University of Plymouth Doctorate in Clinical Psychology: 2006 ... · Web viewPlacement plans and...

Plymouth UniversityDoctorate in Clinical Psychology

Clinical Placement AssessmentIncorporating

Clinical Competence Goals and Evaluation Form, In Vivo Assessment of Clinical Skills and Portfolio of Clinical Activity and Portfolio of Clinical Experience

Trainee Name:

Placement Date: .............................................................. to ....................................................... Total number of placement days completed: ......... No. of day’s annual leave: .........

No. of day’s sick leave: ..... No. of days other absence (e.g. maternity / compassionate leave): ....

Placement: (x) Year one (part one) Year one (part two) Year two (part one) Year two (part two) Year three

Components included: (x) Clinical Competence Goals and Evaluation Form Portfolio:1. Log of Clinical Activity2. Cumulative3. In Vivo (please circle: pass/CP/refer/fail)4. CBT practice log 5. Family Therapy practice log

Supervisor Rating of Clinical Competence: Please delete as relevant; see guidance notes for criteria; NB pass requires pass or conditional pass on In Vivo Clinical Skills)

PASSCONDITIONAL PASSREFERFAIL

Lead Supervisor’s name, specialism and base: ...........................................................................

Link Supervisor’s name, specialism and base: .............................................................................

Has trainee been observed administering a performance based test (e.g. WAIS)? Has trainee been observed administering a questionnaire test (e.g. BDI)?

The attached portfolio gives an accurate record of placement experiences:

Lead supervisor’s signature ……………………………….. Date ………………….

Trainee’s signature: ………………………………............... Date: ………………….

General Placement Outline

Overview

Work with lead supervisor

.

Work with link supervisor

How will outstanding referred/conditional pass issues be addressed? (if relevant)

Competence Area 1

RelationshipsE.g. with clients and colleagues - shows empathy, respect, sensitivity, empowerment of others, supports equality

and values diversity - evidence must include some direct feedback from clients and be based on some direct observation of trainee, including In Vivo Observation of Clinical Skills. Refer to guidance notes for more detail,

expectations for year of training and KSF requirements.

Strengths Learning Needs

Specific Goals Evidence of Attainment

Supervisors’ Comments

Supervisor Rating: please highlight Good Satisfactory

Significant concerns Insufficient evidence

Competence Area 2

Assessment and FormulationE.g. identifies and keeps central the goals, aspirations and values of the client(s). Uses appropriate

assessment(s), taking into account biological, psychological and social processes. Formulates and reformulates by integrating assessment information with the client perspective and with emerging evidence from ongoing

intervention. Refer to guidance notes for more detail, expectations for year of training and KSF requirements.






Competence Area 3

Intervention and EvaluationE.g. intervention based on formulation, appropriate to presenting problems and circumstances, planned

collaboratively with client(s) setting achievable and meaningful goals. Intervention takes account of the best quality evidence and value based care and is adapted in the light of on-going evaluation. Refer to guidance

notes for more detail, expectations for year of training and KSF requirements.


Specific Goals Evidence of Attainment1.




Competence Area 4

Communication, Training and ConsultationE.g. disseminates psychological knowledge to others at a level appropriate to need, through verbal and

written reports, and consultation.Refer to guidance notes for more detail, expectations for year of training and KSF requirements.


Specific Goals Evidence of Attainment1. 2.

Supervisors ‘comments



Competence Area 5

Service delivery and leadershipE.g. understands service delivery systems; adapts practice to organisational contexts; works well in multi-

disciplinary teams; promotes user and carer involvement, understands models of consultation and leadership Refer to guidance notes for more detail, expectations for year of training and KSF requirements.



1.2.

Supervisors’ comments



Competence Area 6

Personal and Professional Skills and ValuesE.g. understands and applies professional and ethical codes, draws on service user values as the basis for practice, aware of own power and values and can negotiate potential conflicts for clients’ interest, sensitive

to power imbalances and social inequalities, works at appropriate level of autonomy and accountability.Refer to guidance notes for more detail, expectations for year of training and KSF requirements.






Competence Area 7

Supervision and Personal DevelopmentE.g. uses supervision well, aware of own assumptions, considers impact of own history, develops strategies to handle emotional and physical impact of practice, manages personal learning needs through participating in a

lifelong learning model.Refer to guidance notes for more detail, expectations for year of training and KSF requirements.






Supervisor reflection on placement overall

(Should include overall impressions of the trainee, supervisor’s experience of having him or her on placement, comments on limitations or contextual factors within the placement, and

reflections on own experiences of offering supervision).

Trainee identification of own strengths and learning needs to be carried forward to next stage of training/ professional development





Relationships

Assessment and Formulation

Intervention and Evaluation

Communication, Training and Consultation




Management and Organisation

Professional Practice

Supervision and Personal Development

Trainee reflection on placement(Should include reflections on own performance on placement, any factors which may have affected performance, experience of being on placement, own use of supervision and any

other reflections.)

Guidance notes for completing thePortfolio of Clinical Experience

This document provides a record of the trainee’s experience through training, and provides a basis for monitoring and planning to ensure the trainee’s experience is well balanced across the three years of training. The portfolio has 4 components:

1. Log of Clinical and Professional Activity: provides summary information of all clinical and professional activities undertaken during each placement. This is kept as a running record by the trainee throughout each placement; ideally updated every week.

2. Cumulative Record of Experience: provides a cumulative record of the levels reached by the trainee across the three broad areas of experience domains required by the BPS accreditation criteria: client groups; service settings; and modes and types of work. This is updated at the end of each placement period.

3. In Vivo Observation of Trainee’s Clinical Skills

4. CBT practice log

All information in the Portfolio is entered by the trainee and signed off as an accurate record by both supervisors and the trainee.

Using the Portfolio for placement planning

The Cumulative Record ratings should be reviewed with the trainee’s supervisor and clinical tutor at the start of each placement period, and reviewed annually with their appraiser. Placement plans and goals for clinical competence should be devised so as to ensure a balanced portfolio by the end of training. The year three placement, in particular, should be planned so as to make good any significant gaps in experience by the end of year two. This may require discussion with the appraiser, clinical tutor and clinical director to make sure that the year three placement can supply the necessary experiences. By the end of training, the trainee should normally have acquired satisfactory experience (level 3C) in all experience domains, and thorough experience (level 4) in most of them.

Portfolio of Clinical Experience

The log is a record of all clinical and professional activity undertaken on placement. The trainee should update the log at regular intervals, ideally weekly. Please see Appendix 1a Log of Clinical Activity A) to E)

The information needed to complete the log can be recorded on excel spreadsheets if that is easier.

A) Psychometric assessment (clinical test batteries and questionnaires)NB Trainee must be observed by a supervisor at least once through training in administering a questionnaire based assessment and a performance based test e.g. WAIS).

B) Psychological therapies Including assessment, intervention and evaluation

C) Service delivery and developmentIncluding consultation, inter-professional/team work, community psychology projects, staff support groups, teaching and training, service development, involvement in audit, clinical governance, service user/carer involvement, small scale service related project.

D) Personal and professional developmentIncluding mentoring by service users/carers, observations, meetings, visits, conferences or training events attended (plus any other experiences not covered elsewhere).

E) SupervisionSupervision received and offered to others.

Log of Clinical Activity

A) Psychometric assessment (performance based and questionnaires)Method of assessment

Note performance based (P) or Questionnaire (Q)

Reason for assessmentObserved bySupervisor?

(name)

B) Psychological therapies summary

Guidance for completing intervention summary

Please complete the chart on the following page, as follows:

Age- give age of client, or age range of client(s)

Gender - for pieces of work with a referred client

Reason - specify the presenting problem, or give reason for the work undertaken

Special needs - state whether the client(s) had any of the following special needs: challenging behaviour; learning disability (mild/moderate/severe); communication difficulties; physical disability; neurological problems; other

Intervention - summarise the type of intervention as follows:

level - individual (I); couple/family (F); group (G); main theoretical orientation - community/social inequalities (C); systemic (S); CBT;

psychodynamic (Psy); integrated (Int) ; other (O)

Role - specify your role in the work: observer; co- worker; lead worker; other

Co-workers-specify professional background of any co-workers

Time expended -give number of h worked – both direct (D) i.e. actual client contact, and indirect (I) i.e. preparation, liaison, report writing etc

Socio-cultural factors - specify ethnicity of clients and note any relevant social inequality or cultural issues e.g. socio-economic factors; immigration issues; rural/urban; religious affiliation.

C) Service delivery and development

e.g. consultation, inter-professional/team work, community psychology projects, staff support groups, teaching and training, service development, involvement in audit, clinical governance, service user/carer involvement, small scale service related project. See chart on following page

D) Personal and professional development

E.g. mentoring by service users/carers, observations, meetings, visits, conferences or training events attended (plus any other experiences not covered elsewhere). See chart on following pages

E) Supervision: received by trainee (R) and supervision provided to others by trainee (P).

See chart on following page

B. Psychological therapies summary

Service User

Age Reason for work

Special needs Level of intervention

Role Co-worker

Social/ cultural factors

Service User Date Outline of the

pieces of work Extent of roleTime direct

(h)

Time indirect

(h)

c) Service delivery and developmente.g. consultation, inter professional/team work, community psychology projects, staff support groups, teaching and training, service development, involvement in audit, clinical governance,

service user/carer involvement, small scale related project.

Date Outline of the piece of work Extent of role

D) Personal and Professional Development

(E.g. mentoring by service users/carers, observations, meetings, visits, conferences or training events attended (plus any other experiences not covered elsewhere).

Date Outline of the piece of work Extent of role Time Expended (hrs)

E) Supervision Received (R) (specify role of supervisor e.g. Clin Psychologist /other Professional) or Supervision Provided (P) (specify role of recipient of supervision)

Time Expended (hrs)

Purpose of the record:

Trainee experiences are gathered cumulatively across placements. No one placement can provide all the experiences that a trainee needs to gain through training. The record is divided into 3 broad areas of experience: clients, service settings and modes of clinical work. BPS accreditation criteria require that trainees develop their competencies within a balanced range of these experiences across the three years of their training. The purpose of this record is to help the trainee and supervisors review progress so as to:

give the supervisors a framework within which to monitor the trainee’s acquisition of experiences, and

to enable planning of subsequent placement experiences.

It is important to recognise that a trainee should not expect to be an expert in everything, and that different trainees will be more practiced in some areas than others. Trainees will not be able to reach ‘level 4’ in all areas, not least because not all experiences will be available. Training will progress through Continuing Professional Development throughout the trainee’s career. Nevertheless, we do expect that by the end of training trainees will normally have reached level 2 or 3 in all domains of experience and level 4 in most domains of experience.

Use of the record:

Before the first placement, to acknowledge previous experience before training (pre-), and towards the end of each placement period (Year 1 mid; Year 1 end; Year 2 mid; Year 2 end; Year 3 mid), the trainee should review their experience with their supervisor(s).Following discussion, the trainee rates his or her own level of achievement in each area of experience using the rating criteria below. One column should be filled in for each placement.

Cumulative Record of

Rating Standards for Cumulative Record of Experience

A) understanding client and carer perspectives; and/orB) relevant theory and knowledge; and/orC) relevant practice, skills and techniques

0. No relevant experience or knowledge

1. Early experience in one or more of: (please specify all that apply)

At this level, trainees will have limited (maybe indirect) experience, based for example: A) in own life experiences or observations made in relevant client or service settings; and/or B) some basic reading; and/or C) observation of supervisor’s or others’ work.

2. Developing experience in one or more of: (please specify all that apply)

At this level, trainees will have had some experiences based, for example: A) in conversations with, or shadowing of, clients/carers, or reading relevant first person accounts, and/or B) participation in relevant Problem Based Learning exercise and/or familiarity with some basic texts/references; and/or C) some direct practice or co-working over several sessions of work; and beginning to underpin own work with theory based formulations although will probably have had little or no experience yet of generalising skills/knowledge across situations or settings.

3. Satisfactory experience in one or more of: (please specify all that apply)

At this level, trainees will have had a significant amount of direct learning and exposure to relevant work based, for example, in: A) having received direct client feedback on own work and/or having attended user or carer groups; and/or B) good knowledge of relevant literature; and/or C) direct practice or co-working with others over a period of at least 5 months; and significant experience of underpinning own work with theory based formulations; and beginning to generalise skills/knowledge across situations or settings; and has been observed by supervisor demonstrating relevant competence.

4. Thorough experience in: (at this level all three levels should apply)

At this level, trainees will be well able to integrate and generalise their understanding of clients’ perspectives, theory and practice; capable of working independently and flexibly, adapting interventions to individual needs and changing circumstances, and ready to be innovative and creative in solving new problems.

Cumulative record of experience

Experience domain Pre- Yr1mid

Yr1end

Yr2mid

Yr2end

Yr3mid

Clients Across the life cycle

Children (0-11 yrs)

Adolescents (12-18 yrs)

Adults (18-65 yrs)

Older Adults (65+ yrs)

Types of problem

Acute problems

Enduring/chronic problems

Mild-moderate problems

Severe problems

Coping with adverse circumstances/conditions

Significant biological component

Significant psychosocial component

From broad range of demographic backgrounds

Special needs

Challenging behaviour

Learning disability

Communication difficulties

Cumulative record of experience (cont)Experience domain Pre- Yr1

Pt1Yr1Pt2

Yr2Pt1

Yr2Pt2

Yr3

Service systems

In-patient/residential

Out-patient/secondary care

Primary care

Organisational/service development

Modes and types of work Direct clinical work

Therapeutic relationships

Assessment – broad psychological

Psychometric assessment(questionnaire based)

Psychometric assessment(performance based)

Formulation

Intervention

Evaluation

Indirect work

Via staff/carers

Group work

Multi-disciplinary teams

User Involvement

Psychological orientations

Community/Social Inequalities

Systemic

Psychodynamic

CBT

Integrative

The purpose of this document is to provide a framework for supervisors to directly observe and give feedback on trainees’ clinical work in terms of their: 1) Direct clinical skills 2) Formal assessment/ psychometrics 3) Indirect clinical skills (supervision/ consultation/ teaching/ leadership) . One component of this document should be used on each placement as a tool for supervisors to inform their judgements about trainees’ competence as documented on the Clinical Competence Goals and Evaluation Form.

Observations should be done on several occasions (so this does not become a “one-off” assessment). On each occasion the trainee and the observing supervisor should decide in advance which aspect(s) of the session will be the subject of detailed observation and feedback. During the observation the supervisor notes examples of good practice and areas for improvement / development. Afterwards, time is set aside for mutual discussion. The trainee is then responsible for recording supervisor feedback and his or her own reflections.

The final document should be signed off by the trainee and supervisor at each assessment point.

The document is divided into 3 sections:

Observation of direct clinical skillsPreparing for the session and setting the sceneConducting the sessionEnding the sessionAfter the session

Observation of test competence (see also appended document BPS Checklist of Competence in Psychological Testing)

Observation of indirect clinical skills

Direct observation may be live or through review of audio or video tape of the session. Consent for the observation must be negotiated with the client(s), with the educational purpose carefully explained.

In Vivo Observation of Trainee’s Clinical Skills

Assessment Form

In Vivo Observation of Trainees’ Clinical Skills

Name of trainee:

Name of supervisor:

Date of final completion:

Supervisor rating (please underline): recommendation must be based on evidence from observation of clinical practice as documented on form below

Pass: clinical skills are developing at the level expected for stage in training

Conditional Pass: clinical skills developing generally at level expected but specific areas require attention in future

Refer: clinical skills are not developing at the level expected for stage in training (please specify areas of concern for re-assessment)

Fail: trainee has demonstrated professional misconduct

Please give brief notes on context of the observation to set the scene

If conditional pass, please specify areas for attention in next placement period

If refer, please specify areas of concern for re-assessment

1. Observation of Direct Clinical Skills

a) Preparing for the session and setting the scene

i) Was the trainee sensitive to issues of capacity and consent? Supervisor feedback (strengths and suggestions for improvement)

Trainee reflection (strengths and intentions for improvement)

ii) Was the trainee sensitive to issues of culture, gender, power and diversity? Supervisor feedback (strengths and suggestions for improvement)


iii) Was the trainee thoughtful about the location of the session (privacy, convenience, safety, familiarity, suitability for the therapeutic content)?Supervisor feedback (strengths and suggestions for improvement / development)


iv) Was the trainee thoughtful about the potential impact on the session of those participating/observing (supervisors presence/position, advocate? Family member? Carer?)Supervisor feedback (strengths and suggestions for improvement / development)


v) Did the trainee liaise appropriately with other professionals before the session, and share this with client(s) as necessary? Supervisor feedback (strengths and suggestions for improvement / development)


vi) Was a time period for the session established?Supervisor feedback (strengths and suggestions for improvement / development)


vii) Did the trainee explain the purpose of the meeting to those present?Supervisor feedback (strengths and suggestions for improvement/ development)


viii) Additional aspect(s) as negotiated by trainee and supervisor (please specify)Supervisor feedback (strengths and suggestions for improvement/ development)


b) Conducting the session

i) Was the level of communication appropriate for the abilities of those present (simplified language/ pictures/ symbols if needed etc.)?Supervisor feedback (strengths and suggestions for improvement/ development)


ii) Did the trainee engage with those present at the outset in order to “settle” them (small talk, introductions)?Supervisor feedback (strengths and suggestions for improvement/ development)


iii) Were the perspectives of all those present actively sought during the meeting (or were there legitimate reasons for not doing this)?Supervisor feedback (strengths and suggestions for improvement/ development)


iv) Did the trainee take sufficient account of the likely emotional experience of those present (in terms of reflecting, further enquiring etc.?)Supervisor feedback (strengths and suggestions for improvement/ development)


v) Did the trainee convey genuineness and positive regard in both verbal and non-verbal ways during the session?Supervisor feedback (strengths and suggestions for improvement/ development)


vi) Did the trainee demonstrate an understanding of the information being conveyed via appropriate summarising/paraphrasing etc.?Supervisor feedback (strengths and suggestions for improvement/ development)


vii) Did the trainee use psychological ideas/formulation sensitively and appropriately?

Supervisor feedback (strengths and suggestions for improvement/ development)


viii) Additional aspects(s) as negotiated by trainee and supervisor (please specify)Supervisor feedback (strengths and suggestions for improvement/ development)


c) Ending the session

i) Was a “warning” prior to the end of the session given?Supervisor feedback (strengths and suggestions for improvement/ development)


ii) Overall, did the trainee manage the balance of time available in the session effectively?



iii) Was a closing summary of the outcome of the session provided?Supervisor feedback (strengths and suggestions for improvement/ development)


iv) Was this checked with those present for their perspectives?Supervisor feedback (strengths and suggestions for improvement/ development)


v) Were “next steps” discussed prior to finishing the meeting?Supervisor feedback (strengths and suggestions for improvement/ development)


vi) Additional aspect(s) as negotiated by trainee and supervisor (please specify)Supervisor feedback (strengths and suggestions for improvement/ development)


d) After the session

i) Were notes appropriately written up and filed?Supervisor feedback (strengths and suggestions for improvement/ development)


ii) Was consideration given to whether and how to inform relevant parties of the outcome of the session/ meeting (including carers as well as other professionals)?Supervisor feedback (strengths and suggestions for improvement/ development)


iii) Was any feedback/ comments from clients/ carers reflected upon for future action?Supervisor feedback (strengths and suggestions for improvement/ development)


iv) Additional aspect(s) as negotiated by trainee and supervisor (please specify)Supervisor feedback (strengths and suggestions for improvement/ development)


Overall suggestions for future development of trainee’s direct clinical skills Supervisor comments

Trainee reflection

2) Observation of Test Competence (see attached Code of Good Practice for Psychological Testing)

a) Questionnaire based assessment: administration of testSupervisor feedback (strengths and suggestions for improvement/ development)


b) Questionnaire based assessment: scoringSupervisor feedback (strengths and suggestions for improvement/ development)


c) Performance based assessment: administration of testSupervisor feedback (strengths and suggestions for improvement/ development)


d) Performance based assessment: scoring



e) Additional aspect(s) of testing as negotiated by trainee and supervisor (please specify)Supervisor feedback (strengths and suggestions for improvement/ development)


Overall suggestions for future development of trainee’s testing skills Supervisor comments

Trainee reflection

3) Observation of indirect clinical skills (supervision, consultation, teaching or leadership)

a) Was the trainee aware of, and sensitive to, relevant issues of organisational context?



b) Was the trainee sensitive to skills, knowledge and expectations of participant(s)



c) Was the trainee sensitive to issues of power, culture, diversity, gender?



d) Was there a good balance between being well planned and well-structured yet flexible and creative if/as needed?



e) Were any materials/ handouts appropriately and thoughtfully designed and adapted?



f) was the impact of the intervention evaluated eg through shared reflection, feedback, outcome measures, or planned follow-up/ review meetings?



g) Additional aspect(s) of the process as negotiated by trainee and supervisor (please specify)



Overall suggestions for future development of trainee’s indirect clinical skills

Supervisor comments

Trainee reflection

Year 1 Year 2 Year 31. How many h of CBT Assessment and Therapy have

you delivered?

AccStnd. min. 200 hrs1. How many h of CBT Supervision have you received?

(i.e. supervision on a CBT case)

IAPT Stnd. min. 70 hrs2. How many h of CBT practise were live sampled by

your supervisor? (audio, video, 1-way screen, direct obs)

3. Did you and/or your supervisor use a CBT competency checklist or measure (e.g. CTS-R)?If so, which one(s)?How many times on yourself?How many times by supervisor?

:-:-:-

IAPT Stnd. min. 6 – self4. How many different clients have you completed CBT

with?

Acc. Stnd. min. 86. How many different clients were supervised live?

AccStnd. min. 37. How many different problem types were covered?

AccStnd. min. 38. Please list all problem types for clients in question 6

9. How many CBT case reports were written, assessed and passed?

AccStnd. min.4N.B. Standards quoted are for BABCP accreditation as a CBT practitioner.

IAPT High Intensity workers meet exactly these standards, with two additions as specified.

CBT Practice Log

Year 1 Year 2 Year 32. How many h of systemic oriented formulation and

therapy have you engaged in? This can include work with organisations, teams and other groups as well as families.

5. For many families and how much of the time were you the lead therapist or co-therapist?

6. How many h of observing family therapy live or on dvd’s have you engaged in?

7. How many h of systemic /FT supervision have you received?

8. How many different clients/couples/families have you seen/facilitated a course of family therapy to completion?

9. How many of the families you have worked with were from ethnic minority backgrounds?

7. What major models and FT techniques did you employ?

10. Indicate the range of presenting problems that you have worked with

11.What CPD events, training workshops have you attended

Systemic Family Therapy Practice Log

University of Plymouth Doctorate in Clinical Psychology: 2006 ... · Web viewPlacement plans and...

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