University of East Anglia

University of East Anglia

Doctoral Programme in Clinical Psychology

GUIDELINES FOR SUPERVISORS

Completion and Timing

The Placement Contract should be completed by the Trainee and Supervisor at the start of each placement and returned to the Course Secretary, ClinPsyD Programme, PGR Office within 2 weeks of the start of placement. (Course Secretary, ClinPsyD Programme,Postgraduate Research Office, Elizabeth Fry Building, University of East Anglia, Norwich, NR4 7TJ).

The Mid Placement Review paperwork will be completed by the trainee’s UEA Advisor following the Mid Placement Review meeting.

The Supervisor’s End of Placement Evaluation form should be completed by the supervisor at the end of each placement and returned tothe Course Secretary, ClinPsyD Programme, PGR Office. The trainee will also complete a placement evaluation form and discuss this with the supervisor. This discussion should take place after the Supervisor’s End of Placement form has been completed and discussed with the trainee. This is to help reduce power imbalances.

Core Competencies

In all of the placement forms, reference is made to areas of Core Competence. The statements used are based on the HPC Standards of Proficiency (edited to be specific to Clinical Psychology programmes and to clinical placements) and are intended as broad, high-level summaries of the required objectives that demonstrate competence in clinical psychology and clinical settings. A few additional statements from the BPS required learning outcomes have been added where these are not made quite so explicit in the HPC standards. The areas of Core Competence required by the HPC are included in the Appendix at the end of these guidelines

The Placement Contract requires the Trainee and Supervisor to discuss the areas of Core Competence and consider the Trainee’s strengths and developmental needs in each area. A plan should be made of how their strengths will be utilised during the placement and how the placement can help the Trainee develop in areas of learning need.

The Mid Placement Review form and the End of Placement form both use a rating scale to assess the Trainee’s progress in relation to areas of Core Competence. The Rating scales are the same for both forms, with the exception of the ‘D’ rating, which differs. The following scale is used:

A)Strength

The trainee demonstrates a particular strength in this area of core competence, above that which would be expected for a trainee at their stage of training.

B)Appropriate at this stage

The trainee is performing at an appropriate level in this area of core competence, given their stage of training.

C)Requires specific attention

A developmental need in this area of core competence has been identified. This may be a personal learning need for the trainee or a developmental need arising from the fact that the placement has not allowed the trainee to focus on this area of competence.

If a ‘C’ rating is given for any area of core competence then supervisors must provide a comment explaining the reasons for this rating and make a note of the related developmental need in section 6.2 (key areas of development) on the Supervisor’s End of Placement Evaluation form.

D) Insufficient information to evaluate at this stage (Mid Placement Review)

It has not yet been possible to evaluate the trainee in this area of competence.

If a ‘D’ rating is given for any area of core competence during the Mid-Placement Review then supervisors are asked to comment on the reason for this and a plan should be developed of how the trainee can gain relevant experience during the second half of the placement in order for an assessment to be made regarding their competence in this area.

OR

D)Concerns: refer to board of examiners (Supervisor’s End of Placement Evaluation)

A significant concern has arisen regarding the trainee's performance and/or ability in this area of core competence.

If a 'D' rating is given for any area of core competence during the Supervisor’s End of Placement Evaluation, then Supervisors must provide a comment explaining the reasons for this rating.

Overall Recommendation

On the Supervisor’s End of Placement Evaluation form Supervisors are asked to give an overall rating as a recommendation to the Examiners. Supervisors are asked to indicate whether they evaluate the Trainee’s performance to be 'SATISFACTORY' or whether they should be 'REFERRED TO THE BOARD OF EXAMINERS' for this placement.

Supervisors should consider recommending a trainee be referred to the Board of Examiners if they have failed to meet initial goals or the goals set at the MPR, or if a number of significant developmental needs have been identified in several areas of core competence.

If there are serious concerns about the trainee's performance or if their conduct is considered unethical or unprofessional, then supervisors should recommend the Trainee be referred to the Board of Examiners or the School Fitness to Practise Committee through Margo or Malcolm.

If a trainee is referred to the Board of Examiners then the concerns expressed by the Supervisor will be considered very carefully by the Board (including external examiners) in making a decision about whether the placement is Passed or Failed.

Summary of Strengths and Areas for Development

At the end of the Supervisor’s End of Placement Evaluation form is a page entitled ‘Summary of Strengths and Areas for Development’. Supervisors are asked to complete this page, noting down the Trainee’s key strengths and key areas for development. This section of the evaluation form will be forwarded to the Trainee’s next Supervisor prior to the start of their next placement.

If Supervisors have difficulty completing any aspect of the placement forms, then please contact the Trainee’s UEA Advisor, who will be happy to help.

APPENDIX

HPC Standards of Proficiency for Clinical Psychology

Expectations of a Clinical Psychologist

1. Professional autonomy and accountability

• be able to practise within the legal and ethicalboundaries relating to clinical psychology

– understand the need to act in the best interests of service usersat all times

– understand what is required of them by the Health ProfessionsCouncil and BPS

– understand the need to respect, and so far as possible uphold,the rights, dignity, values and autonomy of every service userincluding their role in the assessment and therapeutic process andin maintaining health and wellbeing

– be aware of current UK legislation applicable to the work of clinical psychologists

– understand the complex ethical and legal issues of any form ofdual relationship and the impact these may have on clients

– understand the power imbalance between practitioners andclients and how this can be managed appropriately

• be able to practise in a non-discriminatory manner

• understand the importance of and be able tomaintain confidentiality

• understand the importance of and be able to obtaininformed consent

• be able to exercise a professional duty of care

• be able to practise as an autonomous (for their stage of training) professional,exercising their own professional judgement with appropriate supervision

– be able to assess a situation, determine the nature and severity ofthe problem and call upon the required knowledge andexperience to deal with the problem

– be able to initiate resolution of problems and be able to exercisepersonal initiative

– know the limits of their practice and when to seek advice or referto another professional

– recognise that they are personally responsible for and must beable to justify their decisions

• recognise the need for effective self-managementof workload and resources and be able to practiseaccordingly

• understand the obligation to maintain fitness to practise

– understand the need to practise safely and effectively within theirscope of practice

– understand the need to maintain high standards ofpersonal conduct

– understand the importance of maintaining their own health

– understand both the need to keep skills and knowledge up todate and the importance of career-long learning

– be able to manage the physical, psychological and emotionalimpact of their practice

Expectations of a Clinical Psychologist

2. Professional relationships

• be able to work, where appropriate, in partnership withother professionals, support staff, service users andtheir relatives and carers

– understand the need to build and sustain professionalrelationships as both an independent practitioner andcollaboratively as a member of a team

– understand the need to engage service users and carers inplanning and evaluating assessment, treatments and interventionsto meet their needs and goals

– be able to make appropriate referrals

– understand the dynamics present in therapeutic andother relationships

• be able to contribute effectively to work undertaken aspart of a multi-disciplinary team

• be able to demonstrate effective and appropriate skillsn communicating information, advice, instruction andprofessional opinion to colleagues, service users, theirrelatives and carers

– be able to communicate in English to the standard equivalent tolevel 7 of the International English Language Testing System, withno element below 6.5

– understand how communication skills affect the assessment ofservice users and how the means of communication should bemodified to address and take account of factors such as age,physical ability and learning ability

– be able to select, move between and use appropriate formsof verbal and non-verbal communication with service usersand others

– be aware of the characteristics and consequences of non-verbalcommunication and how this can be affected by culture, age,ethnicity, gender, religious beliefs and socio-economic status

– understand the need to provide service users (or people acting ontheir behalf) with the information necessary to enable them tomake informed decisions

– understand the need to use an appropriate interpreter to assistservice users whose first language is not English, wherever possible

– recognise that relationships with service users should be basedon mutual respect and trust, and be able to maintain highstandards of care even in situations of personal incompatibility

– be able to select the appropriate means for communicatingfeedback to clients

– be able to provide psychological opinion and advice in formalsettings, as appropriate

– be able to communicate ideas and conclusions clearly andeffectively to specialist and non-specialist audiences

– be able to explain the nature and purpose of specificpsychological techniques to clients

– be able to summarise and present complex ideas in anappropriate form

– be able to plan, design and deliver teaching and training whichtakes into account the needs and goals of the participants

– be able to support the learning of others in the application ofpsychological skills, knowledge, practices and procedures

– understand explicit and implicit communications in atherapeutic relationship

• Understand the need for effective communicationthroughout the care of the service user

– recognise the need to use interpersonal skills to encourage theactive participation of service users

– be able to initiate, develop and end a client – practitioner relationship

The skills required for the application of Clinical Psychology Practice

3. Identification and assessment of health and social care needs

• be able to gather appropriate information

• be able to select and use appropriate assessmenttechniques

– be able to undertake and record a thorough, sensitive and detailedassessment, using appropriate techniques and equipment

– be able to choose and use a broad range of psychologicalassessment methods, appropriate to the client, environment andthe type of intervention likely to be required

– be able to use formal assessment procedures (standardisedpsychometric instruments), systematic interviewing proceduresand other structured methods of assessment

– be able to assess social context and organisational characteristics

• be able to undertake or arrange investigationsas appropriate

• be able to analyse and critically evaluate theinformation collected

– be able to develop psychological formulations using theoutcomes of assessment, drawing on theory, research andexplanatory models

– be able to critically evaluate risks and their implications

The skills required for the application of Clinical Psychology Practice

4.Formulation and delivery of plans andstrategies for meeting health and socialcare needs

• be able to use research, reasoning and problem solvingskills to determine appropriate actions

– recognise the value of research to the critical evaluationof practice

– be able to engage in evidence-based practice, evaluate practicesystematically, and participate in audit procedures

– be aware of a range of research methodologies

– be able to demonstrate a logical and systematic approach toproblem solving

– be able to evaluate research and other evidence to inform theirown practice

– be able to initiate, design, develop and conduct psychologicalresearch

– understand a variety of research designs

– be able to understand and use applicable techniques forresearch and academic enquiry, including qualitative andquantitative approaches

– understand research ethics and be able to apply them

– be able to conduct service evaluations

– be able to identify, review and critically appraise a substantialbody of research evidence relevant to clinical psychology practice

• be able to draw on appropriate knowledge and skills inorder to make professional judgements

– be able to change their practice as needed to take account ofnew developments

– be able to demonstrate a level of skill in the use of informationtechnology appropriate to their practice

– be able to apply psychology across a variety of different contextsusing a range of evidence-based and theoretical models,frameworks, and psychological paradigms

– be able to use professional and research skills in work with clientsbased on a scientist-practitioner and reflective-practitioner modelthat incorporates a cycle of assessment, formulation, interventionand evaluation

– be able to make informed judgements on complex issues in theabsence of complete information

– be able to work effectively whilst holding alternative competingexplanations in mind

– be able to recognise when (further) intervention is inappropriateor unlikely to be helpful

– be able to generalise and synthesise prior knowledge andexperience in order to apply them critically and creatively indifferent settings and novel situations

– be able to decide how to assess, formulate and intervenepsychologically from a range of possible models and modes ofintervention with clients and/or service systems

– be able to draw on knowledge of development, social andneuropsychological processes across the lifespan to facilitateadaptability and change in individuals, groups, families,organisations and communities

– understand therapeutic techniques and processes as appliedwhen working with a range of individuals in distress includingthose who experience difficulties related to anxiety, mood,adjustment to adverse circumstances or life-events, eating,psychosis, use of substances, and those with somatoform,psychosexual, developmental, personality, cognitive andneurological presentations

• be able to formulate specific and appropriatemanagement plans including the setting of timescales

– understand the requirement to adapt practice to meet the needsof different groups distinguished by, for example, physical,psychological, environmental, cultural or socio-economic factors

– be able to use psychological formulations to plan appropriateinterventions that take the client’s perspective into account

– be able to use psychological formulations with clients to facilitatetheir understanding of their experience

– be able to use formulations to assist multi-professionalcommunication and the understanding of clients and their care

– understand the need to implement interventions and care-plans inpartnership with clients, other professionals and carers

• be able to conduct appropriate assessment or monitoringprocedures, treatment, therapy or other actions safelyand skilfully

– understand the need to maintain the safety of both service usersand those involved in their care

– be able to conduct consultancy

– be able to implement interventions and care-plans through andwith other professionals and / or with individuals who are formal(professional) carers for a client, or who care for a client by virtueof family or partnership arrangements

– be able, on the basis of psychological formulation, to implementpsychological therapy or other interventions appropriate to thepresenting problem and to the psychological and socialcircumstances of the client

– be able to implement therapeutic interventions based on a rangeof evidence-based models of formal psychological therapy,including the use of cognitive behavioural therapy

• be able to maintain records appropriately

– be able to keep accurate, legible records and recognise the needto handle these records and all other information in accordancewith applicable legislation, protocols and guidelines

– understand the need to use only accepted terminology inmaking records

The skills required for the application of Clinical Psychology Practice

5. Critical evaluation of the impact of, orresponse to, the registrant’s actions

• be able to monitor and review the ongoing effectivenessof planned activity and modify it accordingly

– be able to gather information, including qualitative andquantitative data, that helps to evaluate the responses of serviceusers to their care

– be able to evaluate intervention plans using recognised outcomemeasures and revise the plans as necessary in conjunction withthe service user

– recognise the need to monitor and evaluate the quality of practiceand the value of contributing to the generation of data for qualityassurance and improvement programmes

– be able to make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, andrecord the decisions and reasoning appropriately

– be able to revise formulations in the light of ongoing interventionand when necessary reformulating the problem

• be able to audit, reflect on and review practice

– understand the principles of quality control and quality assurance

– be aware of the role of audit and review in quality management,including quality control, quality assurance and the use ofappropriate outcome measures

– be able to maintain an effective audit trail and work towardscontinual improvement

– participate in quality assurance programmes, where appropriate

– understand the value of reflection on practice and the need torecord the outcome of such reflection

– recognise the value of case conferences and other methodsof review

– understand models of supervision and their contributionto practice

6. Knowledge, understanding and skills

• know and understand the key concepts of the bodies ofknowledge which are relevant to clinical psychology practice in your placement specialty

– understand the structure and function of the human body,relevant to clinical psychology practice, together with knowledge of health,disease, disorder and dysfunction

– be aware of the principles and applications of scientific enquiry,including the evaluation of treatment efficacy and the researchprocess

– recognise the role of other professions in health and social care

– understand the theoretical basis of, and the variety of approachesto, assessment and intervention

– understand the impact of differences such as gender, sexuality,ethnicity, culture, religion and age on psychological wellbeingor behaviour