Relationships
BPS:
• Relationships/engagement with individuals, families, carers, services (assessing and working
therapeutically with complex service systems)
• Evidence must include direct reports from clients
• Developing and maintaining effective working alliances with clients, including individuals,
carers and services.
HCPC:
• You must get informed consent to give treatment (HCPC)
• You must respect the confidentiality of service users (HCPC)
Specific Goals
Evidence of Attainment
Modelling effective psychological relationships
with colleagues, carers, clients as required
Feedback from others
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns
Psychological Assessment
BPS
• 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; and
• 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
HCPC
• Ability to refer to another practitioner as necessary
Specific Goals
Evidence of Attainment
Leading a session on psychological assessment for
multidisciplinary colleagues
Relaying outcome of assessments to members of the
clients care team to encourage a shared
psychological understanding of difficulties.
Reports, electronic notes, conversations with care
coordinators
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns
Psychological Formulation
BPS
• 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 reformulating the
problem.
Specific Goals
Evidence of Attainment
Leading team on thinking about psychological
formulation in the work of the team and with
clients.
Teaching session about psychological formulation
in education slot for team
Using formulation to make formal written and/or
verbal recommendations to team/colleagues,
including effects on prognosis.
Use psychological theory to formulate issues
present within teams and between teams.
Discussion in supervision (supervision notes)
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns
Psychological Intervention
BPS
• 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:
• Individuals
• couples, families or groups
• services/organisations
• Understanding social approaches to intervention; for example, those informed by community,
critical, and social constructionist perspectives.
• Recognising when (further) intervention is inappropriate, or unlikely to be helpful, and
communicating this sensitively to clients and carers.
Specific Goals
Evidence of Attainment
Leading/guiding/facilitating MDT on
psychological interventions in this setting.
Showing an accurate awareness of when
intervention may not be appropriate and
communicating this sensitively to appropriate
parties.
Provide training / consultation for a staff group
aimed at improving the support offered to clients.
Completed staff training / consultation.
Feedback forms.
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns
Psychological Evaluation
BPS
• 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.
Specific Goals
Leading on service evaluation in this
organisational context, feeding back into service.
Developing new and innovative ways of
evaluating services where appropriate.
Evidence of Attainment
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns
Transferrable skills
BPS:
• 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.
• Critical and Reflective evaluation
• Exercising personal responsibility and largely autonomous initiative in complex and
unpredictable situations in professional practice.
HCPC:
• Working effectively in multi-disciplinary teams. You must communicate properly and
effectively with service users and other practitioners (HPC)
Specific Goals
Evidence of Attainment
Modelling leadership to multidisciplinary
colleagues
Leading on psychological governance in context
of placement/with team.
Able to recognise when knowledge gained from
other settings has particular relevance in this
context and to explain why.
Confidently express psychological views with
colleagues and MDT environment. To be an
ambassador for the profession.
Active part in meetings and seeking out
colleagues to share views. Feedback from
colleagues.
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns
Personal and professional skills and values
BPS
• Understanding of ethical issues and legally informed practice (Mental Health and Mental
Capacity Acts)
• 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.
• Work organisation and Time management
• Using supervision to reflect on practice, and making appropriate use of feedback received.
• Good awareness of boundary issues.
• Understanding of quality assurance principles and processes. Demonstrate an appropriate level
of professional practice in accordance with HPC Guidance on Conduct and Ethics for Students
and BPS Code of Practice
Specific Goals
Evidence of Attainment

to monitor self care practice on placement

work on self care protocol discussed in supervision

reflection on impact of therapeutic practice on self

evidence of self care protocol in placement practice

energy and time management practice
Resilience teaching – requires trainees to develop a self care
protocol. Teaches awareness of compassion
fatigue/satisfaction, vicarious trauma, burn unit, worker
engagement, job satisfaction
Empowering clients and families to be
involved in their care planning.
Supervisor Comments
Supervisor Rating: Good
Communication and Teaching
Satisfactory
Significant Concerns
BPS
• 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.
• Preparing and delivering teaching and training
• 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.
• Supporting others’ learning in the application of psychological skills, knowledge, practices and
procedures.
HCPC
• Written communication (including records) You must keep accurate records
• You must effectively supervise tasks you have asked people to carry out
Specific Goals

To prepare and deliver a CPD event for colleagues
Teaching – focus on a continuation of skills from formal
presentation/delivery to facilitation of groups using
experiential approaches
Leading on psychological governance in
placement setting –
education/teaching/consultation session with
this to colleagues

To prepare and deliver a small CPD event for colleagues
Supervise assistant psychologist
Supervise graduate worker, PWP worker, low
intensity IAPT , other students and colleagues in
their psychological work
Able to devise new ways of disseminating
psychological knowledge when team is unable to
commit to formal training.
Confidently express psychological views with
colleagues and MDT environment. To be an
ambassador for the profession.
Provide training / consultation for a staff group
aimed at improving the support offered to clients
Evidence of Attainment

Evidence of preparation and delivery using 1) a
presentation approach with powerpoint 2) a facilitation
approach using group exercises
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns
Service Delivery
BPS
• 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 and leadership models and the contribution of consultancy and leadership
to practice.
• Understanding of leadership theories and models, and their application to service development and
delivery.
• 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.
Specific Goals

To be able to be self aware of the impact of a small
group/team context and be aware of other attendees
perspectives

Able to use a systematic mapping tool to map the
composition of the team in order to assess the team
members collective resources of knowledge, skills,
experience and available time


Evidence of Attainment

Debrief of meetings and supervision

Team composition map completed as part of locality work
for ROP- working in systems series teams 1 15/01/12 and
discussed in supervision
Able to produce a care pathway of the entry into the team of
a referral and the process through assisted intervention and
exit.

Task care pathway completed as part of locality work for
ROP – working in systems series: teams 1 15/01/12 and
discussed in supervision
To offer either expert or process based consultation to
colleagues

Facilitated a group of colleagues to discuss a case/referral
(process consultation). Research of a particular topic of
relevance to colleague, careful preparation of how to
present and lead resulting discussion (expert consultation)
Teaching self in context/small groups. Focus on impact of context of
individuals, repertoire of behaviours, impact and power/empowerment
Supervise graduate worker, PWP worker, low
intensity IAPT , other students and colleagues in
their psychological work
Including the views of service users and staff in
service development/improvement/audit projects.
Set up meetings with service leaders (team, sector
managers) to understand the broader political
context of teams work (commissioning, national
pressures).
Visit a service that has been set up with reference to
a psychological theory (e.g. Attachment theory in a
forensic ward, stages of change in an eating disorder
service).
Schedule in time in supervision to reflect on
leadership and/ or consultancy models. Offer to
share material from the course with superisors. Use
models to reflect on your own style, and the
challenges to using the models within clinical
practice.
Supervisor Comments
Supervisor Rating: Good
Satisfactory
Significant Concerns