University of Sheffield
Doctor of Clinical Psychology
Log Book:
Core Competencies
and
Experiences
2013
Trainee Name
-----------------------------------------------------------------
Aug 2013
1
7.5
Core Competencies and Experiences Log Book:
Overview of Training Progression
Contents
1.
Introduction to the Log Book
2.
Clinical Learning Objectives (broad)
3.
A Guide to Developing Core Competencies
4.
Sources of Information for Completing the Core Competencies Log
5.
Instructions for Completing the Core Competencies Log
6.
The Core Competencies Log
7.
Instructions for Completing the Log of Placement Experiences
8.
The Log of Placement Experiences
Aug 2013
2
7.5
Introduction
The purpose of this core competencies and experiences log book across
placements is for you to be able to:
1. Track experience and acquisition of core competencies and experiences
across the three years of training in order to ensure that BPS
requirements are met
2. Track identified learning needs across training
The log book can help identify gaps in your experience and competency
development which can help in placement planning. It can also help external
assessors to evaluate the learning experiences and competency developing we
are providing on the programme.
The log book is organised as follows:
The first document outlines the broad definitions of the twelve clinical
competency areas (Relationship Building, Assessment, Formulation… etc) that
trainees are expected to achieve by the end of training. Guidance is then
provided to help gain clarity around the expectations regarding competency
development across the three years. Some sources of information that can be
utilised to rate competency development are given. Instructions for how to
complete the Core Competencies Log are given before the Log for completion
at the end of every placement. The final document comprises the Log of
Placement Experience with guidance for completion.
It is the trainee’s responsibility to ensure the Log Book is completed at the end
of every placement. Clinical tutors and supervisors can aid this process.
Aug 2013
3
7.5
Clinical Learning Objectives (Broad)
Relationship Building
The trainee clinical psychologist should be able to facilitate and maintain a
therapeutic alliance with clients, carers, groups and staff, and manage
challenging situations.
Psychological Assessment
The trainee clinical psychologist should be able to select, administer and
interpret psychometric and idiosyncratic assessments, including risk
assessment.
Psychological Formulation
The trainee clinical psychologist should be able to develop and use
formulations to prepare an action plan and reformulate in light of further
information.
Psychological Intervention
The trainee clinical psychologist should be able to make theory - practice links,
and adapt interventions within differing theoretical models to individual needs.
Evaluation
The trainee clinical psychologist should be able to evaluate the effectiveness of
interventions, audit clinical practice and critically appraise pertinent research
evidence.
Communication
The trainee clinical psychologist should be able to write and give oral reports
of work undertaken and adapt style of communication to specific?
requirements of the audience.
Service Delivery
The trainee clinical psychologist should be able to demonstrate knowledge of
the organisational setting and the need to work collaboratively with other
professionals, colleagues and service users.
Teaching and training
The trainee clinical psychologist should be able to plan formal and informal
teaching and training sessions appropriately, facilitate the co-operative
engagement of the training group and monitor effectiveness.
Diversity
The trainee clinical psychologist should be able to understand and respect the
impact of difference and diversity upon self and others and use this awareness
to inform their work.
Aug 2013
4
7.5
Personal and Professional Development
The trainee clinical psychologist should be able to demonstrate a range of
personal development strategies and professional attitudes and behaviour.
Supervision
The trainee clinical psychologist should be able to prepare effectively and
engage in the supervisory process.
Research
The trainee clinical psychologist should be able to conduct appropriate
research and to carry out service evaluation.
Aug 2013
5
7.5
Guidelines for the Development of
Core Competencies
Each trainee starts the programme with differing experiences and levels of
competency. Each trainee has to demonstrate their competence in all areas
on the programme.
However, because of their previous experience,
knowledge and skills it may be easier for some trainees to develop some
competencies and for other trainees to develop others. There is not therefore
a universal route in the development of core competencies, and the focus is on
the individual training needs of the trainee. This document aims to develop
some guidance for the development of competencies, rather than a
prescriptive route.
There is also an expectation that upon qualification
competencies will develop further in line with continued professional
development.
Within the individual training pathway there are some expectations about the
development of core competencies.
The following offers some guidance
around the 12 competency areas.
1.
Relationship Building
In Year 1, trainees should be able to demonstrate their ability to build and
maintain relationships with service users with complex needs. Trainees
should have some experience and understanding of personal and
professional boundaries, the significance of endings in therapy and of
challenging situations (e.g. being an object of negative transference). In
Years 2 and 3 the trainee should be able to increasingly form and
maintain relationships with individuals and groups (service users, carers,
multi-disciplinary staff, medical teams) and within more complex, multisystemic situations. Throughout there is an expectation that trainees will
develop good enough working relationships with their supervisor and
other colleagues, aiming to understand and resolve ruptures where they
may arise.
2.
Psychological Assessment
In Year 1 trainees are expected to conduct a clinical interview/
conversation and jointly construct and make meaning of an individual
client’s personal history. Trainees should demonstrate some ability in the
use and interpretation of different assessment methods (interview,
psychometrics, questionnaires, cognitive/neuropsychological assessment)
and show an awareness of the assessment and management of potential
risk to clients and to others.
In Years 2 and 3 trainees should
demonstrate an ability to conduct assessments in more complex situations
(e.g. groups, systems). Trainees should be able to creatively design, use
and interpret a wider range of assessments and show an ability to assess
and manage risk in complex situations. As a minimum requirement,
trainees need to have administered, scored and appropriately fed-back
the findings from a Wechsler Adult Intelligence Scale (WAIS), Wechsler
Aug 2013
6
7.5
Intelligence Scale for Children (WISC) and a memory test in a clinical
setting by the end of training.
3.
Psychological Formulation
Year 1 trainees should demonstrate their ability to formulate within one
therapeutic model or psychological approach (e.g. CBT, CAT) in complex
situations and use this formulation with clients to inform the work. Some
creativity and flexibility in formulating and reformulating in light of further
information should be demonstrated. Year 2 and 3 trainees should
formulate (and reformulate) flexibly and creatively within two or more
psychological models or approaches.
This may require taking an
integrated approach with more complex situations (e.g. groups, systems).
Throughout there is an expectation that formulations will incorporate a
variety of factors (including interpersonal, societal, cultural and biological
perspectives) and be actively shared where appropriate as an aid to interprofessional learning.
4.
Psychological Intervention
Within Year I trainees are expected to carry out interventions within one
psychological model or approach with people with complex clinical
presentations. An awareness of theory-practice links and the importance
of endings in therapy should be demonstrated. Within Years 2 and 3
trainees should show the ability to be able to intervene creatively and
innovatively using a number of different psychological models and
approaches, with people with more complex clinical presentations.
Trainees should show an increased ability to assess when further
intervention is appropriate and not appropriate and communicate this
clearly and sensitively to others. Trainees should demonstrate an ability
to work collaboratively with, and indirectly through, others (e.g. staff,
carers).
Throughout their training trainees should demonstrate an
awareness of local and national guidelines and best practice in relation to
the development of psychological interventions.
5.
Evaluation
In Year 1 trainees should show an awareness of the appropriate methods
to evaluate their clinical practice. Trainees should show ability in the use
of individual and departmental auditing procedures and should be critically
aware of the relevance of research evidence to clinical practice. In Years
2 and 3 trainees should show an increasingly creative and sophisticated
ability to use and interpret evaluation procedures.
Trainees should
demonstrate an understanding of the range of research and evaluation
methods that may be applied to clinical practice at an individual and
service level, their purposes, advantages and disadvantages.
6.
Communication
Throughout the three years of training there is an expectation that
trainees will produce clear and timely written and verbal reports of their
clinical work in a range of formats. It is expected that information will be
Aug 2013
7
7.5
communicated in a style appropriate to a variety of audiences, and with
people with a wide range of cognitive functioning and communication
needs. Trainees are required to keep appropriate notes and/or use
electronic information systems. Trainees are expected to maintain good
lines of communication with their supervisor and other colleagues. In
Year 1 communication will usually concern complex situations and there
will be a need for feedback and for the trainee to use this feedback
effectively. In Years 2 and 3, communication will generally involve more
complex systems.
7.
Service Delivery
Year 1 trainees should show an understanding of the organisational
setting, professional roles of teams members (including the psychologist)
and be able to contribute to inter-professional and where possible multidisciplinary work. Year 2 and 3 trainees should show an increased
understanding of team structures and effective team functioning through
theoretical knowledge of group dynamics.
Trainees should work
effectively in and with a number of different systems, organisations and
contexts relevant to the client(s). It is expected that trainees will make a
significant contribution to inter-professional and multi-disciplinary team
activities and work effectively with service users and carers to facilitate
their involvement in service planning and provision. Trainees should
demonstrate their understanding of change processes and their ability to
understand and use consultancy models. Throughout the three years of
training there is an expectation that trainees are aware of the legislative
and national planning context of service delivery and clinical practice.
8.
Teaching and Training
There is an expectation that trainees will engage in teaching or training of
staff. In Year 1 this may be alongside the supervisor, the trainee may
have a limited role (e.g. preparing materials, taking responsibility for
leading a group activity) or the teaching/training may be in a more
informal setting (e.g. case presentation to the team or psychology
service). In Years 2 and 3 there is an expectation that the trainee will
take on the responsibility for a significant role in teaching/training and in
more formal settings (e.g. leading part or all of the teaching, workshops).
Throughout the trainee is expected to prepare effectively, be clear about
the aims and to evaluate the effectiveness of teaching/training. Across
the three years of training the trainee is expected to use a variety of
different teaching formats (e.g. informal vs. formal).
9.
Diversity
Throughout the three years there is an expectation that trainees will
develop their awareness and understanding of personal and professional
issues relating to difference, diversity and similarity. It is expected that
trainees will develop an awareness and understanding of the impact of
difference and diversity on themselves and others, including an
understanding of discrimination (positive and negative) on the grounds of
difference. Trainees should also reflect on how they impact on clients,
Aug 2013
8
7.5
services and systems.
Trainees should demonstrate their ability to
promote and practice understanding for the personal and professional
culture, values and belief systems of others throughout their training and
endeavour to work within a multi-cultural framework. They should be
able to develop their awareness and understanding of the ways in which
services are provided and the degree to which they reflect the diversity
and needs of the communities they serve. Trainees should develop an
appreciation of inherent power imbalances (e.g. the power they hold in
the therapeutic relationship) and demonstrate an awareness of how to
address oppressive practice when they encounter it.
10. Personal and Professional Development
There are a number of issues pertinent to PPD that it is expected must be
demonstrated within all years of training as follows:







Observe professional standards and maintain a professional and ethical
value base, including that set out in the HCPC standards of conduct,
performance and ethics and Guidance on conduct and ethics for
Students and the BPS Generic Professional Practice Guidelines.
Show sensitivity to the demands made in law and the professional
regulation of all professions to ensure an inter-professional approach to
the exercise of duty of care.
Ensure confidentiality and informed consent, which underpins all
contact with clients and research participants.
Work effectively at an appropriate level of autonomy with awareness of
limits of own competence, and accept accountability to relevant
professional and service managers.
Effectively organise workload and manage priorities and competing
demands.
Show a degree of independence appropriate to stage of learning, i.e.,
be able to take responsibility and carry out work after general
discussion, and recognise when further consultation is necessary.
Adhere to service courtesies, dress code, punctuality, health and
safety, confidentiality, and other minimum quality standards.
Throughout the three years trainees are expected to show an increasing
ability to develop their self-awareness and explore the impact of
themselves on others. Trainees are expected to gain insight into and
manage their own learning needs and over the three years to develop
strategies to deal with these. Trainees are also expected to develop
strategies to handle the emotional and physical impact of the work, attend
to self-care and seek help where necessary.
11. Supervision
Initially there is an expectation that the trainee may have a limited
awareness of their own needs in supervision, with a focus on content
rather than process issues. As trainees progress into years 2 and 3 they
should show an increased awareness of their supervision needs, an ability
to focus on process and content issues, and the ability to be creative
within the supervision context. Throughout the three years there is an
9
Aug 2013
7.5
expectation that trainees will actively prepare and take responsibility for
their own supervision. This will involve demonstrating contracting and
reflexive skills. Trainees can usually expect to have their work observed
by their supervisor and to receive feedback, and vice versa. Observation
can be through joint work, the supervisor observing a session that the
trainee leads, or via video and audio-taping.
12. Research
In Year 1 trainees are usually expected to demonstrate the effective
application of research methods to examine the process and outcome
within a Single Case study. In Year 2 trainees are usually expected to
demonstrate the effective application of research methods via a Service
Evaluation on placement. In Years 1 and 2 trainees must demonstrate
their ability to conduct and write up Case Studies from placement
experience.
Trainees must be able to identify research questions,
understand ethical issues, chose appropriate methodology and appropriate
pathways for dissemination. Additional small research, evaluation or audit
projects may be undertaken on placement at any stage of training
according to the requirements of the service/placement.
Aug 2013
10
7.5
Sources of Information for Completion
of the Core Competencies Log
The following provides some suggestions for sources of information for
completion of the Competencies Log. This is not meant to be an exhaustive
list and some sources may be more relevant for certain competencies than
others.
Assessment of Clinical Competence (ACC)
Regular Supervisor feedback
Completion of self-rating therapy forms
Client feedback
Carer feedback
Feedback from professional colleagues
Teacher/Training feedback
Audio/Video tape records
Audit of own paperwork
Audit of case notes
Audit of letters / reports
Case presentations
Other
Aug 2013
11
7.5
Instructions for Completing the
Core Competencies Log
The core competencies log should be completed at the end of every
placement. It can be shared with your next supervisor to help the planning
process on your placement.
This is primarily a self-appraisal process, but the information utilised from the
differing sources provided on the previous page can help you appraise your
level of competence more accurately. There may be some competencies that
you have not had the opportunity to develop on a particular placement and
this should have been negotiated with your supervisor and clinical tutor. The
aim is for you to develop all the competencies across the three years of your
training. Record this as 0 in the relevant box and this will help highlight that
you need to develop this competency area on a future placement.
To complete the log:
Take some time at the end of placement and in your study time to reflect on
all of the available sources of information. One column should be filled in at
the end of every placement. Give yourself a rating based on the following
rating scale:
1.
I need to address this area as a matter of urgency
2.
I need to consider this an area for further development
3.
I have reached an appropriate level of competence in
this area for my stage of training
4.
I have progressed beyond the expected level in this
area
5.
This area is a particular strength
6.
Unable to address this area on this placement
Aug 2013
12
7.5
Core Competency Ratings Log
CORE SKILLS
1
1.
6
Relationship Building
Ability to:







2.
PLACEMENT
2 3 4 5
Show sensitivity towards and demonstrate
empathic and respectful attitude to clients and
carers.
Establish clients’ and carers’ trust and confidence
and form effective therapeutic alliances.
Show an awareness of boundary issues.
Establish staff members’ trust and confidence,
showing sensitivity to staff communications.
Develop relationships with staff in other
disciplines and/or formal carers, in order to
facilitate interventions and provide the best care
for clients.
Develop effective working relationships with
supervisor(s).
Demonstrate skills in managing challenging
relationships and situations.
Psychological Assessment
Ability to:






Aug 2013
Identify and assess health and social care needs of
a range of clients in a variety of contexts.
Interview and take a detailed history from clients,
taking account of a range of psychological,
developmental, social and physical/biological
factors
Select, use and interpret a broad range of
appropriate assessment methods, e.g., formal
procedures, systematic interviewing, structured
and idiosyncratic methods.
Administer and interpret psychometric
assessments (minimum requirement: WAIS-III,
WISC-IV and one of the following: Wechsler
Memory Scale (WMS), Adult Memory and
Information Processing Battery (AMIPB),
California Verbal Learning Test (CVLT), Doors
and People Test).
Conduct appropriate risk assessment.
Identify need for involvement of other services/
agencies and make appropriate referrals where
necessary.
13
7.5
3.
Psychological Formulation
Ability to:







4.
Develop formulations of presenting problems or
situations, integrating information and evidence
from assessments, incorporating inter-personal,
societal, cultural and biological factors.
Draw on theoretical psychological models to
inform formulation.
Show capacity to reformulate problems in light of
further information and ongoing intervention.
Use formulations with clients to facilitate their
understanding of their experience.
Use formulations to plan appropriate interventions
that take the client’s perspective into account.
Use formulations to aid inter-professional
understanding.
Demonstrate an awareness of the multiplicity of
formulations and work effectively whilst holding
competing explanations in mind.
Psychological Intervention
Ability to:






Aug 2013
Demonstrate an awareness of local and national
guidelines / best practice in relation to
development of psychological intervention.
Carry out procedures, intervention and treatment
appropriate to the presenting problem and to the
psychological and social circumstances and
organisational context of the client(s).
Apply knowledge flexibly to clinical problems,
e.g., adapt theoretical ideas to specific
presentations, understand the meaning of theory
for practice, generalise and synthesise prior
knowledge and experience, devise innovative
procedures.
Work collaboratively with others to implement
intervention where appropriate, e.g., clients,
partners, carers, couples, families, groups,
services, colleagues.
Monitor risk and understand the need to maintain
the safety of clients and others.
Have an awareness of termination issues,
recognise when to stop intervention and
communicate this sensitively to others.
14
7.5
5.
Evaluation
Ability to:



6.
Communication
Ability to:





7.
Select and implement appropriate methods to
evaluate the effectiveness, acceptability and
broader impact of interventions (both individual
and organisational) and use this to inform and
shape practice.
Audit clinical effectiveness through use of
individual and departmental evaluation / auditing
procedures.
Identify and critically appraise research evidence
relevant to clinical practice.
Express aims and nature of assessment and
intervention clearly and demonstrate careful
assessment of outcome, when reporting to and
liaising with clients and colleagues.
Demonstrate clarity, appropriateness and
timeliness of written, verbal and electronic
communication.
Communicate clinical and non-clinical
information effectively in a style appropriate to a
variety of different audiences.
Adapt style of communication to people with a
wide range of cognitive functioning, sensory
acuity and modes of communication: verbal,
electronic, written.
Demonstrate skill in the use of information
technology for recording and communicating
information.
Service Delivery
Ability to:




Aug 2013
Understand team structures and effective team
functioning through theoretical knowledge of
group dynamics.
Understand professional roles of all team
members.
Understand change processes in service systems.
Develop the skills, knowledge and values to work
effectively with systems, organisations and
contexts relevant to clients including: statutory
and voluntary services, self-help and advocacy
groups, user-led systems and the wider
community.
15
7.5






8.
Teaching and Training
Ability to:
 Prepare and provide formal and informal


9.
Contribute to interprofessional and multidisciplinary team activities, including meetings,
case conferences and reviews.
Work with users and facilitate involvement in
service planning and provision.
Understand and use consultancy models and how
consultancy contributes to practice.
Observe and understand leadership in practice.
Understand and participate in quality control and
quality assurance processes.
Demonstrate an awareness of the legislative and
national planning context of service delivery and
clinical practice.
teaching, training and seminars (considering aims,
needs of participants, facilities available and the
use of different teaching formats).
Facilitate the co-operative engagement of training
group / individual (use of language, awareness of
response of training audience and adaptation of
content to a changing process).
Monitor effectiveness of teaching / training, using
structured and unstructured feedback mechanisms
and self-appraisal.
Diversity
Ability to:
 Promote and practice understanding and respect





Aug 2013
for others’ personal and professional culture,
values and belief systems.
Understand and respect the impact of difference
and diversity upon self and others.
Consider the ways in which services are provided
and the degree to which they reflect the cultures
in which they are located and the diversity of the
communities which they serve.
Understand discrimination on the grounds of
difference.
Demonstrate an awareness and application of
anti-oppressive practice.
Appreciate inherent power imbalances (in
particular between practitioners and clients and
how to manage this, ensuring it is not abused).
16
7.5
10.
Personal and Professional Development
Ability to:










11.
Observe professional standards and maintain a
professional and ethical value base, including that
set out in the HCPC Code of Conduct and Ethics
for Students and the BPS Generic Professional
Practice Guidelines.
Show sensitivity to the demands made in law and
the professional regulation of all professions to
ensure an inter-professional approach to the
exercise of duty of care.
Ensure appropriate confidentiality and informed
consent, which underpins all contact with clients
and research participants.
Work effectively at an appropriate level of
autonomy with awareness of limits of own
competence, and accept accountability to relevant
professional and service managers.
Effectively organise workload and manage
priorities and competing demands.
Show a degree of independence appropriate to
stage of learning, i.e., be able to take
responsibility and carry out work after general
discussion, and recognise when further
consultation is necessary.
Develop self-awareness and explore impact of
self on others and vice-versa.
Manage own personal learning needs and develop
strategies for meeting these.
Develop strategies to handle emotional and
physical impact of own practice, seek appropriate
support where necessary, and attend to self-care
with good awareness of boundary issues (being
aware of issues relating to fitness to practice).
Adhere to service courtesies, dress code,
punctuality, health and safety, confidentiality, and
other minimum quality standards.
Supervision
Ability to:



Aug 2013
Understand the function of supervision and be
able to use this effectively.
Understand supervisory methods (including
creative approaches), roles and processes for both
supervisee and supervisor.
Be prepared for supervision, open to learning and
responsive to feedback.
17
7.5





12.
Offer and receive ideas and constructive criticism.
Think critically and reflectively, and evaluate
work in supervision.
Use supervision to discuss support issues and
needs.
Show awareness of boundaries between
supervision and personal support.
Demonstrate skills in the provision of supervision
at an appropriate level, within own sphere of
competence.
Research
Ability to:




Conduct Service Evaluation and small n research.
Conduct case studies, single case experimental
design, SAQs.
Identify research questions, understand ethical
issues, choose appropriate methodology, report
and select appropriate pathways for
dissemination.
Use databases for audit, evaluation and research
purposes.
,
Aug 2013
18
7.5
Instructions for Completing the
Log of Placement Experiences
This part of the log book is intended for trainees, and their supervisors and
tutors, to monitor the variety of experiences on placement. This range of
experience will not be available within any one placement; however, the aim is
for trainees to be aware of the potential range of work and to experience as
much of this as possible during the course of their training.
The log of placement experiences should be completed by the end of each
placement, although it is recommended that you complete the log as you go
along. It can be used to help the planning process on your current and future
placements.
Log of Placement Experiences
Trainee name.....................................................................
Core experiences:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
Speciality/ies
Supervisor(s)
Clinical Tutor
Age Range:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
0-5
6-11
12-18
19-40
41-64
65-80
80+
Range of difference and diversity on this placement (please state low, moderate, or high
variation):
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
Ethnicity
Sexuality
Class
Disability
Aug 2013
19
7.5
Gender
Faith/religion
Other
Presentation:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
Acute /short term
Enduring/long term
Mild
Moderate
Severe
Contributing factors:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
Organic
Psychosocial
Abuse/trauma
Social
Physical health
problems
Bereavement
Other
Special Needs:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
Placement
4
Placement
5
Placement
6
Challenging behaviour
Intellectual impairment
Physical disability
Communication
problems
Other
Focus of work:
Placement
1
Placement
2
Placement
3
Individuals
Groups
Carers
Families/couples
Organisation
Service user/ public
involvement
Community
Aug 2013
20
7.5
Service Setting:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
Placement
4
Placement
5
Placement
6
High dependency:
Inpatient /residential
(acute)
High dependency:
Inpatient /residential
(long-term)
Outpatient clinic
Community team
Day services
Primary health care
Secondary healthcare
Specialist (e.g. eating
disorder service,
assertive outreach)
Agencies outside NHS
Modes/types of work:
Placement
1
Placement
2
Placement
3
Direct work
Indirect work
through staff / carers
Multidisciplinary
team work
Experience /
observation of service
development or
planning
Group work
Teaching/Training
others
Inter-professional
learning
Working with
interpreters
Aug 2013
21
7.5
Interprofessional Learning/Other Educational activities (visits, seminars, workshops,
observation of other professionals etc.):
Placement 1
Placement 2
Placement 3
Placement 4
Placement 5
Placement 6
Neuropsychological tests
(please note that, as a minimum requirement you need to have
administered the WAIS-IV (or WAIS III), WISC-IV, and one of the following: Wechsler Memory
Scale (WMS), Adult Memory and Information Processing Battery (AMIPB), California Verbal
Learning Test (CVLT), Doors and People Test by the end of your training)
Aug 2013
22
7.5
Test
Function (eg differential diagnosis)
Placement/client group
WAIS -IV
WISC - IV
Memory assessment:
Other psychometric
assessment tools/tests:
Models:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
CBT
Psychodynamic
Systemic
Personcentred/
humanistic
CAT
Social
approaches
(community,
critical, social
constructionist
etc
Other
Supervision arrangements:
Placement
1
Placement
2
Placement
3
Placement
4
Placement
5
Placement
6
No of supervision
sessions
Joint work with
supervisor
Supervisor’s work
observed
Sessions observed by
supervisor
Aug 2013
23
7.5
Aug 2013
24
7.5