Counselling Psychology Placement

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Department of Psychology Faculty of Health and Life Sciences

Professional Doctorate in Counselling Psychology

Placement Handbook

2012-2013

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Contents

Welcome to Placement Providers ................................................................................................... 3 Welcome to Trainees....................................................................................................................... 3 Core Teaching Team ....................................................................................................................... 4

Administrative Support ................................................................................................................ 4 Key Roles ........................................................................................................................................ 4

Placement Coordinator ............................................................................................................... 4 Personal Tutor ............................................................................................................................. 4 Placement Administration ........................................................................................................... 5

About the Doctorate......................................................................................................................... 6 Structure of the Programme ........................................................................................................ 6

Theoretical Orientation and Course Material .......................................................................... 6 Trainees Log Book ................................................................................................................. 7 Class Attendance .................................................................................................................... 7 Training, Networking and Support for Placement Supervisors ............................................... 7

Setting up the Placement ................................................................................................................ 9 Pre-Placement Meetings ............................................................................................................. 9 Ethical Framework ...................................................................................................................... 9 Full Disclosure of Trainee Status .............................................................................................. 10 Requirements for Supervision ................................................................................................... 10 Supervision Contract ................................................................................................................. 11 Placement Duration and Hours ................................................................................................. 11 Personal and Professional Indemnity ....................................................................................... 11 Placement and Course Communication ................................................................................... 12

Placement Approval and Monitoring ............................................................................................. 13 Setting ....................................................................................................................................... 14

Skills and Experience beyond Therapy ................................................................................ 14 Equal Opportunities ................................................................................................................... 14 Dual Relationships .................................................................................................................... 14 Supervision ............................................................................................................................... 15

Supervisory Hours ................................................................................................................ 15 Mapping Placements to the Programme Syllabus ............................................................... 15 Supervisor Qualifications ...................................................................................................... 15 Private Supervision ............................................................................................................... 16 University Group Case Discussion ....................................................................................... 16

Client Assessment and Referral Pathways ............................................................................... 16 Session Taping ......................................................................................................................... 17 Health and Safety ...................................................................................................................... 17

Assessment and Evaluation .......................................................................................................... 18 Supervisors Report - Guidance ................................................................................................ 18 Client Log and Client Notes ...................................................................................................... 18 Counselling Supervision Log .................................................................................................... 19

APPENDICES ............................................................................................................................... 20 Appendix 1 ..................................................................................................................................... 21 Appendix 2 ..................................................................................................................................... 23 Appendix 3 ..................................................................................................................................... 25 Appendix 4 ..................................................................................................................................... 28 Appendix 5 ..................................................................................................................................... 31 Appendix 6 ..................................................................................................................................... 36 Appendix 7 ..................................................................................................................................... 37 Appendix 8 ..................................................................................................................................... 76 Appendix 9 ..................................................................................................................................... 77 Appendix 10 ................................................................................................................................... 80 Appendix 11 ................................................................................................................................... 81 Appendix 12 ................................................................................................................................... 82

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Welcome to Placement Providers The members of the teaching team at the University of the West of England thank you for your contribution to the training of Trainee Counselling Psychologists enrolled on the Professional Doctorate in Counselling Psychology. Our trainees placements are integral to their professional training and thus to our programme. We appreciate the support you offer to our trainees and to the programme, by offering placements and supervision within your organisation. We hope that your experience in supervising Trainee Counselling Psychologists will be both enjoyable and useful. We would welcome hearing from you about ways in which we can further develop our relationship with placement providers or about how to develop our programme generally. We wish to foster regular and positive contact between teaching team members and the placement organisation. Please do not hesitate to get in touch with us if you have any suggestions about how we can better ensure our students are well prepared for their placements, ways in which we might improve the planning and delivery of our programme, or any other suggestions that would help us to maintain good contact between supervisors and the teaching team. We view our contact with you as central to ongoing efforts to consolidate and extend the programme. The information contained in this Handbook covers major areas of cooperation between supervisor, the university and the student. We hope you find it useful in clarifying expectations from all parties, including our ongoing commitment to support you. Thank you once again for accepting one of our trainees for placement and supervision.

Welcome to Trainees This Handbook has been produced to support and guide you in the processes involved in finding and undertaking placements. The learning and development acquired in a diverse range of counselling psychology placements is integral to your training. Sound planning and preparation will ensure that you maximise the training opportunities available. The more attention you give to the types of placements you want, and the supervisors with whom you would like to work, the better your experience will be. The Placement Coordinator and the teaching team are available to support you in the placement process. However, you will be expected to be highly self-directed in this domain. You can do this by identifying areas of interest, seeking out placements proactively, and making contact with counselling psychology/counselling service providers. This will consume a significant amount of your time and energy and requires sustained attention throughout your years of training.

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Core Teaching Team Elizabeth Dartnall (P Lead) Phone: 0117 32 83794 [email protected] Dr Toni Dicaccavo Phone: 0117 32 82181 [email protected] Andrea Halewood Phone: 0117 32 83889 [email protected] Leslie Hayes Phone: 0117 32 82182 [email protected] Liz Maliphant Phone: 0117 32 81384 [email protected] Dr Naomi Moller Phone: 0117 32 82177 [email protected] Christine Ramsey-Wade (PC) Phone: 0117 32 82193 [email protected]

Administrative Support

Sue Linsley / Jaya Mistry Phone: 0117 32 83499 [email protected] Student Advice Phone: 0117 32 85678 https://info.uwe.ac.uk/ssd/default.asp

Key Roles

Placement Coordinator

The placement coordinator has responsibility for establishing the appropriateness of potential placement opportunities, and for coordinating the planning and management of placements. The role carries responsibility for monitoring and maintaining standards of placements including health and safety, ensuring that placements provide adequate opportunity for the trainee to obtain the required training, providing a central point of contact with the university, and developing communication channels with placement providers. The placement coordinator acts as a liaison between organisations, trusts, supervisors and the university; a major part of the placement coordinators role is to facilitate such communication. The placement coordinator may also arrange opportunities for meetings among supervisors to facilitate communication between them and support them in their roles. Where the placement supervisor has concern about matters affecting a trainees placement, the placement coordinator provides a first point of contact.

Personal Tutor

Each trainee is allocated a personal tutor for the duration of their enrolment in the Programme. Personal tutors are members of the core teaching team and provide oversight over their continuing and timely progression through the programme. Personal tutors offer continuity of support to trainees, and will provide an advocacy role for trainees where necessary. The personal tutor, in regular tutorials with the trainee, also provides the forum in which personal, academic and professional issues may be discussed in the context of overall training. The personal tutor also participates in the trainees interim and end of year appraisals, in which performance in all aspects of the programme are discussed

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with the trainee, including reports from placement supervisors, and suitability to progress in training is determined.

Placement Administration

The administrative office of the Faculty of Health and Life Sciences incorporates positions for placement administrators. The current placement administrators are Ms Susan Linsley and Ms Jaya Mistry. Support and contact between the university and the placement providers will normally be via the core teaching team. However, there may be occasion where contact will be made through the placement administrators.

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About the Doctorate The Professional Doctorate in Counselling Psychology was launched at The University of the West of England in 2007 to provide opportunities for training as Counselling Psychologists in the West of England. It is accredited by the British Psychological Society and approved by the Health Professions Council. The forerunner to this Programme was the MSc in Counselling Psychology which ran from 2004. The Department of Psychology, in the Faculty of Health and Life Sciences, has offered Bachelor and Postgraduate Awards in Psychology accredited by the British Psychological Society (BPS) for some years. It has also offered successful counselling training programmes, accredited by the British Association of Counselling and Psychotherapy. The decision to offer BPS accredited training in Counselling Psychology was a natural development from these well-subscribed programmes. Students accepted on to the Professional Doctorate in Counselling Psychology at UWE must hold the Graduate Basis for Chartered Membership (GBC) with the BPS, and must also have completed training in counselling Skills. Full training to Chartered Counselling Psychologist status requires three years of full-time study or its part-time equivalent. The Professional Doctorate in Counselling Psychology is currently available on a part-time basis over 5 years.

Structure of the Programme

In order to become eligible to apply for chartership with the Division of Counselling Psychology of the British Psychological Society, the trainee must complete 450 client hours overall. Students are required to accrue a minimum of 35 hours on placement in the first year of study, a minimum of 100 hours on placement in their second year, and a minimum of 100 hours on placement in their third year. Appropriately supervised hours accrued over the summer period between years may also be counted. See Appendix 1 for a table summarising this structure. Theoretical Orientation and Course Material The over-riding theoretical model for the Professional Doctorate in Counselling Psychology at UWE is the relational model. As such, all teaching, skills practice and case discussion in Year 1 is within this orientation. We also believe counselling psychologists need to demonstrate a sound understanding and competence in CBT. As such, all teaching, skills practice and case discussion in Year 2 is from a CBT orientation. Placements in Years 1 and 2 must be within an established organisation, such as a GP practice, third-sector agency, student counselling service or an NHS service. In Year 3, we teach students about models of integration, ethics and working with common presenting problems. Students also begin their doctoral level research project in Year 3. Students are therefore beginning to form their professional identities at this stage, and can become more involved in

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undertaking clinical assessments and working in more independent and complex contexts. We also strongly encourage students to undertake longer-term client work as part of their relational training from Year 3 onwards. Teaching in Years 4 and 5 is limited due to the growing focus on research, but students do receive tuition in working with couples and families, working with groups, and working with mental health issues. We therefore encourage students to seek clinical experience in these modalities see again the tables in Appendix 1. The training is designed and delivered with adult individual clients in mind. There is, however, a requirement that trainee counselling psychologists seek experience in other modalities, i.e. working with couples, families, groups and/or organisations, in the latter years of their training. This is again summarised in the tables in Appendix 1. Placements working with children are permitted, so long as trainees do not exceed 30% of their overall clinical hours i.e. 135 hours. We consider working with young people aged 16+ as working with adult individuals. Working with young people 15 years and under is considered working with children. It would be expected that specialist training for working with children would be provided by the placement, as this area is not covered by the course. Trainees Log Book Trainees document their ongoing clinical work in their Log Books, which are evolving Portfolios of Evidence pertaining to their personal and professional development, for assessment and evaluation purposes. It contains copies of all the relevant paperwork (placement contracts, supervisors qualifications, client logs etc) required to evidence their clinical work. The Log Book (LB) forms are referred to within this document. In the Appendices you will find copies of the relevant forms that placement supervisors or supervisees will be asked to complete. The Log Book is reviewed at an interim and end of year appraisal. A copy of the complete Log Book is also available to placement supervisors if you wish to have a copy. Class Attendance Trainees generally attend classes at the university for one full day a week during term time during years one, two and three, usually either on a Monday or a Thursday. Attendance is more irregular in years four and five, to accommodate shorter modules and regular research team meetings. In addition to the one day a week trainees may be required to attend at the University during exam periods and during short intensive training courses. Training, Networking and Support for Placement Supervisors In recognition of the investment of placement providers in the development of our trainees, we seek to offer regular opportunities to support placement supervisors in developing your supervision practice. We hold annual placement fairs which

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incorporate a CPD lecture and an annual meeting between placement providers and the programme team. Where possible, we will also provide access to supervision training workshops for placement supervisors as well. Please contact the placement coordinator for information on upcoming events. At present, we also host quarterly networking meetings for interested counselling psychologists practicing in the NHS in the South West. If you are interested in joining this network or forming further supervisor networks, virtual or otherwise, please contact the placement coordinator. In addition, we are piloting a scheme whereby placement supervisors listed on our database can become members of UWE Libraries. After registering in person by providing two forms of ID as well as proof of employment by the placement organisation, members under this scheme can borrow up to 5 books from any UWE library, issue holds, use reference materials, photocopiers and small study group spaces, and access a wide range of databases from either our Glenside Library in Bristol or the Alexandra Warehouse in Gloucester. For more information on the scheme or to register, go to http://www1.uwe.ac.uk/library/visitingthelibrary/notbasedatuwe/healthcareprofessionals.aspx .

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Setting up the Placement Trainees are responsible for seeking and arranging their own placement opportunities, although the placement coordinator offers support in achieving an appropriate placement where possible. A register of suitable placements is held by the placement coordinator and we welcome the opportunity to discuss further placement possibilities with organisations. Trainees are expected to make initial contact with a potential placement provider, and are encouraged to approach the placement with the same preparation that they would in applying for employment. That is, the supervisor should expect that the trainee will provide a curriculum vita that specifies their academic qualifications, work experience, and any clinical experience in a voluntary or paid capacity.

Pre-Placement Meetings

The trainee and supervisor should arrange to meet prior to commencement of the placement to agree and set down goals for the placement and arrangements for supervision, and for the supervisor to explain the model of supervision he or she will be using. Trainees should provide new placement supervisors with a copy of their last placement supervisors report to assist with this discussion, as well as a copy of their most recent Programme Requirements Checklist (Form LB22, see Appendix 2) when available, which summarises their previous placement experience. The trainee should also discuss with the supervisor what expectations are held for their learning while on placement, in particular those learning outcomes identified by the university as outlined in the supervisors report. Trainees are expected to provide their placement supervisors with a copy of the learning outcomes from their current practice module (PPD) handbook; these should be considered when agreeing the aims and objectives of the placement at the contracting stage. The trainee may also wish to flag areas in which they have a particular interest in developing or extending their competence. Please use the Opportunities for Experience Table in LB4 in Appendix 5 to structure this discussion.

Ethical Framework

Trainees undertaking the Professional Doctorate in Counselling Psychology are required to understand and work with the Code of Conduct, Ethical Principles and Guidelines of the British Psychological Society and the Division of Counselling Psychology Guidelines for the Professional Practice of Counselling Psychology. In addition, they adhere to the Health Professions Councils Standards of Conduct, Performance and Ethics. Where Supervisors are not familiar with BPS or HPC Guidelines, they may obtain a copy of the Guidelines from their trainees or the Placement Coordinator.

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Full Disclosure of Trainee Status

It is imperative that all service users and research participants are fully aware that they are working with a counselling psychologist in training, whose work is supervised by accredited professionals. There are many means by which this can be done, whether in leaflets, on websites, and/or in assessments; individual placement providers can implement this according to their preference. In Appendix 9, you will find a letter of introduction for students to issue to all clients in their first session, outlining their training status. A job description for a trainee counselling psychologist is also included in Appendix 2 for reference purposes.

Requirements for Supervision

Placement supervisors are expected to supervise their trainees clinical practice in accordance with either the Guidelines for Supervision of the Division of Counselling Psychology (http://download.bps.org.uk/downloadfile.asp?file_uuid=A2E0E34D-1143-DFD0-7EB9-9419CEE49D85&ext=pdf&fromServer=dcop.bps.org.uk&randomID=FAF68314-F003-1EB4-D9D6A547672D9E3F ) or the equivalent guidelines of their professional body. Placement supervisors hold clinical responsibility for their trainees practice; university tutors or case discussion group leaders do not. Placement supervisors should follow the guidance given on page 18 of this document when assessing students practice using the Placement Supervisors Report forms found in the Appendices. Placement supervisors should also make themselves aware of the UWE Professional Suitability Policy, which sets out how the University may respond to instances where a concern is raised regarding a students professional suitability and the type of action that the University may take to deal with the concern and to support the student. This policy can be found at http://www2.uwe.ac.uk/services/Marketing/about-us/pdf/professional-suitability-and-conduct-procedure.pdf . Box 1 below summarises the main supervision processes required by the programme, with which most supervisors will already be familiar and which supervisors will achieve in a manner consistent with their training and approach.

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Box 1 Requirements for Supervision

Read trainees previous placement supervisors report and/or LB22 to ascertain placement experience to date

Set goals and arrangements for supervision

Explain model of supervision

Consider learning outcomes from students relevant taught modules and incorporate these into the aims and objectives of the placement

Complete Opportunities for Experience Table with trainee at start and reviews of placement (see page 32)

Clarify supervisors and trainees responsibilities in supervision Agree levels of contact and meeting arrangements

Meet with the placement coordinator to approve placement

Keep placement coordinator informed of changes to arrangements or other issues (see page 11)

Hold clinical responsibility for trainees practice

Attend regular training/CPD for supervisors

Supervision Contract

Following the initial agreement of goals and objectives for the placement, it is recommended that the supervisor and the trainee draw up a supervision contract, which is a mutually agreed statement that includes the aims and objectives of the placement. A supervisory contract is of great advantage in ensuring that participants are each clear about their responsibilities, establishing the basis for the supervisory relationship and reducing potential areas of misunderstanding during the placement. The contract includes the roles and responsibilities of both trainee and supervisor, the hours of attendance at the placement, arrangements for dealing with absence, arrangements for and frequency of supervisory contact, what preparation is required for supervision by the trainee, models or approaches to be covered, an agreed date for review of the contract, etc. The supervision contract form for our programme is provided in Appendix 5 (Form LB4). The contract should be signed by both the supervisor and the trainee, and countersigned by the personal tutor.

Placement Duration and Hours

Placements are free to negotiate the hours of attendance with individual trainees. Placements may be arranged for differing durations (for example, over six months or one year, but generally not less than six months) and for differing days of attendance. It may be appropriate in some placements for the student to attend more frequently (e.g. two to three days a week); where the placement is within a residential programme, a block placement of several weeks may be more appropriate.

Personal and Professional Indemnity

Organisations offering placements may vary in the manner in which professional indemnity of trainees is managed. Supervisors should discuss indemnity arrangements with the Trainee at the commencement of the placement and ensure that the Trainee is aware of what cover is available. Trainees are

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required to take out personal and professional indemnity insurance and to maintain this throughout their training.

Placement and Course Communication

The course team, and particularly the Placement Co-ordinator, work closely with placements to ensure that trainees are gaining appropriate clinical experience. We ask all placement providers to share any relevant information regarding trainees progress as required. Ethical practice, appropriate supervision, health and safety issues as well as clinical competence are critical issues for clients safety, trainees safety and for the good standing of the placement organisation. It is essential that both the course and the placement are fully informed regarding these matters so that we are able to support the trainee and the placement in any difficulties at the earliest possible opportunity. Please inform the course team via the Placement Co-ordinator immediately should any of the following situations arise, so that we can collaborate in devising a solution:

Clinical risk issues or events, including suicidal / parasuicidal behaviour

Disruption to agreed supervision contracts, due to sickness or other circumstances

Concerns regarding trainees clinical performance or attendance, i.e. at supervision

Accidents (personal injury, ill-health or near misses) as defined by Health and Safety policies

We actively promote a climate of openness and transparency between placements and the university, and we encourage ongoing communication where needed between trainees, placement managers and/or placement supervisors, and course supervisors, the placement coordinator and/or personal tutors, particularly where there are matters of concern either for the trainee, course supervisor or placement supervisor. Box 2 summarises the main ways in which the programme team keep in regular contact with placement providers outlined throughout this document. Box 2 Keeping in Contact with Placement Providers

Initial placement visit / telephone meeting with coordinator or nominee

Quarterly meetings with placement supervisors and coordinator, either through NHS network or other subject group meetings

Annual placement meeting with programme team at placement fair

Annual contact via email from coordinator or placement administration team to monitor any changes to placement arrangements

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Placement Approval and Monitoring To accommodate increases in volume, the processes of placement approval and monitoring are clearly defined. When a placement provider takes on a UWE trainee counselling psychologist for the first time, or if more than a year has elapsed since the placement provider last had such a trainee, the UWE placement coordinator or her nominee will contact the placement provider as soon as possible to arrange either a visit or a telephone meeting. The purpose of this meeting is to answer any questions the placement may have about the course, and to check that the placement arrangements meet with the requirements of our professional body, the British Psychological Society (BPS), and our statutory regulator, the Health Professions Council (HPC). During this visit or meeting, the placement coordinator or her nominee will complete the Initial Monitoring Form to document how the placement covers the required areas. A copy of the questionnaire can be found in the Appendices. The following sections provide more detail on the areas in question; Table 1 summarises the criteria. The placement coordinator or her nominee will then make contact with the placement on an annual basis to check whether there have been any changes to placement arrangements, to solicit feedback and to answer any queries. Trainees and placement providers therefore need to keep the placement coordinator up to date with any such changes to facilitate this annual monitoring process. The process for assessing placement suitability is summarised in Box 3. Table 1 Criteria for Placement Suitability Criteria Elements

Setting History, infrastructure, code, experience, non-clinical opportunities, policies, training

Dual Relationships Role conflict, boundaries

Supervision Accreditation, qualifications, model, frequency, syllabus mapping

Clinical Assessments Process, matching, client complexity

Session Recording Permission, documentation

Health and Safety Lone working, secure access, induction, special needs

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Box 3 Process for Assessing and Monitoring Placement Suitability

1) New placement agreed in principle between trainee and provider

2) Coordinator books placement visit / telephone meeting with provider

3) Coordinator completes Initial Monitoring Form during visit

4) Placement / trainee addresses any outstanding issues

5) Placement is approved

6) Trainee / placement informs coordinator of any changes to arrangements

7) Coordinator or nominee emails placement annually to monitor any

changes

Setting

Counselling psychology placements should be within well-established therapeutic agencies or departments, either in the charitable sector, in FE or HE institutions, in private health settings or in the NHS. The organisation should have a good infrastructure in terms of dedicated staff, administrative support and IT access, and the organisation and/or the placement supervisors should subscribe to a recognised national professional code of ethics, such as the British Psychological Societys Code of Conduct, Ethical Principles and Guidelines or the HPC Standards of Conduct, Performance and Ethics. All placements should have a clear and accessible complaints procedure, and there must be an adequate number of appropriately accredited clinical staff within the agency or department. We would also expect placements to be experienced in taking trainees and in providing them with a safe and supportive environment. Skills and Experience beyond Therapy Trainee counselling psychologists should also have opportunities to participate in the life of the organisation and to gain experience in other aspects of work relevant to their training. This may include, for example, attending team or departmental meetings, making clinical or theoretical presentations to peers, attending multi-disciplinary clinical meetings, providing or assisting in consultations, and/or attending in-house training or CPD.

Equal Opportunities

All placement providers must have equality and diversity policies in relation to students, together with an indication of how these will be implemented and monitored. Placement providers should also have in place robust policies to encourage service user and carer involvement in the planning and evaluation of support provided, to ensure that therapy meets their needs and goals.

Dual Relationships

It is also important, particularly where the trainee is also an employee of the organisation, to ensure that boundaries between the trainees clinical and other work are strong and clearly defined. If there is any potential for any role conflict

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between the trainees clinical work and other roles, this needs to be addressed at the first opportunity by the trainee, placement supervisor and placement coordinator.

Supervision

Supervisory Hours BPS requirements are that supervision of a trainees counselling psychology practice occurs at a minimum ratio of one hour for every eight hours of client contact, or at least 1.5 hours of supervision per month. However, we strongly recommend that students in the first year of training receive one hour of supervision for every five hours of client contact. We would also expect that procedures would be in place for students to have informal access to their placement supervisors between supervision sessions should any risk issues arise. Ideally, supervision will be offered individually; however, there may be times when group supervision is arranged. In these circumstances supervisory hours are accrued proportional to the number of supervisees attending the supervision session. Thus, a one-hour session attended by four supervisees would accrue 15 minutes of supervision time for the trainee. Mapping Placements to the Programme Syllabus It is also a requirement that trainees seek placements and supervision which match their theoretical and clinical training in Years 1 and 2. Therefore, we require students to be in a placement where they can practise relationally (i.e. person-centred, psychodynamic, psychoanalytic, humanistic) with relational supervision throughout Year 1. We also require that a minimum of 75 of the 100 clinical hours they accrue in Year 2 are of CBT practice, under appropriate CBT supervision. To support placement supervisors in monitoring this requirement, there is an Appendix to each Placement Supervisors Report outlining the Learning Outcomes for the trainees year of study that are relevant to the clinical practice in the placement. Supervisor Qualifications Normally supervisors will work within the organisation providing the placement. BPS regulations state that the Practice Supervisor will normally be Chartered Counselling Psychologists with appropriate training or expertise in supervision. Supervisors who are not Chartered Counselling Psychologists should be therapeutic practitioners who are registered with professional bodies which have a code of ethics and accreditation and disciplinary/complaints procedures. So, while placement supervisors do not have to have a specific qualification in supervision, we are required by our accrediting body to ensure that all placement supervisors of trainee counselling psychologists are fully qualified and accredited professionals (i.e. UKCP registered, BPC registered, BACP accredited, etc). Placement supervisors will be asked to state their qualifications, including any qualifications in supervision, their professional registration number and their re-accreditation due date as part of the Placement and Supervisor Registration

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Form (in Appendix 6 - Form LB5) and in the initial placement approval meeting. Trainees also need have a copy of their supervisors registration / accreditation / chartership certificate for their Log Book. Private Supervision There may be occasion where a suitable placement is available but it is not possible to provide full supervisory contact for the trainee. In such circumstances, and in agreement with the placement coordinator and the placement manager, arrangements may be made for private supervision from suitably qualified practitioners. Fees for private supervision are to be agreed by the supervisor and the trainee and responsibility for payment of these fees rests either with the trainee or the placement, by arrangement. University Group Case Discussion As part of their university training, trainees participate in classroom group case discussion sessions led by a member of the core teaching team who is experienced as a supervisor. Case discussions provide an additional supervisory experience for the trainees to that acquired on placement and the majority of case discussion groups are led by chartered counselling psychologists. Classroom case discussion sessions provide the opportunity for trainees to gain additional practice in presenting, formulating, receiving and offering feedback from others, etc. Case discussion is in no way intended to replace placement supervision and decisions regarding client care and management rest solely with the placement supervisor. Classroom supervisors and placement supervisors may, on occasion, and with the knowledge of the trainee, wish to discuss issues relating to supervision. Such opportunities are welcomed and encouraged by the core teaching team, particularly where there are matters of concern for the placement supervisor.

Client Assessment and Referral Pathways

We would expect that clients referred to trainee counselling psychologists on placement would be assessed first by a senior and accredited member of staff. We would also expect that clients would be suitably matched to trainees based on their level of complexity and risk. Naturally, trainees develop considerably over the course of the programme, and a trainee nearing qualification may seek to gain experience in assessments or working with highly complex clients. Nonetheless, it is our view that students at the start of their training should not be expected to have the expertise to accurately assess incoming clients. It will always be expected that, regardless of the level of complexity, all placements will have robust clinical risk management policies and procedures in place, and that all trainees will be provided with training in these procedures before they commence working with clients. Again, trainees should issue their clients with a letter of information (see Appendix 9) fully disclosing their in-training status at their first session.

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Session Taping

As part of their assessment on the Professional Doctorate in Counselling Psychology trainees are required to write process reports in which they provide audio recordings of their client sessions. It is hoped that placement providers and supervisors will recognise the value of such training exercises and will support trainees in regularly taping sessions with their clients. We encourage trainees to think carefully about client suitability and the process of gaining informed consent, and to consult their supervisors about this as appropriate. Consent must be sought for each separate use for which client information may be employed (i.e. recording, use in presentations, use in written reports, etc); thus, consent will need to be sought from each client in some form. Where an organisation has concerns about the taping of client sessions, we would value the opportunity to discuss this with the placement supervisor or manager. However, we appreciate that for certain client groups taping would not be appropriate. When the placement provider and supervisor approve the taping of sessions, trainees are instructed to obtain informed written agreement from each client to tape sessions, using Form LB8-1 (which lists in detail the different possible uses of client material) or by whatever means the placement requires. These consent forms are to be kept securely in the client's confidential file; we then ask the placement supervisor to sign form LB8-2, which students submit with their coursework. Copies of these forms can be found in Appendix 9.

Health and Safety

We ask that a Health and Safety checklist is signed as a way of ensuring that there are appropriate arrangements to ensure the health and safety of the trainee. Trainees are required to identify and abide by workplace health and safety policy from the commencement of their placement. Trainees are also required to inform their placement providers of any changes in their circumstances, such as pregnancy, illness or disability, which may affect their health and safety on placement. The placement supervisor has a responsibility to give the trainee a Health and Safety induction upon arrival. Workplace health and safety induction should include:

Covering the workplace Health and Safety Policy Familiarisation with the workplace Risk Assessment Procedure Familiarisation with any Approved Codes of Practice Information on any special security/access arrangements or precautions

Training in local panic alarm system, if applicable

Information on any workplace policy regarding lone working

Training on agency policies which support placement students with special needs, such as disability or pregnancy

A health and safety induction checklist (Form LB7) is included in Appendix 8.

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Assessment and Evaluation

Supervisors Report - Guidance Supervisors are requested to complete and sign a Placement Supervisors Report (Form LB6, Appendix 7) every six months, and at the end of the placement. The Placement Supervisors Report is included in the final appraisal of the trainees performance at the end of each academic year. There is a different version of the Report for each year of the programme, in order to adequately capture and assess trainees developing skills; trainees and supervisors must use the form for their year. The Report covers core and model-specific competencies, each of which represents an area of competence to be achieved by the trainee by the end of training. A student may not have attained a satisfactory level of competence in all areas on each placement, and a Placement Supervisors Report that is completed early in training may reflect the need for further work in some areas. We ask that the supervisor gives a summary rating for each area of competence and provides brief comments on the trainees overall performance at the end of the report. As the Report forms part of the trainees overall assessment, we also ask that placement supervisors make a final evaluation of the trainees performance as satisfactory or not satisfactory for their stage of training. Please consult the Learning Outcomes table in the Appendix of the Report to guide your assessment. The Supervisor should discuss their comments with the trainee, and the trainee should be given the opportunity to make written comment on the Report. The Report should be signed by both the supervisor and the trainee and returned to the personal tutor in good time for its inclusion in the end of year appraisal. Placement supervisors and trainees should also revisit their Opportunities for Experience Table at their interim and end of year appraisal, to document and plan any changes to the clinical and other opportunities available to the trainee.

Client Log and Client Notes

Trainees are required to keep records of the hours spent with clients during each placement. These should be appropriately anonymised to protect client identity, and should provide very brief notes on the type of approach employed, the process of the session, and matters taken to supervision. The form of these brief notes should be agreed with the placement supervisor in line with agency policy on record keeping. The Client Logs form part of the Portfolio of Evidence provided by the trainee at the end of year Appraisal. Supervisors are asked to sign the Client Log as being an accurate record of the hours spent in client contact. A copy of the Client Log (Form LB9) is included in Appendix 10. While DNAs cannot be counted towards the 450 client hours required to qualify as a counselling psychologist, logging these on your client log can also be useful, particularly in Year 1, in order to

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monitor and reflect upon your relationships with your clients and the development of your clinical skills.

Counselling Supervision Log

The Supervision Log (Form LB11) records the supervision received on placement. Separate logs are kept for each supervisory situation. It is the trainees responsibility to maintain accurate and up to date records of their supervision. Supervisors are requested to sign the logs as being an accurate record of the supervision. A copy of the Supervision Log (Form LB11) is included in Appendix 11. Trainees should also record the supervisory input they receive from qualified counselling psychologists at UWE as part of their training on their Case Discussion Group Log (Form LB12, Appendix 12).

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APPENDICES

Appendix 1

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Summary Tables SUMMARY OF CLINICAL HOURS REQUIREMENTS YEAR CLIENT

HOURS CLIENT HOURS NOTE

1 35 hours minimum

These hours must be within a Relational Model

Hours must be supervised in the ratio of 1:8 minimum

2 100 hours minimum

75 of these hours minimum MUST be from a CBT model

Hours may be brought forward from year 1 if they are accrued after the portfolio submission date.

Hours accrued during the summer break will be eligible towards the total.

The CBT hours must be supervised by a suitably qualified therapist.

Hours must be supervised in a ratio of 1:8 minimum

3 100 hours minimum

Hours may be brought forward from year 2

CBT or relational


4 & 5 215 hours by end of Year 5

Need 450 hours in total to complete programme

Hours may be brought forward from year 3

CBT or relational


Appendix 1

22

BREAKDOWN SUMMARY OF CLINICAL HOURS REQUIREMENT %AGE AND NUMBER OF

HOURS NOTES

Working from a relational perspective

50% minimum of the total of 450 [i.e. 225 hours]

Working from a CBT perspective

30% minimum of the total of 450 hours [i.e. 135 hours]

Working with adults on a one to one basis

70% minimum of the total [315 hours]

Working with other modalities Groups Couples Families Organisations

No minimum but you will need to have evidence of having worked with 2 other modalities in addition to working with individuals.

Hours you spend working

directly with clients as part of

a Family Therapy team will

count towards your overall

hours

Hours you spend working as

group facilitator or co-

facilitator in a therapeutic

context will count towards

your overall hours

To be working safely you will

need to demonstrate that

you have been appropriately

trained and supervised for

the work you undertake

Working in the NHS

6 months minimum At least one of your placements must be in an NHS setting or an NHS commissioned service

Supervised by a Chartered Counselling Psychologist

6 months minimum

Form LB22

PROGRAMME REQUIREMENTS CHECKLIST

YEAR 1 2 3 4 5 (*please circle)

Trainee: Personal Tutor: All sections to be completed as required by the deadlines set out in the Handbook. Please submit all necessary documents in your Portfolio to your Personal Tutor. Placements and Supervision

PLACEMENT 1: Name of Placement Form Tutors initial

Therapeutic Model in this placement: Modality: Placement and Supervisor Registration Form LB5 Placement Contract LB4 Health & Safety Form LB7 Professional Indemnity Insurance to cover period Placement Supervisors Report 1 satisfactory/not satisfactory LB6 Placement Supervisors Report 2 satisfactory/not satisfactory LB6 Client Logs completed: Y/N Total client hours for this placement:

LB9

Supervision Logs completed: Y/N Total supervision hours completed: Y/N Ratio 1:8 completed: Y/N

LB11

PLACEMENT 1: Name of Placement Form Tutors initial

Therapeutic Model in this placement: Modality: Placement and Supervisor Registration Form LB5 Placement Contract LB4 Health & Safety Form LB7 Professional Indemnity Insurance to cover period Placement Supervisors Report 1 satisfactory/not satisfactory LB6 Placement Supervisors Report 2 satisfactory/not satisfactory LB6 Client Logs completed: Y/N Total client hours for this placement:

LB9

Supervision Logs completed: Y/N Total supervision hours completed: Y/N Ratio 1:8 completed: Y/N

LB11

Overall total of client hours completed: Year requirement met Y/N

Appendix 2

Personal and Professional Development

Form Tutors initial

Personal Reflection (as applicable) passed Skills Assessment (semester 2 only) passed Supervision Assessment (semester 2 only) passed Personal Therapist Registration LB15 Personal Therapist Record(s) of Attendance Total no. of hours: Hours completed: Y/N

LB16

Personal Tutors Evaluation of Progress satisfactory/not satisfactory LB17 Evidence of GBC Evidence of membership of Counselling Psychology Division of BPS Current CRB Check Risk Assessment Agreement Additional experience accumulated in this year: 1. 2. 3. 4.

Updated CV

I am / am not satisfied that this Trainee has satisfactorily completed Practice requirements for Year ..................... PASS/REFER Trainees signature: Tutors signature: Date: Date:

Appendix 3

Job Description for Counselling Psychologist in Training

Job Title - Trainee Counselling Psychologist Accountable to Clinical Supervisor, UWE Personal Tutor and Programme Leader.

Job Purpose (1) To undertake specialised psychological assessments, treatments and other types of clinical intervention with individuals, families and groups. (2) To work independently on a day-to-day basis. This work will be supervised and reviewed at regular intervals, in accordance with British Psychological Society and Division of Counselling Psychology guidelines.

Dimensions

Clinical Activities

1. Carries out complex psychological assessments sensitively and

independently with a broad range of service user groups, while reflecting critically on their practice and considering alternative ways of working

2. Formulates the nature, causes and maintaining factors of highly

distressing psychological difficulties and presentations informed by a broad range of potentially conflicting clinical, theoretical and conceptual models. Also to be informed by the empirical, experimental and clinical literature base, and the results of assessment. Communicates such formulations professionally, sensitively and diplomatically, frequently in an emotive atmosphere, to service users, relatives, carers and other healthcare professionals relevant to the situation.

3. Plans and implements bespoke, formulation-driven psychological

interventions or programmes empathically, sensitively and independently, with a broad range of service user groups, carers (including relatives), families, groups of service users, etc. and evaluates the impact of such intervention.

4. Provides advice and support for carers and other professionals.

5. When necessary and possible, networks and consults with relevant

external agencies such as social services, independent and voluntary sector, to facilitate and enable intervention at multiple levels.

Appendix 3

6. Plans and provides formal and informal training to other psychologists,

professionals, assistants and carers, including the presentation of complex and sometimes contentious psychological and research material.

7. Special emphasis is placed on personal and professional development

activity such as weekly clinical supervision, shadowing, joint working, personal study and reflection. Work is managed and goals agreed and reviewed at intervals; works independently on a day-to-day basis.

8. To keep appropriate records of work and inform referrers and relevant

others through letters or reports.

9. To work as a member of a multidisciplinary team.

10. To follow a person-focused and evidence-based approach.

11. To work in partnership with service users.

12. To work in accordance with national NHS and placement providers policies and regulations, as well as those of relevant professional bodies.

13. Receives regular clinical supervision in accordance with BPS and

Division of Counselling Psychology guidelines and criteria and university procedures.

Supervision, Teaching and Training

1. In conjunction with supervisor and University Tutor, to plan and prioritise own workload, research, and individual and group sessions.

2. May provide practical training and supervision to care staff and other

professionals with respect to planned interventions.

3. May assist with providing specialist training to other psychologists, therapists, trainees and assistants as appropriate.

Professional Practice

1. To follow the advice and policies of the placement provider, including knowledge, awareness of and compliance with the legal framework relevant to the placement and service user group.

2. To be familiar with and abide by confidentiality and information handling

and storage guidelines of the placement provider and university.

Appendix 3

3. To cooperate in the use of rooms, books, tests and other equipment

needed to carry out duties.

4. Time allowing, to attend and participate in administrative and service planning meetings, as determined by the clinical supervisor(s).

5. To comply with organisational clinical governance requirements.

6. To practice and conduct themselves in accordance with the HPC, BPS

(including the Division of Counselling Psychology) and University codes of conduct.

7. To be able to critically reflect on the use of self in the therapeutic process

8. To understand the dynamics present in therapeutic and other

relationships, as well as the power imbalance between practitioners and clients, and manage this appropriately

Information Technology

1. To maintain appropriate records of own work, in electronic and hard copy, in line with local policies and professional guidelines.

2. To maintain relevant administrative systems of own work, electronic and

hard copy, in line with relevant guidelines.

3. To use information technology as appropriate, within direct clinical work, research and treatment interventions.

4. Time allowing, may take opportunities to undertake clerical applied

psychology work, including literature searches, developing and maintaining training packs, information leaflets, inputting data and other tasks necessary for the efficient running of the service and/or training needs.

Appendix 4

Initial Monitoring Form for _______________________ (name of placement)

Date:

Trainee:

Setting

Is the setting well-established? Yes No

If applicable, please state year of establishment:

Is there a good infrastructure, in terms of:

Dedicated staff? Yes No

Administrative support for students? Yes No

IT access for students? Yes No

Disabled access? Yes No

Does the organisation subscribe to a recognised national professional code of ethics? If so, indicate which code (BPS, BACP, etc):

Yes No

Does it have a clear and accessible complaints procedure? Yes No

Is there at least one fully accredited clinical member of staff within the agency / department?

Yes No

Is the placement experienced in taking on trainees and providing them with a safe and supportive environment? If appropriate, please state number of years experience with taking trainees:

Yes No

Does the placement approve and facilitate trainees to:

Attend agency, team or departmental meetings? Yes No

Make clinical or theoretical presentations to peers? Yes No

Attend multi-disciplinary clinical meetings? Yes No

Provide or assist in consultations? Yes No

Attend in-house training / CPD? Yes No

Does the placement have an equality and diversity policy in place in relation to trainees?

Yes No

Does the placement have a service user and carer involvement policy?

Yes No

Does the placement have robust clinical risk management policies and procedures in place?

Yes No

Indicate how these are implemented:

Are these policies monitored annually? Yes No

Will trainees be provided with training in these procedures before they commence working with clients?

Yes No

Appendix 4

Dual Relationships

Is the trainee also an employee of the organisation? Yes No

Is there any potential for any role conflict between the trainees clinical work and other roles?

Yes No

If yes, immediately agree strong and clearly defined boundaries between roles between trainee, placement supervisor and placement coordinator:

Action Plan:

Person Responsible:

Deadline:

Supervision

Supervisor name: Internal?

Private?

Is the supervisor a fully qualified and accredited professional? Yes No

State qualifications and professional registration number, including any qualifications in supervision: Re-accreditation due date:

State the theoretical model(s) used in supervision:

Do the supervision arrangements meet the minimum ratio required by the BPS (1:8)?

Yes No

Indicate how this will occur (i.e. group, individual, frequency):

Do the supervision arrangements meet the 1:5 ratio? Yes No

Do trainees have informal access to their supervisors between sessions?

Yes No

Does the placement supervision and practice map onto the programme syllabus (i.e. in Years 1 and 2)?

Yes No

Give details:

Clinical Assessments

Are all assessments at this placement carried out by a senior and accredited member of staff?

Yes No

If no, give details:

Are clients suitably matched to trainees based on their level of complexity and risk?

Yes No

Describe the typical level of client complexity and typical client risk profile at this placement:

Are all clients attending therapy on a voluntary basis? Yes No

Appendix 4

Session Recording

Does the placement permit the recording of therapy sessions where appropriately informed ethical consent has been given?

Yes No

Does the placement have forms in place to obtain and document this consent?

Yes No

Health and Safety

Will the trainee ever be working alone in the premises? Yes No

If yes, state how this will be managed:

Do the premises have secure access via a staffed reception area and/or secure entry system?

Yes No

Will the trainee have a Health and Safety induction before they start seeing clients?

Yes No

Has the Health and Safety checklist been signed? Yes No

Does the placement have appropriate policies in place to support trainees with special needs (such as pregnancy or disability)?

Yes No

Placement Development

Would the placement take any further UWE trainees on placement in the future?

Yes No

If yes, provide details of any available in-house training, disabled access, requirements regarding level or type of trainee, application process e.g. application deadlines, and / or other facilities not specified here:

Appendix 5 Form LB4

Placement Contract

Trainee: (name) __________________ (signature) __________________ Personal Tutor: (name) __________________ (signature) __________________ Placement Supervisor: (name) __________________ (signature) __________________ Placement start date: __________________ Planned duration: ____________

Aims and Objectives of Placement:

Structure of Placement (including trainees hours of attendance and arrangements in case of absence):

Supervision Arrangements (please indicate what the placement offers in terms of supervision)

Individual supervision: Frequency: Session length: Group supervision: Frequency: Session length:

No supervision provided: (if so, trainee to arrange external supervision, and document arrangement)

Opportunities for Experience Please use the Opportunities Table to outline the work opportunities that may be available to the trainee within the placement. In addition please indicate whether the trainee will have the opportunity to: *Write letters to referrers, clients or colleagues? YES/NO *Verbally present case material to other professionals? YES/NO *Observe the work of other professionals? YES/NO Is audio recording of client sessions permitted? YES/NO

Roles and Responsibilities (including what preparation is required for supervision, what models and approaches will be covered by the supervisor): Trainee: Supervisor:

Date for review of contract: _________________________

Appendix 5 Form LB4

Opportunities for Experience Table

Opportunities Evaluation 1 Evaluation 2

Referrals / Client Population

Adults

Children and Young People

People with learning difficulties

Older people

Group Therapy / Facilitation

Couples and Families

Primary, Secondary, Tertiary, Residential, In patient care

Longer-term client work

Approach

Relational

Person-centred

Cognitive-behavioural

Psychodynamic

Systemic

Others:

Presenting Issues

Anxiety

Mood disorders/depression

OCD

Phobias

PTSD

Eating disorders

Sexual abuse

Psychosexual problems

Physical illness

Psychosis/schizophrenia

Drug & alcohol problems

Stress management

Anger management

Relationship problems

Loss/grief

Family violence

School problems

Parent-child problems

Step-family/adoption

Work/career problems

Work Experience

Psychometric testing

Departmental meetings

MDT meetings

Consultations

Presentations

Observe the work of others

Write reports

CPD and/or In House training

Appendix 5 Form LB4

Conflict Resolution Process It is also recommended that the trainee and supervisor discuss and document the process they would like to follow should disagreements and conflict arise in the supervisory relationship. A suggested format is included below.

Agreement for Addressing Supervision Problems

Importance of Maintaining a Trainee-Supervisor Relationship The relationship between placement supervisors and trainees is a significant relationship, which has an impact on the personal and professional development of the trainee. However clear the initial contract is and regardless of how friendly and supportive it is, there is always the potential for conflict, whether low-level or more serious. It is our hope that the relationship between trainee and supervisor will have some focus within the supervision session and in this way the relational approach of the programme will be mirrored. It is our experience that most professional, and perhaps personal, disagreements can be resolved between trainee and supervisor alone. In fact, this is an important developmental stage of evolving relationships. Personal tutors discuss with their trainees the issue of conflict and highlight that its occurrence can be a normal and healthy part of any supervisory relationship, rather than a sign of failure. The critical element is the level of support that is present in the system to permit effective resolution. This document is designed to be a guide for trainees and placement providers in dealing with conflict. We recognise that comfort and experience levels of dealing with conflict effectively will vary.

Importance of Minimising Conflict by Promoting Good Practice in Clinical Supervision It is recognised that conflict between trainees and supervisors may be minimised if several steps are taken to promote good practice. Such practices include the establishment and maintenance of open lines of communication between the trainee and supervisor, and an understanding of (and adherence to) the guidelines specifying the roles and responsibilities of the various parties involved in the supervision process (i.e., trainees, supervisors, personal tutors).

Importance of Resolving Conflicts at the Lowest Level Possible Conflicts should be resolved, whenever viable, as close as possible to the source of the problem. Thus, in the first instance, the trainee and supervisor should discuss problems frankly and seek solutions. If need be, this level may also involve the supervisors line manager. If the problem cannot be resolved at the trainee-supervisor level, the trainees personal tutor and the programme placement co-ordinator need to be involved. At both the student-supervisor and programme levels, assistance can also be sought through other sources, such as faculty student advisers. Each level should make sure all reasonable efforts have been exhausted, prior to moving to the next level. If no satisfactory resolution can be found at the programme level, the problem may be referred to the Head of the School of Psychology. In dealing with conflict issues, all parties should follow procedures congruent with established appeal policies.

Appendix 5 Form LB4

Importance of the Programme Attempting to Secure Alternative Supervision in Cases where Trainee Performance is Satisfactory In cases of irresolvable conflict, and providing that the student is continuing to meet all programme requirements and is making satisfactory academic progress, it is the trainees responsibility to attempt to secure alternative supervision. The trainees personal tutor and placement co-ordinator will assist the trainee and provide support to enable the trainee to complete the programme in as timely a fashion as possible.

Importance of Minimising any Negative Consequence of Conflict on the Trainees Career Every effort should be made both during and following the conflict resolution process to ensure that a change of supervisor has a minimal negative effect on the trainees career. Thus, any possible negative effects relating to a change in supervisor should not be reflected in subsequent evaluations of course work or student evaluations for awards.

Appendix 5 Form LB4

Supervision Conflict Resolution Agreement

This agreement acknowledges that disagreements are a normal part of relationships. Unacknowledged conflicts can lead to difficulties that impede the agreed objectives of the supervisory relationship. In the first instance we will aim to resolve these within the supervision process. If this is not possible then we will include __________________ (name, role and affiliation of person) in order to support us in resolving the issues. We will endeavour to be open and honest in our approach to discussing and resolving disagreements and conflicts that occur within the supervisory relationship. Trainee name: ______________________ Signature: ______________________ Supervisor name: ______________________ Signature: ______________________ Date: ______________________

Appendix 6 Form LB5

Placement and Supervisor Registration Form

Part 1: Trainee Details Name: Personal Tutors Name:

Part 2: Placement Details Placement name: Address: Post code: Telephone No.

Part 3: Line Manager Details Title: Name: Address: Postcode: Telephone No: Email address:

Part 4: Supervisor Details internal to placement/external to placement (delete as applicable) Title: Name: Address: Postcode: Telephone No: Email address: Qualifications and Memberships relevant to supervision of trainee Professional registration number: Please attach copy of registration / chartership / accreditation certificate, or equivalent.

Part 5: Supervisors Declaration: I am willing to act as a case supervisor for the trainee named above. I understand that the trainee is accountable and responsible to me/ the line manager (delete as applicable) in all matters regarding the clinical management of their cases. I will openly share relevant information regarding the trainees progress as a practitioner with his/her personal tutor or placement coordinator as required, so that the trainee can be fully supported through any difficulties at the earliest possible opportunity.

Supervisors Signature: Date: Line Managers Signature: Date: Trainees Signature: Date:

For completion by Personal Tutor: Health & Safety Form Professional Indemnity Insurance Placement and supervision arrangements approved: Personal Tutors signature:

LB6

37


Placement Supervisors Report

YEAR 1 RELATIONAL MODEL

This report is to be completed by the placement supervisor, and agreed with the trainee, every six months and at the conclusion of each placement. A separate report is required for each placement. This report has been devised to reflect the course curriculum in Year 1 of the programme. To support you in completing the report/s for the trainee, we have provided information on Learning Outcomes for trainees on Year 1 of the programme as an Appendix. You will also find guidance for completing the Report in the Placement Handbook. Thank you very much for taking the time to complete this report.

TRAINEE .......... .......................................... SUPERVISOR . ............................................... PLACEMENT ...... DATE OF PLACEMENT: From ................................................ To ............................... DATE OF REPORT ......................................................................................................

PLEASE COMPLETE ALL SECTIONS

Section I: GENERAL INFORMATION

Number of clients presented in supervision since last supervisors report:

Total no of trainees client hours under your supervision to date:

Type of supervision: (circle) Individual / Group* *if group please state number of members in group:

Frequency of supervision:

Length of each supervision session:

Total number of trainees supervision sessions provided and total number attended:

Total number of trainees supervision hours to date:

Appendix 7 LB6

38

SECTION 2: ASSESSMENT OF CORE COMPETENCIES

N.B. These grades are in relation to what can reasonably be expected of the trainee at this stage

Competency (Please tick)

1 Poor/ very

poor

2 Needs

attention

3 Satisfactory

4 Good

5 Very good

Cannot comment at this stage or

N/A

Understanding of professional ethics

Understanding of anti-discriminatory practice

Growing awareness of parallel process

Ability to identify appropriate issues for supervision

Ability to receive feedback from supervisor and peers

Ability to act on learning gained in supervision

Ability to establish, maintain and end a therapeutic relationship

Ability to reflect on self and on the client

Ability to reflect on the therapeutic relationship and work with it

Ability to empathise with the client

Ability to show respect for the client

Ability to challenge appropriately

Ability to link theory and practice

An understanding of informed consent including consent to record and disclosure of trainee status

Appendix 7 LB6

39

SECTION 3: ASSESSMENT OF RELATIONAL THERAPEUTIC COMPETENCIES

N.B. These grades are in relation to what can reasonably be expected of the trainee at this stage


1 Poor/ very poor

2 Needs

attention

3 Satisfactory

4 Good

5 Very good


N/A

Awareness of and use of unconscious communications

Competence in client formulation based on history taken

Understanding of, and response to, current issues in the light of the clients past circumstances

Understanding and use of the transference and counter-transference

Use of boundaries, such as breaks, interruptions, endings

Understanding of both expressed and implied or unconscious concerns

Ability to tolerate and reflect clients feelings including what is uncomfortable and painful

Ability to facilitate and address the exploration of emotions, prioritising felt experience over factual content

Ability to acknowledge and reflect upon what is difficult (e.g. inconsistency, contradiction, issues of difference, hostility and sexual dynamics)

Ability to use own inner process to inform interventions

Ability to maintain a warm, accepting and respectful attitude

Appendix 7 LB6

40

SECTION 4: SOURCES INFORMING YOUR REPORT

Please indicate which of the following you have used to inform the completion of your report

SUPERVISION METHOD Y/N Number of Sessions

Number of Clients

Sitting in and observing trainees client session Audio recording of a full session

Audio recording of segment of session

Video recording of a full session

Video recording of segment of session

Use of two way mirror (e.g. in family work)

Using a competency measure e.g. Cognitive Therapy Rating Scale

Case Presentations

Case Discussions

Role Play

Other: please specify

SECTION 5: OVERALL ASSESSMENT

Please comment on the trainees current standard of practice as well as on his/her development since the beginning of supervision. Please expand on any of the above competencies and particularly any that you have marked as Poor/ Very Poor. 1. Areas of strength: 2. Areas of concern 3. Areas for development:

Appendix 7 LB6

41

SECTION 6: OVERALL EVALUATION AND COMMENTS

Summary Comments

Please circle: Satisfactory Not satisfactory

Supervisor's signature:Date: SECTION 7: TRAINEES COMMENTS Please indicate that you have read these comments and whether or not you agree. Specific areas of disagreement should be noted here.

Trainees signature:.Date.

Appendix 7 Form LB6

42

APPENDIX LEARNING OUTCOMES FOR YEAR 1

MODULES RELEVANT TO THE PLACEMENT IN YEAR 1

RELEVANT LEARNING OUTCOMES TO BE DEMONSTRATED IN PLACEMENT

ASSESSMENT OF LEARNING OUTCOMES

Theory and Practice in Counselling Psychology 1; Personal and Professional Development in Counselling Psychology 1 (In addition to these modules the student will also complete 2 Research modules)

Ability to understand and implement the Relational model

Ability to practise safely and competently within the Relational approach to psychological therapy

A systematic understanding of the therapeutic relationship and alliance as conceptualised by the Relational model

An understanding of the counselling role in a range of contexts

A critical understanding of relational issues throughout the life-span

A critical awareness of the impact of social and cultural contexts on human experience and relationship

A critical understanding of the importance of culture and diversity in counselling psychology theory and practice

Developing self awareness and its role in therapy

Capacity for reflective practice

Ability for intentional use of counselling skills

Awareness of the role and value of supervision

Awareness of own needs in supervision

Forming and managing the therapeutic relationship

Understanding and monitoring the stages of the therapeutic relationship

Understanding client diversity and non-discriminatory practice

Developing awareness of professional and ethical issues

Understanding the demands of different working contexts

Case study (3000 words) Group Presentation Process Report including a transcript of a 20 minute segment from a client session (3000 words) Portfolio of evidence including client logs (minimum 35 client hours) and supervision logs (minimum of a ratio of 1:8 with an appropriately qualified and approved supervisor)

Appendix 7 LB6

43


Placement Supervisors Report

YEAR 2: COGNITIVE BEHAVIOURAL MODEL This report is to be completed by the placement supervisor, and agreed with the trainee, every six months and at the conclusion of each placement. A separate report is required for each placement. This report has been devised to reflect the course curriculum in Year 2 of the programme. To support you in completing the report/s for the trainee, we have provided information on Learning Outcomes for trainees on Year 2 of the programme as an Appendix. You will also find guidance for completing the Report in the Placement Handbook. Thank you very much for taking the time to complete this report.

TRAINEE .......................................... SUPERVISOR............................................... PLACEMENT...... DATE OF PLACEMENT: From ...........................................To ............................... DATE OF REPORT ...............................................................................................

PLEASE COMPLETE ALL SECTIONS

Section I: GENERAL INFORMATION

Number of clients presented in supervision since last supervisors report:

Total no of trainees client hours under your supervision to date:

Type of supervision: (circle) Individual / Group* *if group please state number of members in group:

Frequency of supervision:

Length of each supervision session:

Total number of supervision sessions provided and total number attended:

Total number of trainees supervision hours to date:

Appendix 7 LB6

44

SECTION 2: ASSESSMENT OF CORE COMPETENCIES N.B. These grades are in relation to what can reasonably be expected of the trainee at this stage


1 Poor/ very

poor

2 Needs

attention

3 Satisfactory

4 Good

5 Very good


N/A

Understanding of professional ethics

Understanding of anti-discriminatory practice

Growing awareness of parallel process

Ability to identify appropriate issues for supervision

Ability to receive feedback from supervisor and peers

Ability to act on learning gained in supervision

Ability to establish, maintain and end a therapeutic relationship

Ability to reflect on self and on the client

Ability to reflect on the therapeutic relationship and work with it

Ability to empathise with the client

Ability to show respect for the client

Ability to challenge appropriately

Ability to link theory and practice

An understanding of informed consent including consent to record and disclosure of trainee status

Appendix 7 LB6

45

SECTION 3: ASSESSMENT OF COGNITIVE BEHAVIOURAL COMPETENCIES N.B. These grades are in relation to what can reasonably be expected of the trainee at this stage

Competency at this stage of training

1 Poor/

very poor

2 Needs

attention

3 Satisfactory

4 Good

5 Very good


N/A

Ability to set an appropriate agenda and to adhere to it

Ability to give and receive feedback appropriately with clients

Ability to establish a collaborative relationship with the client

Ability to pace sessions appropriately and use time effectively

Ability to elicit key cognitions

Ability to elicit key behaviours and plan behaviour change

Able to elicit and work with appropriate emotional expression

Ability to use guided discovery including Socratic Dialogue

Ability to formulate the clients problems and work with a cognitive conceptualisation of the clients problems

Ability to apply appropriate CBT techniques to facilitate change

Ability to set appropriate homework tasks

Ability to work with a range of problem-specific protocols appropriately

Appendix 7 LB6

46

SECTION 4: SOURCES INFORMING YOUR REPORT

Please indicate which of the following you have used to inform the completion of your report

SUPERVISION METHOD Y/N Number of Sessions

Number of Clients

Sitting in and observing trainees client session Audio recording of a full session

Audio recording of segment of session

Video recording of a full session

Video recording of segment of session

Use of two way mirror (e.g. in family work)

Using a competency measure e.g. Cognitive Therapy Rating Scale

Case Presentations

Case Discussions

Role Play

Other: please specify

SECTION 5: OVERALL ASSESSMENT

Please comment on the trainees current standard of practice as well as on his/her development since the beginning of supervision. Please expand on any of the above competences and particularly any that you have marked as Poor/ Very Poor. 4. Areas of strength: 5. Areas of concern 6. Areas for development:

Appendix 7 LB6

47

SECTION 6: OVERALL EVALUATION AND COMMENTS

Summary Comments

Please circle: Satisfactory / Not satisfactory

Supervisor's signature:Date: SECTION 7: TRAINEES COMMENTS Please indicate that you have read these comments and whether or not you agree. Specific areas of disagreement should be noted here. Trainees signature:.Date.

Appendix 7 LB6

48

APPENDIX LEARNING OUTCOMES FOR YEAR 2

MODULES RELEVANT TO THE PLACEMENT IN

YEAR 2

RELEVANT LEARNING OUTCOMES TO BE DEMONSTRATED IN THE PLACEMENT

ASSESSMENT OF LEARNING

OUTCOMES Theory and Practice in Counselling Psychology 2; Personal and Professional Development in Counselling Psychology 2 (In addition to these modules the student will also complete a Research Project of 6000 words in preparation for the doctoral thesis)

a working knowledge and critical understanding of cognitive behavioural therapy

an appreciation of the differences between the Relational model and CBT

a systematic understanding of formulation as a key skill in counselling psychology

the ability to formulate clients' concerns within Relational and CBT models

competence in the assessment and formulation of client issues including risk issues

competence in managing client reviews and endings

competence in recognising and responding to significant mental health issues

a critical understanding of theories of psychopathology and change

a critical understanding of the research evidence on CBT process and outcomes and a growing competence in assessing the evidence base in relation to clinical practice

an appreciation of the role of the counselling psychologist in diverse settings

an understanding of the therapeutic relationship and alliance as conceptualised by CBT (and the Relational model if practised in this year)

an awareness of the use and interpretation of psychometric tests and other assessment procedures in the CBT approach

an awareness of the uses of medication and its impact on therapy

an appreciation of the impact of physiological and other factors

competence in working with developmental stages, processes and deficits

a critical understanding of, and competence in, working with relationship processes

competence in the intentional use of self within the therapeutic relationship

the exercise of skill and judgement within therapeutic relationships

an understanding of personal style and its consequences

Counselling Psychology Placement

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Transcript of Counselling Psychology Placement