Portfolio submission for applicants applying for test user
qualifications in forensic testing contexts
Route 2 applicants only
Name:_____XXXXXXX_____
BPS Membership number:______XXXXXXX__________
Ref#
Module Title
Category
Module contents
Evidence of how you have
applied the standards
Module Set: 4C
107
Introduction to
testing: Forensic
Psychological This module introduces the
Knowledge
different types of test and other
assessments used in forensic
contexts, considers the role of
testing in the broader
assessment processes and
issues in the administration of
tests under different levels of
supervision.





DClinPsy teaching
(Institute of
Psychiatry, KCL)
including specific
components on both
test use in clinical
contexts and specific
forensic teaching
Supervised practice
of test use within
forensic placement as
Trainee Clinical
Psychologist under
supervision of Prof.
XXX
Supervised practice
of test use within
specialist
neuropsychology
placement at XXXX
Hospital under
supervision of Prof
XXXX,
Neuropsychologist
5 years of continued
practice as qualified
clinical psychologist
in forensic (medium
secure) context,
including supervision
from experienced test
users
Self-directed reading
in test use to answer
clinically relevant
questions, e.g.
malingering
108
Administering
tests to one or
more
candidates, part
1: Forensic
Practitioner
Skill
This module covers practical
skills in preparing a face-to-face
test administration session,
administering and scoring tests.


Covered within
DClinPsy teaching
and supervision – e.g.
being “passed out” on
the WAIS
assessment;
specialist
neuropsychology
clinical placement;
Conducted numerous
assessments
clinically using a
range of
neuropsychological,
personality, and other
clinical tests.
109
Administering
tests to one or
more
candidates, part
2: Forensic
Practitioner
Skill
This practical module covers the
skills of developing rapport with
test takers and conducting the
test session and scoring in
accordance with test guidelines.
See 108
110
Maintaining
security and
confidentiality of
the test
materials and
the test data:
Forensic
Practitioner
Skill
This module covers the ethical
use of tests and test data
including storage, confidentiality
and compliance with relevant
legislation.
Covered within DClinPsy
teaching; ongoing adherence
to internal confidentiality
procedures and national
NHS IG procedures; advice
and support given to
importance of security of test
materials (e.g. saved within
‘break-glass’ system) in
Trust’s development of an
electronic patient record
system (consulting BPS
guidelines); ensuring all tests
are safely and securely
stored – only accessible to
psychologists; taking
responsibility for ordering test
materials within the
department; ensuring
supervision of newly
qualified/trainee status staff
is adequate and appropriate
procedures are in place to
ensure clinical safety; written
reports where the level of
test data expressed is
modulated to the relevant
context (e.g. in malingering
assessments)
certificate_284378.p
df
Ref#
Module Title
Category
Module contents
Evidence of how you have
applied the standards
Module Set: 5I
218
Ability and
Aptitude
Psychological
Knowledge
This module introduces the
main models of intelligence that
underpin tests of ability and
aptitude, how test scores may
interact with background and
environmental factors and the
impact of this, and alternative
types of tests or assessments
that may be used in
occupational settings.
Detailed teaching on
intelligence testing methods
and specific tests such as the
WAIS; administration of
multiple assessments of the
WAIS (including WAIS-R and
WAIS-III) and abbreviated
tools such as the WASI
across a wide range of
contexts (e.g. on clinical
training – national specialist
autism child service; learning
disability service; specialist
adult neuropsychology
service; medium secure
forensic placement) and
development of skills in
interpretation (e.g.
understanding when V-P
discrepancy means a FSIQ is
not consistent; reporting on
the effects of
medication/other
environmental factors;
reporting on the effects of
fatigue, sensory impairment,
etc); administration of the
WAIS (WAIS-R, WAIS-III and
WAIS-IV) within medium
secure forensic settings as a
clinical psychologist;
administration of the RPM
(Raven’s Progressive
Matrices) where appropriate
to non-English speaking
clients.
The applicant attached an
anonymised Cognitive
Assessment Report
219
Personality,
Personality
Disorder and
Assessment
Psychological
Knowledge
This module provides an
overview of theories of
personality, personality disorder
and psychopathy. It explores
issues of stability in personality
over time and how background
and environmental factors may
affect the development and
expression of personality. It
covers the main issues in the
assessment of personality,
personality disorder and
psychopathy, exploring different
methodologies, the variety of
measures available, how
different approaches deal with
bias and the issue of
openness/honesty, and the
impact of the ‘labels’ of PD and
psychopathy.
Detailed teaching on clinical
models of personality
disorder through DClinPsy
teaching; assessment of
personality disorder on
forensic placement as a
trainee clinical psychologist
and as a qualified clinical
psychologist; specialist
training in PCL-R
assessment and additionally
CAPP (Comprehensive
Assessment of Psychopathic
Personality) including
completion of cases under
supervision; specialist
training in other assessment
measures such as the IPDE
(International Personality
Disorder Examination);
attendance at training in the
DSM-5 and self-directed
reading around the new
hybrid dimensionalcategorical model of PD;
clinical application of all the
above scales and additionally
self report instruments
including the MCMI-III, the
PNI (Pincus Narcissism
Inventory), the DIN
(Diagnostic Interview for
Narcissism) and use of these
tools within a comprehensive
assessment and individual
formulation based
approached; assessment of a
wide range of clinical
personality presentations
including narcissistic,
histrionic, schizoid, paranoid,
schizotypal and obsessivecompulsive personality
disorders; teaching DClinPsy
students about personality
disorder and introduction to
assessment in a forensic
context.
See relevant training
certificates and anonymised
exemplar reports.
2014 1st + 2nd May
CAPP Comprehensive.pdf
DSM-5
conference-June 2013.pdf
Journal Club - 1st
July 2013.pdf
(PCL-R training completed in
2009 by XXXXX at Institute of
Psychiatry; certificate not
available)
The applicant attached an
anonymised IPDE and PCLR Psychology Assessment
Report
The applicant attached an
anonymised Psychology
Assessment, encompassing
mental health, actuarial risk
and sex offending
220
Mental Health
Assessment
Psychological
Knowledge
This module provides an
overview of the theories and
models of mental health
functioning and difficulties that
are relevant for forensic
practitioners. It considers the
ways in which mental health
difficulties are assessed, the
strengths and weaknesses of
each approach, when mental
health assessments are/should
be made, and how they are
used in forensic contexts.
Hopefully demonstrated
through successful
completion of DClinPsy
training and subsequent
experience in this area.
2012 June 28th Aspergers Assessment.pdf
Summer School
Certificate 2013.pdf
The applicant attached an
anonymised Psychology
Assessment, encompassing
mental health, actuarial risk
and sex offending
221
Risk
Assessment
Psychological
Knowledge
This module provides an
overview of the different
approaches to risk assessment
including clinical, actuarial,
structured professional
judgement approaches and
measures such as OASyS, LSIR. It explores the strengths and
weaknesses of each approach
and the most appropriate uses
of each approach. It also
considers the relationship
between psychopathy and risk,
how assessments of
psychopathy can add to risk
assessments, and when
psychopathy should be
assessed.
Completed specific training in
the HCR-20 (version 2) and
the HCR-20 (version 3).
Significant experience in
completion of HCR-20
reports in a forensic context.
Involvement in systemic (unit
wide) approach to completion
of HCR-20s and contribution
to policy development.
Teaching of HCR-20
assessment to: DClinPsy
trainees; nursing staff and
other clinical staff;
psychology staff outside a
forensic context needing to
develop some forensic
assessment skills. Teaching
includes significant
information on differences
between
clinical/actuarial/SPJ
approaches, history of the
above, and current evidence
base (i.e. SPJ approaches).
Assessments of psychopathy
and personality disorder
more generally completed as
appropriate and included
within the risk assessment,
particularly where relevant to
part of overall risk
formulation.
Completed training in the
RSVP and use of within
forensic settings; used the
assessment within forensic
medium secure and forensic
learning disability contexts.
Completed specific fire
setting risk assessments e.g.
NFRA
See training certificates. See
anonymised report.
2012 January
30th+31st - HCR V3.pdf
Clinical skills
12-10-11 - feedback from teaching.pdf
Risk assessment 15 5
12.pdf
Teaching
Confirmation Risk Management.pdf
Clinical Skills
Teaching Confirmation Risk Assessment and Manag
The applicant attached an
anonymised HCR-20
(Version 3) Violence Risk
Assessment Report
The applicant attached an
anonymised RSVP (Risk of
Sexual Violence Protocol)
Risk Assessment Report
Module Set 5J:
206
207
The basic principles
of scaling and
standardisation
Psychometrics This module covers the
fundamental statistical
principles used to describe
and interpret test scores,
different types of test scores
and how these can be
applied.
Basic principles of
norm-referenced
Psychometrics This module introduces the
different ways in which test
scores can be interpreted
Undergraduate psychology
degree (BA Experimental
Psychology; University of
Oxford) included a significant
taught component on test
score approaches and
methodology. This was
covered again within the
DClinPsy qualification.
Undergraduate psychology
degree (BA Experimental
Psychology; University of
interpretation
208
and contextualised, including
issues in obtaining accurate
and representative
comparison groups on which
to base interpretations.
Oxford) included a significant
taught component on test
score approaches and
methodology. This was
covered again within the
DClinPsy qualification.
Test theory –
Psychometrics This module covers the
Classical test
central issue of the accuracy
theory and reliability
of test scores, showing how
accuracy is estimated, the
factors that affect a test’s
accuracy and how
knowledge of a test’s
accuracy can be used to
treat test scores
appropriately.
Undergraduate psychology
degree (BA Experimental
Psychology; University of
Oxford) included a significant
taught component on test
score approaches and
methodology. This was
covered again within the
DClinPsy qualification.
Additionally, use of various
psychometrics tools within
DClinPsy research project
(published article) required
strong statistical knowledge
and analysis of various types
of reliability (e.g. Cronbach’s
alpha) of the tests used
within that project, but also of
the reliability statistics
reported in the literature (e.g.
test-retest reliability, split-half
reliability, etc).
Reviews of various papers for
various journals requiring
knowledge of statistical
concepts including
validity/reliability – some
examples attached
Ongoing attendance at Trust
main Research Governance
Group where issues of
statistical knowledge and test
methodology are commonly
needed
Motivating inpatients
to engage with treatment.pdf
Patient_Preference_
and_Adherence_peer_review_acknowledgement.p
222
Validity: Forensic
Psychometrics This module covers the
central concept of validity or
‘fitness for purpose’,
describing the different
methods by which the
validity of tests can be
judged and the relationship
between reliability and
validity. It also considers
issues of reliability and
validity in relation to the
different risk assessment
approaches and the
meaning of ‘scores’ on risk
assessment tools.
Significant experience in
HCR-20 use and avoidance
of “counting up the numbers”,
knowledge of how actuarial
tools (e.g. RM2000, VRAG)
are based on specific
populations and extending
beyond these populations is
of questionable validity;
Practitioner
Skills
Use of tests is always as part
of a hypothesis-led approach
where clinical hypotheses are
tested and excluded; “reason
for report” is clear within my
reports providing a clear
justification why a test has
been chosen and used
See exemplar reports
The applicant attached an
anonymised HCR-20
(Version 3) Violence Risk
Assessment Report
Module Set: 5K
223
224
Deciding when
psychological tests
should or should
not be used as part
of an assessment
process: Forensic
Making appropriate
use and
interpretation of test
results: Forensic
Practitioner
Skills
This practical module
involves the selection of one
or more tests for use in a
range of specific forensic
contexts, requiring both
technical and practical
considerations, and ensuring
that the test and testing
process would meet best
practice standards, be fair to
all test takers and meet the
requirements of all relevant
legislation.
See exemplar reports
included elsewhere within
this document
This module covers the
practical skills of test
See exemplar reports
interpretation, including
included elsewhere within
putting scores into context
this document
and providing accurate
descriptions of score
meanings, interpreting
scores with due regard to the
technical properties of the
test and any adjustments
made to the test session,
and making appropriate links
between test scores and the
reason for assessment.
Module Set: 5L
225
226
Providing written
feedback: Forensic
Providing oral
feedback: Forensic
Practitioner
Skills
Practitioner
Skills
This practical module covers
the ability to provide written
feedback on the outcome
from one or more tests,
including a rationale for test
use, clear and accurate
descriptions of scores and
how these have been
derived, and any predictions
based on test scores. The
application of computergenerated reports for
feedback is also explored.
The module includes reports
written for a variety of
purposes, such as reports
for case reviews, parole
board reviews, development
of risk management
strategies etc.
See exemplar reports
This practical module covers
the ability to provide oral
feedback on the outcome
from a test, including
accurate descriptions of the
instrument, scores and the
meanings attached to
scores, in an appropriate,
supportive and nonjudgemental manner. The
module covers oral feedback
given to test takers and in
oral ‘hearings’ such as to
case reviews, parole board
reviews, courts etc.
Verbal feedback is typically
provided to the patient in a
summarised form; though I
will also go through an entire
report with a patient where
this is judged clinically
appropriate; patients are
offered copies of reports
where appropriate and if this
is taken up they are then
offered a discussion session.
Also provided evidence
verbally for the criminal and
family courts relating to
various cases (e.g. Oral
evidence at XXX Crown court
in a criminal trial involving a
case of dependant
personality disorder; oral
evidence at various family
court hearings on a range of
different personality disorder
types).
Email exchange
demonstrating feedback from written ev
(this feedback related to
complex interviewing and
assessment of a client with
antisocial personality disorder
features)
Email exchange
demonstrating feedback from providing evidence in