (e.g. Mental Health Act, Mental
Capacity Act, Children Act, Disability Discrimination Act, Health and Social Care Act,
Data Protection Act, employment legislation, etc.);
 Government policy statements (e.g. National Service Frameworks, Ten Essential Shared
Capabilities, Knowledge and Skills Framework, etc.); and
 organisation of the NHS and social care in England and the devolved nations.
2.7. Where programmes are providing training for the Society’s Statement of Equivalence in
Clinical Psychology through the accredited programmes route, they must ensure that the
quality assurance arrangements pertaining to this aspect of their provision are broadly
consistent with those of the main, accredited programme.
2.8. Of the total programme time (exclusive of annual leave), at least fifty per cent must be
allocated to supervised clinical experience. In addition, at least ten per cent must be available
to trainees for self-directed study throughout the programme. Of the remaining time there
must be an appropriate balance between research activity, and learning and teaching, to
ensure that the criteria outlined in Sections 10 and 11 can be met.
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