Cumulative Record of Experience

Cumulative Record of Experience

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. The clinical work is expanded upon in three more psychological therapy logs to evidence your CBT, Psychodynamic and Systemic experiences. For further BPS accreditation and HCPC regulation 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 evaluate 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. 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 (pre-), and towards the end of each placement period (Year 1 Part 1; Year 1 Part 2; Year 2 Part 1; Year 2 Part 2; Year 3), the trainee should review their experience (with their appraiser before year 1 part 1) and subsequently with their supervisors and then appraiser. 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. The supervisor confirms this as an accurate record.

Previous paperwork should be shown to any new supervisor to assist in the construction of the goals. This would apply whatever the grade, as learning needs would always apply from one placement to the next.

Rating Standards for Cumulative Record of Experience:

0 = No relevant experience or knowledge

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

A) understanding client and carer perspectives; and/or

B) relevant theory and knowledge; and/or

C) relevant practice, skills and techniques

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)

A) understanding client and perspectives; and/or

B) relevant theory and knowledge; and/or

C) relevant practice, skills and techniques

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)

A) understanding client and carer perspectives; and/or

B) relevant theory and knowledge; and/or

C) relevant practice, skills and techniques

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.

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

A) understanding client and carer perspectives; and

B) relevant theory and knowledge; and

C) relevant practice, skills and techniques

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 Domains / Pre- / Yr1 Pt1 / Yr1
Pt2 / Yr2
Pt1 / Yr2
Pt2 / Yr3

Age Range

Children (0-11 yrs)
Adolescents (12-18 yrs)
Adults (18-65 yrs)
Older Adults (65+ yrs)

Conditions/Issues

Acute/Transient Conditions (Mild)
Acute/Transient Conditions (Mod-Severe)
Long Term Conditions (Mental health)
Long Term Conditions (Medical)
Social/Financial Issues
Cultural/Diversity Issues
Family/Domestic Issues
Other

Presentations

Challenging Behaviour
Disability (learning/physical)
Communication Difficulties
Sensory Impairments

Service Settings

Outpatients
Inpatients
Residential
Primary Care
Secondary Care

Direct Clinical Work

Psychological Assessment
Psychological Formulation
Psychological Intervention
Psychological Evaluation
With Individuals
With Couples
With Families

Indirect Clinical Work

Providing Supervision
Consultancy
Joint/Team Working
Leadership
User Involvement
Teaching

Psychotherapy Models

Cognitive Behavioural Therapy
Systemic Therapy
Psychodynamic Therapy
Integrative Therapy
Other (e.g. CAT, IPT, DBT)

Cumulative Cognitive Behaviour Therapy Log

Instances when therapy competencies have been demonstrated within placements should be indicated for each client or case (i.e. not for each session) in the following boxes and certified by the placement supervisor via a signature on the Clinical Assessment Frontsheet. A cumulative portfolio of CBT competencies should be kept across all placements.
/ 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14 / 15 / 16 / 17 / 18 / 19 / 20
Applied CBT in context of:
Adult
Older Adult
Child / Family
Learning Disability
Other (specify)
Other (specify)
Applied CBT to specific problems:
Phobia / Social Phobia / GAD / Panic
OCD
PTSD
Depression
Psychosis
Health related presentations
Family functioning
Adjustment and coping
Addictive behaviours
Eating disorders
OTHER (please specify)
OTHER (please specify)
Demonstrated generic CBT skills:
Socialisation and rationale of CBT treatment
Identified cognitive distortions and biases
Agreed and collaboratively set agenda for session content and structure
Developed collaborative hypotheses
Developed intervention plans
Planned and reviewed “homework”
Used measures and self-monitoring to guide and evaluate therapy
Demonstrated knowledge of safety behaviours and maintenance cycle and used to inform goals/targets
Used problem solving
Ended therapy appropriately and planned for the longer-term
Selected and applied most appropriate CT and BT method
Managed obstacles during therapy
Specific Behavioural and Cognitive Therapy skills:
Used Exposure techniques
Used Applied relaxation and/or applied tension
Used Activity monitoring and scheduling
Implemented a Contingency programme
Elicited key cognitions / images
Used thought records
Identified and worked with safety behaviours
Detected, examined and helped client/ family/system reality test automatic thoughts/images
Elicited key cognitions/images
Identified and helped client's/ family’s/system’s modify assumptions, attitudes and rules
Identified and helped client/family/system modify core beliefs
Employed imagery techniques
Planned and conducted behavioural experiments
Promoted the development of consequential thinking
Used alternative solution generation
Parent training programme
Able to develop formulation and treatment plan premised on a CBT model
Ability to understand client / family’s inner world and response to therapy

Cumulative Systemic Therapy Log

Instances when therapy competencies have been demonstrated within placements should be indicated for each client or case (i.e. not for each session) in the following boxes and certified by the placement supervisor via a signature on the Clinical Assessment Frontsheet. A cumulative portfolio of systemic therapy competencies should be kept across all placements.
/ 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14 / 15 / 16 / 17 / 18 / 19 / 20
Applied systemic therapy in context of:
Adult
Older Adult
Child / Family
Learning Disability
Other (specify)
Other (specify)
Applied systemic therapy to specific problems:
Anxiety presentations
Depression
Relationship difficulties
Presentations of childhood
Developmental transitions
Family functioning
Health related presentations
Addictive behaviours
Eating disorders
OTHER (please specify)
OTHER (please specify)
Demonstrated basic systemic competencies of:
Demonstrated knowledge of systemic principles and theories
(e.g., circularity; multiple perspectives; repetitive patterns of interaction; trans-generational patterns)
Conducted systemic assessment:
Understood problem from a systemic perspective
Gathered information from multiple perspectives
Explained rationale and engaged client(s) in a developmentally appropriate way
Developed and shared with client(s) systemic hypotheses and/or a systematic formulation
Provided interventions from a systemic perspective:
Helped client(s) identify and change problematic patterns
Promoted change through tasks between sessions
Monitored and reviewed progress in therapy
Managed endings appropriately
Other (please specify)
Other (please specify)
Specific Systemic competencies:
Employed circular interviewing/questioning
Used reframing techniques to enable client(s) to understand the development and maintenance of the problem
Enabled client(s) to identify individual and family strengths
Used mapping techniques to identify current, historical and trans-generational patterns (e.g., ecomaps; lifelines; family circles)
Demonstrated ability to work with systemic team (e.g., reflecting team; reflection on process in supervision)
Demonstrated self-reflexive practice/personal awareness (e.g., in supervision)
Demonstrated awareness of cultural diversity (e.g., in supervision; with reflecting team)
OTHER (please specify)
OTHER (please specify)

Cumulative Psychodynamic Therapy Log

Instances when therapy competencies have been demonstrated within placements should be indicated for each client or case (i.e. not for each session) in the following boxes and certified by the placement supervisor via a signature on the Clinical Assessment Frontsheet. A cumulative portfolio of psychodynamic competencies should be kept across all placements.
/ 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14 / 15 / 16 / 17 / 18 / 19 / 20
Applied psychodynamic therapy in context of:
Adult
Older Adult
Child / Family
Learning Disability
Other (specify)
Other (specify)
Applied pychodynamic therapy to specific problems:
Anxiety presentations
Depression
Relationship difficulties
Personality presentations
Presentations of childhood
Health related presentations
Addictive behaviours
Eating disorders
OTHER (please specify)
OTHER (please specify)
Experience in core Psychodynamic competencies of:
Assessed for suitability for dynamic psychotherapy
Engaged client in psychodynamic approach
Derived an analytic/psychodynamic formulation
Recognised and worked with unconscious communication
Explored the unconscious dynamics influencing relationships
Helped the client become aware of unexpressed or unconscious feelings
Managed boundaries within the therapeutic relationship
Used therapeutic relationship as a mechanism of change
Showed ability to work through the termination phase of therapy
Able to adapt methods to work with children
Other (please specify)
Other (please specify)
Other (please specify)
Specific analytic/dynamic Techniques:
Ability to make dynamic interpretations
Made use of and worked with transference
Made use of and worked with counter-transference
Recognised and worked with defenses
Recognised and made use of projection and projective identification
OTHER (please specify)