PRACTITIONER
DEVELOPMENT PROGRAMME
TRAINING FOR TRAINERS
Tutor peer review form
Rating sheet to score PDP trainers’ autonomy support, structure, interpersonal skills/
involvement and participants’ engagement
Trainer’s autonomy support
Uses extrinsic motivational
resources, e.g., incentives and
consequences.
Delivers messages in a direct
manner, sets deadlines and
seeks
compliance from clinicians.
1
2
3
4
5
6
7
For example, the trainer asks the
clinicians to suggest ways of
delivering interventions, supports
their ideas and stimulates new
ideas by engaging the group.
For example, trainer tells
clinicians exactly how they should
deliver interventions and is not
open to suggestions about
alternative forms of delivery.
Uses controlling language
when training clinicians.
For example:
- Controlling and coercive
language
- Terms such as should, must,
have to, got to
- Delivered in a pressuring,
rigid, no-nonsense manner
Nurtures intrinsic motivational
resources. Focuses on
stimulating interest and
enjoyment. Sets challenges,
fosters feelings of competence,
confidence among clinicians and
encourages choice making
1
2
3
4
5
6
7
Uses informational language.
For example:
- Provides rich information
- Is flexible
- Language is not at all
controlling
1/3
Neglects the value, importance
of tasks, behaviour
1
2
3
4
5
6
7
For example ,trainer doesn’t
explain the value, meaning, use
of different exercises, and does
not emphasise their benefit or
importance of different training
exercises.
Does not accept that negative
affect is OK.
Identifies the value, importance
of tasks, behaviour
For example, trainer identifies
value, meaning, use, benefit and
importance of the tasks included
in the training… “This is
important because”
1
2
3
4
5
6
7
For example, if the clinicians
complain that they do not want to
do a task, or do not want to
deliver a certain part of the
intervention the trainer does not
accept these feelings, and accept
that it could be difficult. Instead
they try to change the task into
something else.
Recognition of negative affect:
Accepts that negative affect is
OK, listens to and accepts it
For example, if the clinicians
complain that they do not want to
do a task, or do not want to
deliver a certain part of the
intervention the trainer listens
carefully to their problem, is open
to complaints and accepts as OK
valid reaction
Trainer’s involvement
Trainer seems cold, closed.
1
2
3
4
5
6
7
For example, is very business like
and doesn’t appear to enjoy time
with group
Trainer withholds personal
resources, such as time,
attention, energy.
For example, trainer does not
spend time chatting with and
getting to know clinicians (names,
personal interests etc).
Tutor peer review form
Trainer seems warm and open
For example, expresses affection
to the clinicians and appears to
enjoy time with group
1
2
3
4
5
6
7
Invests personal resources,
such as time, attention, energy
For example, trainer does spend
time chatting with and getting to
know clinicians (names, personal
interests etc).
2/3
Trainer maintains a closed,
distant physical proximity to
clinicians.
1
2
3
4
5
6
7
For example, walks over to
clinicians during the class, or
stands near to the clinicians
when talking to them.
For example, stays up front
during class.
Trainer does not get to know
clinicians.
For example, makes no mention
of names, or personal histories/
interests, things previously
discussed in the group.
Tutor peer review form
Trainer maintains a close
physical proximity to clinicians.
1
2
3
4
5
6
7
Trainer gets to know
participants.
For example, gets to know
clinicians names, personal
histories/ interests, things
previously discussed in the group
3/3