Standards for the accreditation of Doctoral programmes in counselling psychology

Transcription

1 The British Psychological Society Promoting excellence in psychology Standards for the accreditation of Doctoral programmes in counselling psychology October

2 Contact us If you have any questions about Accreditation through Partnership, or the process that applies to you please feel free to contact the Partnership and Accreditation Team: Tel: +44 (0) Our address is: Partnership and Accreditation Team The British Psychological Society St Andrews House 48 Princess Road East Leicester LE1 7DR If you have problems reading this document because of a visual impairment and would like it in a different format, please contact us with your specific requirements. Tel: +44 (0) ; P4P@bps.org.uk. For all other enquires please contact the Society on: Tel: +44 (0) ; mail@bps.org.uk Printed and published by the British Psychological Society. The British Psychological Society 2017 Incorporated by Royal Charter Registered Charity No

3 Contents 4 Introduction 4 What is accreditation? 4 Benefits of accreditation 4 Our standards 5 This document 6 The core training of a counselling psychologist: Statement of intent 8 Programme standard 1: Programme design 11 Programme standard 2: Programme content (learning, research and practice) 22 Programme standard 3: Working ethically and legally 24 Programme standard 4: Selection and admissions 27 Programme standard 5: Trainee development and professional membership 29 Programme standard 6: Academic leadership and programme delivery 34 Programme standard 7: Discipline-specific resources 35 Programme standard 8: Quality management and governance 37 Appendix 1: Example clinical practice portfolio 39 Section A: Log of clinical experiences Log of clinical contacts Trainee as Principal or Joint Therapist Log of non-therapy experiences 43 Section B: Therapy competencies Cognitive Behaviour Therapy Psychodynamic Therapy Systemic Therapies Humanistic Psychological Therapies 62 Section C: Psychological Testing Competencies Self-report / informant measures Performance based psychometrics 65 Section D: Cumulative training record accreditation through partnership 3

4 Introduction The British Psychological Society ( the Society ) is the learned and professional body, incorporated by Royal Charter, for psychology in the United Kingdom. The key objective of the Society is to promote the advancement and diffusion of the knowledge of psychology pure and applied and especially to promote the efficiency and usefulness of members by setting up a high standard of professional education and knowledge. The purpose of the Society s accreditation process is to further that objective. What is accreditation? Accreditation through Partnership is the process by which the British Psychological Society works with education providers to ensure quality standards in education and training are met by all programmes on an ongoing basis. Our approach to accreditation is based on partnership rather than policing, and we emphasise working collaboratively with programme providers through open, constructive dialogue that allows for exploration, development and quality enhancement. Benefits of accreditation Delivering a programme that meets the standards required for accreditation is a significant commitment, and there are many reasons why Society accreditation is worth your investment of time and money: It is a highly regarded marker of quality that prospective students and employers value. It enhances the marketability of your programmes. It gives your graduates a route to Society membership, an integral part of students development as psychologists, or as part of the wider psychological workforce. It is a high quality benchmarking process aimed at getting the best out of programmes. It provides an opportunity for you and your students to influence the society and its support for education providers and students. Together we have a powerful voice in raising the profile of psychology and psychological practice in the UK and internationally. Our standards In 2017, the Society s Partnership and Accreditation Committee (PAC) and its constituent Education and Training Committees reviewed the overarching programme standards, with the aim of providing greater clarity and more effective signposting to other relevant guidance in a way that is helpful to programmes when they articulate their work. Our standards are intended to be interpreted and applied flexibly, in a way that enables programmes to develop distinctive identities that make the most of particular strengths shared by their staff team, or those that are reflected in the strategic priorities of their department or university. During partnership visits, the questions that visiting teams will ask will be designed specifically to give education providers every opportunity to confirm their achievement of the standards. Our standards are organised around eight overarching standards, right. The standards have been derived following extensive consultation between the Society and education providers, and must be achieved by all accredited programmes. Each overarching 4

5 1. Programme design 8. Quality management & governance 2. Programme content 7. Discipline-specific resources 3. Working ethically & legally 6. Academic leadership & programme delivery 4. Selection & admissions 5. Student / trainee development & professional membership standard is followed by a rationale for its inclusion, together with guidance and signposting of other relevant resources. This document This document sets out the accreditation standards for the accreditation of programmes in counselling psychology. The standards came into operation on 1 October If you are submitting a new programme for accreditation, or are preparing for an accreditation visit or review, you should read these standards in conjunction with the relevant process handbook. All handbooks can be downloaded from Accredited Doctoral programmes meet the requirements for Chartered membership of the Society (CPsychol) and full membership of the Division of Counselling Psychology. Such programmes will seek to prepare trainees for professional practice as a counselling psychologist. Practitioner psychologists are statutorily regulated by the Health and Care Professions Council (HCPC), and it is a legal requirement that anyone who wishes to practise using a title protected by the Health Professions Order 2001 is on the HCPC s Register. Programmes will also, therefore, need to seek approval from the HCPC. accreditation through partnership 5

6 The core training of a counselling psychologist: Statement of intent Counselling psychology is a distinct profession within the field of psychology whose specialist focus is the application of psychological and psychotherapeutic theory and research to clinical practice. Counselling psychology holds a humanistic value base that goes beyond the traditional understanding of human nature and development as passive and linear and views human beings and their experience as inherently dynamic, embodied, and relational in nature. Its aim is to reduce psychological distress and to promote the wellbeing of individuals by focusing on their subjective experience as it unfolds in their interaction with the physical, social, cultural, and spiritual dimensions in living. Counselling psychology takes as its starting point the coconstruction of knowledge and as such places relational practice at its centre. The therapeutic relationship is therefore considered to be the main vehicle through which psychological difficulties are understood and alleviated. A philosophical basis for counselling psychology Counselling psychology is a specific discipline of applied psychology that is concerned with the study of being (ontology), the nature of how we know what we know (epistemology) and praxis (clinical application). In its concern with philosophy, counselling psychology embraces a pluralistic and interdisciplinary attitude which overlaps with other applied psychologies, counselling, psychotherapy, psychiatry, and the political and economic systems that sustain them. At its centre lies an inquisitive, reflexive, and critical attitude that acknowledges the diversity of ontological and epistemological positions underlying all forms of therapeutic approaches and techniques. It is a stance that holds a humanistic and relational value system which aims at the exploration, clarification, and understanding of clients worldviews, underlying assumptions, and emotional difficulties that emerge out of our interaction with the world and others. This relational attitude holds the tension between the natural and human sciences and research by demonstrating a non-dichotomous thinking reflected in a both / and position, and which acknowledges the value of all research paradigms that explore and understand the different facets of human existence. The identities of the reflective and scientist practitioner are critically embraced in their attempts to investigate the human predicament as it unfolds within and outside the consulting room. As a result, counselling psychology philosophy and practice embraces a broader definition of evidence that synthesises research and practice and encompasses the paradoxes and divergences encountered in a variety of research paradigms (e.g., qualitative and quantitative). Practice-based and evidence-based knowledge as well as research conducted with clinical and non-clinical populations lie at the centre of the discipline which promotes an attitude of openness to a wide range of philosophical and theoretical questions and points to the necessity for the co-existence of diverse approaches as nothing can be understood in isolation. In line with the above philosophical thinking and praxis, counselling psychologists distinctive identity is reflected in their high levels of competence to work both with structure / content and with process / interpersonal dynamics as they unfold during the therapeutic encounter. Moreover, they bring aspects of themselves to their work, derived from their training, wider knowledge, and lived experience. In contrast to the medical model, assessment, formulation of emotional and relational difficulties in living, and therapeutic plan are seen as parts of an inherently relational and shared enterprise that is informed both by professional expertise and the uniqueness of the human encounter between practitioner and client. It is a therapeutic endeavour that distinguishes the field from other applied psychologies by its explicit use of a phenomenological and 6

7 hermeneutic inquiry that enhances the aforementioned inquisitive, reflexive, and critical attitude when engaging with medical, psychopharmacological, and classification literature as well as use of nomothetic (psychometric and neurological) testing. Last but not least, as a vital balance to this pluralistic and interdisciplinary attitude, counselling psychologists (during and post training) emphasise the value of maintaining external consultation in the form of clinical supervision with experienced members of this and related professions, as well as continued professional development and personal therapy so as to maintain and enhance their ethical and clinical sensitivity. Counselling psychology in practice At the heart of the philosophical praxis outlined above lies a continuous dialogue between counselling psychology practice, service providers, and service users. Counselling psychology training is a postgraduate, doctoral 3 year full time or 4-6 year part time training programme which promotes transferable knowledge and competencies. These are relevant, for example, to services for children, adults, older adults, families, people with developmental and intellectual disability, mild-severe mental health difficulties, physical health presentations, neurological impairment, substance abuse, chronic conditions and other groups and presentations, and clients with complex needs. Counselling psychologists engage with clients presenting with a variety of needs including enhancing wellbeing (e.g., coaching and personal development). Interventions aim to promote autonomy and wellbeing, minimise exclusion and inequalities and enable clients to engage in meaningful interpersonal relationships and commonly valued social activities such as education, work, and leisure. This scope of work is in contrast to multiple, often sub-doctoral, programmes, which prepare graduates for work with only circumscribed groups, presentations or models of therapy. As well as safeguarding and improving quality of service provision, the cost-efficiency for commissioning of training is evident. Counselling psychologists are trained to reduce psychological distress and to enhance and promote psychological wellbeing by the systematic application of knowledge derived from psychological theory, practice, and research. A defining feature of the counselling psychologist is the capacity to draw from, and utilise, different models of therapy, evidence-based and practice based interventions, as appropriate to the needs and choices of the service user. The counselling psychologist is not a uni-modal therapist, although by the end of training, specific competencies will be professionally accredited by the Society through programme accreditation, within two models of psychological interventions that will vary, depending on the training pathway pursued. Counselling psychologists contribution to service delivery encompasses work with individuals (children, young people, adults and older adults), family and organisational systems, groups, and couples. They are trained not just to deliver interventions, but to also promote psychological mindedness and skills in other health, educational and social care professionals. Counselling psychologists therefore work across a diversity of health and social care providers including NHS, independent sector and social care; in primary, secondary and tertiary care, inpatient units and community services, as well as organisational, educational, forensic settings, and independent practice. accreditation through partnership 7

8 Programme standard 1: Programme design The design of the programme must ensure that successful achievement of the required learning outcomes is marked by the conferment of an award at the appropriate academic level. 1.1 Credits and level of award: Doctoral programmes seeking accreditation against the requirements for Chartered Membership of the Society (CPsychol) must comprise 540 credits, and must result in the award of a level 8 qualification (level 12 in Scotland). 1.2 Duration and location of studies: For postgraduate professional training programmes in psychology, the total period of study must be no less than three years full-time (or the equivalent part-time) The Society does not stipulate a maximum study period within which an accredited programme must be completed Up to one third of the total credits of an accredited UK programme may be undertaken outside of the UK. Where a greater proportion is undertaken abroad, we consider this to be a separate programme requiring separate accreditation. 1.3 Award nomenclature: The education provider must ensure that the title of any award accurately reflects the level of trainees achievements, represents appropriately the nature and field(s) of study undertaken and is not misleading, either to potential employers or to the general public. 1.4 Assessment requirements: Programmes must have in place an assessment strategy that maps clearly on to programme and module learning outcomes, incorporates a wide range of formative and summative assessments, and which reflects trainees development of knowledge and skills as they progress through their studies. Each of the competencies specified in Programme Standard 2, below, must be assessed at the appropriate level Accredited postgraduate programmes must stipulate a minimum pass mark of 50 per cent for all modules that contribute to the accredited award where quantified marking is employed. No compensation across modules is permissible Assessment rules, regulations and other criteria should be published in a full and accessible form and made freely available to trainees, staff and external examiners Assessment practices should be fair, valid, reliable and appropriate to the level of the award being offered. Assessment should be undertaken only by appropriately qualified staff, who have been adequately trained and briefed, and given regular opportunities to enhance their expertise as assessors Education providers should have in place policies and procedures to deal thoroughly, fairly and expeditiously with problems which arise in the assessment of trainees. These should include the grounds for trainee appeals against assessment outcomes, and the process that trainees should follow if they wish to pursue an appeal Education providers should ensure that detailed and up to date records on trainee progress and achievement are kept. Throughout a programme of study, trainees should receive prompt and helpful feedback about their performance in relation 8

9 to assessment criteria so that they can appropriately direct their subsequent learning activities. 1.5 Inclusive assessment: Education providers should have inclusive assessment strategies in place that anticipate the diverse needs and abilities of students Where reasonable adjustments need to be made for disabled students, these should apply to the process of assessment, and not to the competencies being assessed. Rationale for inclusion The Society has clear expectations about teaching, learning and assessment on accredited programmes, and the provisions that should be built into the design of those programmes to ensure quality. The standards outlined above will ensure that those seeking entry to specific grades of Society membership on the basis of having completed an accredited programme have met the stipulations set out in the Society s Royal Charter, Statutes and Rules. Guidance and signposting Part A of the UK Quality Code addresses Setting and Maintaining Academic Standards, and signposts relevant qualifications and credit frameworks, as well as guidance on the characteristics of different qualifications. Providers may also find it helpful to refer to a further five chapters from Part B of the Quality Code ( Chapter B1: Programme Design, Development and Approval Chapter B3: Learning and Teaching Chapter B6: Assessment of Students and the Recognition of Prior Learning Chapter B9: Academic Appeals and Student Complaints Chapter B11: Research Degrees The Health and Care Professions Council sets out its requirements around programme design and delivery and assessment in its Standards of Education and Training (SETs 4 and 6; Information on the threshold level of qualification for entry to the HCPC Register is provided in SET 1. The Society s standards require that all accredited stage one MSc and Doctoral programmes stipulate a minimum 50 per cent pass mark for all modules that contribute to the accredited award. This requirement applies to all assessments for which quantified marking is employed, and does not affect those assessment tasks to which pass/fail grading applies. Some providers operate a standard 40 per cent pass mark for their postgraduate programmes; accredited programmes will need to seek variation from the provider s standard regulations in order to meet this requirement. Graduates who do not achieve the necessary 50 per cent pass mark for all modules contributing to the accredited degree should receive an alternative award to enable them to be distinguished from those who have achieved the expected standard. The Equality Challenge Unit has produced guidance on Managing Reasonable Adjustments in Higher Education, which providers may find helpful ( The Society s accreditation standards make provision for trainees to undertake some study or placement time abroad as part of their programme (up to one third of the accreditation through partnership 9

10 total credits of the accredited programme). Study abroad opportunities may not be available for all trainees, and arrangements will vary across different providers. Where study abroad opportunities are available, the UK provider must ensure that the study abroad being undertaken allows trainees to cover all of the required curriculum and competencies appropriately by the time they have completed their programme (though not necessarily in the same way as others on their cohort), and that this learning will effectively support their progression. More detailed information is available in our guide to studying abroad on an accredited programme, which can be downloaded from Where more than one third of the total credits for the programme are undertaken outside of the UK, the Society considers this to be a separate programme requiring separate accreditation. Information regarding the Society s international accreditation process can be found at The Society does not specify a maximum study period for an accredited programme. It is expected that individual education providers will have in place regulations governing the maximum permissible period of time that may elapse from initial enrolment to completion, regardless of individual circumstances, to ensure the currency of their knowledge, their competence, and the award conferred upon them 10

11 Programme standard 2: Programme content (learning, research and practice) The programme must reflect contemporary learning, research and practice in psychology. 2.1 Programme content requirements Counselling psychology programmes will vary in the emphases they place on work with particular clinical groups, therapeutic modalities, curriculum content, non-therapy skills, training methods etc. This is healthy and promotes diversity and richness within the profession. It ensures programmes can be responsive to regional and national priorities, opens up opportunities for some programmes to coordinate and complement their efforts and offers prospective applicants choice of programmes which best suit their own preferences, learning style and goals. Similarly, trainee counselling psychologists within programmes may follow a range of training pathways depending on practice placement experiences, research undertaken, optional modules chosen etc. Thus whilst all graduates will demonstrate core standards of proficiency, with transferability demonstrated across the range of clients and services as specified below, some variation in individual strengths and competencies will be both inevitable and desirable. This context means that whilst the BPS will accredit programmes as meeting the standards required for their graduates to be eligible for Chartered status, programmes are free to develop their own assessment style of learning outcomes, skills, and competencies in ways that are transparent to employers and commissioners of services Key aims of accredited doctorates in counselling psychology: The key aim of an accredited programme is to produce graduates who will: 1. be competent, reflective, ethically sound, resourceful and informed practitioners of counselling psychology able to work in therapeutic and nontherapeutic contexts; 2. value the imaginative, interpretative, personal and collaborative aspects of the practice of counselling psychology; 3. commit themselves to ongoing personal and professional development and inquiry; 4. understand, develop and apply models of psychological inquiry for the creation of new knowledge which is appropriate to the multi-dimensional nature of relationships between people; 5. appreciate the significance of wider social, cultural, spiritual, political, and economic domains within which counselling psychology operates; 6. adopt a questioning and evaluative approach to the philosophy, practice, research and theory which constitutes counselling psychology; and 7. be able to develop and demonstrate communication, influencing, teaching and leadership skills by applying psychological knowledge and skills in a range of professional, clinical, organisational, and research contexts. accreditation through partnership 11

12 2.1.3 Required learning outcomes for accredited Doctorates in counselling psychology 1. Philosophy By the end of their programme trainees will: a. understand the diverse philosophical bases which underpin the psychological theories that are relevant to counselling psychology; b. be able to critically evaluate the primary philosophical paradigms that inform psychological theory and the understanding of the subjectivity and intersubjectivity of human experience; c. understand the spiritual and cultural traditions relevant to counselling psychology; d. embrace humanistic and relational value systems that engage with meaning, co-construction, and interpretation and aim at the exploration, clarification, and holistic understanding of clients predicaments; e. embody the identity of the Reflective Practitioner and demonstrate the ability to engage in a collaborative dialogue with clients aiming at understanding their subjective experience and constructions of meaning and reality; and f. be in a position to use their own personal insight, life experiences, personal therapy and clinical supervision to facilitate the formation of a strong therapeutic relationship that is founded upon the practitioner s personal qualities and the core conditions of empathy, acceptance, and authenticity. 2. Psychological knowledge and application The further psychological knowledge listed below is expected to build on the psychological knowledge gained in the course of achieving eligibility for the Graduate Basis for Chartered membership of the Society. By the end of their programme trainees will be able to: a. demonstrate knowledge of theories of human, cognitive, emotional, behavioural, social and physiological functioning relevant to counselling psychology; b. critically evaluate theories of mind and personality; c. demonstrate knowledge of different theories of lifespan development; d. understand the importance of historical, social and cultural contexts and their impact on practice; e. demonstrate knowledge of psychological, social, and relational distress and knowledge of a range of explanatory frameworks used to understand these presentations (e.g., distress as meaningful, distress as psychopathology etc.). Trainees will also demonstrate the ability to critically evaluate these in the light of research and practice; f. demonstrate knowledge and critical understanding of psychometric theory; g. evaluate, use and interpret psychometric tests; this includes the selection, administering, scoring and interpretation of performance 12

13 based psychometric tests, e.g. neuropsychological tests, tests of cognition and development, self-other report, and other standardised assessment procedures. Use of such tests would be in close collaboration with clients and identified as one, amongst other, possible means for understanding and interpreting clients psychological distress; h. have the ability to critically evaluate the reliability and validity of such procedures; i. have knowledge of diagnostic frameworks such as the DSM and ICD, including a critical understanding of the concept of diagnosis (see note below); and j. demonstrate knowledge and critical understanding of psychopharmacology and have the ability to evaluate its effects in the light of research and relational practice. Nota Bene: Society Issues: New Guidance on Diagnosis 24 January 2013 Practitioner psychologists should recognise the benefits some clients may derive from receiving a diagnosis, but should also be mindful of the harm that can result from labelling particularly the risk of pathologising an individual. Diagnosis Policy and Guidance also says that psychologists may seek to supplement or replace diagnoses, wherever appropriate, with evidence-based individual psychological formulations, models and theories as a way of informing their recommendations and interventions. 3. Psychological assessment and formulation By the end of their programme trainees will be able to: a. initiate, develop, maintain and end a purposeful therapeutic alliance and be able to work therapeutically at relational depth; b. understand and work with the therapeutic relationship and alliance as conceptualised by different models of psychological therapy; c. conduct psychological assessments (depending on the therapeutic modality used) aiming at increasing clients self awareness and shared understanding of their predicament, nature of distress, needs, expectations, and desired outcomes; d. conduct appropriate risk assessment and use this to guide practice; e. construct collaborative formulations utilising theoretical frameworks and the client s subjective experience aiming at an empathic understanding of their predicament; f. ensure that formulations are expressed in accessible language, are culturally sensitive, and non-discriminatory in terms of, for example, age, gender, disability, and sexuality; g. reflect on and revise formulations in the light of ongoing feedback and intervention and use them as a basis for decision-making with regards to an appropriate therapeutic plan; and h. lead on the implementation of ongoing formulation in work settings, utilised in order to enhance teamwork, multi-professional communication and psychological mindedness in those settings. accreditation through partnership 13

14 4. Counselling psychology practice and psychological intervention By the end of their programme, trainees will be able to relate their philosophical understanding of counselling psychology and its evidence base to their practice, and will: a. demonstrate in-depth critical knowledge and supervised clinical experience of the particular theory and practice of at least one specific model of psychological therapy (a model of psychological therapy is defined as a particular therapeutic approach in relation to which there is a body of theory and research which has implications for therapeutic practice; and that offers an explanation with internal consistency about the nature of the person, of psychological difficulty, of the therapeutic relationship, and of the process of change); b. have a working knowledge and supervised clinical experience of at least one further model of psychological therapy (working knowledge is defined as the ability to apply theory into therapeutic practice); c. be able to compare, contrast and critically evaluate the ontological and epistemological foundations underlying a range of models of therapy; d. be able to provide psychological therapy interventions: to individual adults and, depending on placement experience, other client groups including children and young people, older adults, couples, groups, families, and organisations; in range of contexts, which may include NHS (primary, secondary and tertiary care) and other statutory, voluntary or independent settings; and working within different time-frames of therapeutic practice (time limited, short and long-term, as well as open-ended therapy). Trainees must complete a minimum of 450 hours of supervised clinical experience in relation to the above, and programmes must have a system in place for monitoring the breadth of experience that each trainee develops (see Programme standard 5, item 1). e. understand the therapeutic process as it occurs when working with a range of different individuals experiencing psychological difficulties, whether that be in relation to adjustment, to circumstances, or in more significant and problematic experiences as often indicated in diagnostic categories; f. demonstrate a personal, coherent, and ethical way of working with clients that takes account of a critical knowledge of evidence-based practice, practice-based evidence and reflective practice; g. be able to reflect critically on their practice and responsiveness to the complex demands of clients, and consider alternative ways of working where appropriate; h. understand explicit and implicit (verbal and non-verbal) communications in a therapeutic relationship; 14

15 i. have knowledge of, and ability to conduct interventions related to, secondary prevention and the promotion of health and wellbeing; j. conduct interventions in a way which promotes wellbeing, personal and social functioning, and is informed by client values and goals; k. understand social approaches to intervention; for example, those informed by community, critical, and social constructionist perspectives; l. be able to effectively communicate clinical and non-clinical information from a psychological perspective in a style appropriate to a variety of different audiences (for example, to professional colleagues, and to clients and/or their carers); and m. understand the main principles of and approaches to supervision and have knowledge of how to apply these at an appropriate level within their own sphere of competence. 5. Evaluation of practice By the end of their programme, trainees will be able to: a. critically understand and use processes of evaluation in the context of counselling psychology; b. evaluate practice through the monitoring of processes and outcomes, across multiple dimensions of functioning, in relation to wellbeing, values and goals, and as informed by client experiences as indicators chosen in collaboration with the client including measures (i.e., objective and self-report) where appropriate; c. have awareness of the value of maintaining external consultation in the form of clinical supervision with experienced members of this and related professions, as well as continuing professional development, and personal psychological therapy so as to maintain and enhance ethical and clinical sensitivity; and d. understand the process of evaluation and outcomes at the organisational and systemic levels as well as the individual level, including appreciating outcomes frameworks in wider use within national healthcare systems, the evidence base and theories of outcomes monitoring (e.g. as related to dimensions of accessibility, acceptability, clinical effectiveness, and efficacy). 6. Research and inquiry Trainees will be able to critically understand and evaluate the ontological and epistemological strengths and limitations of different research methodologies in the context of counselling psychology. By the end of their programme, trainees will be able to: a. demonstrate and apply knowledge of the research evidence on process and outcomes of psychological therapy relevant to counselling psychology; accreditation through partnership 15

16 b. demonstrate knowledge of the models of science that underpin research and inquiry and of the quantitative, qualitative, and mixed methods approaches to these; c. demonstrate competence to use appropriate software and research tools; d. critically analyse and evaluate published research relevant to counselling psychology and other research relevant to their practice; e. demonstrate knowledge and understanding of a variety of research designs; f. devise and evaluate research questions and select an appropriate methodology; g. design, conduct, critically evaluate and report on a research project; h. understand research ethics and demonstrate the ability to apply them; i. reflect on their experience of being a researcher; and j. understand the purpose and principles of service audit and service evaluation. 7. Working with diversity and cultural competence By the end of their programme, trainees will be able to: a. develop knowledge and understanding of equality of opportunity and diversities and how to work affirmatively to promote social inclusion in their clinical practice; b. value social inclusion and demonstrate a commitment to equal opportunities; c. understand issues of power, discrimination and oppression, the psychological impact of these, and how to work with these issues psychologically; d. develop an understanding of the importance of cultural and ethnic backgrounds and an awareness of difference including visible, less visible, and mixed backgrounds, and be able to work from a knowledge base of different cultural frameworks; e. have an understanding of the major religious beliefs and practices, spirituality, and how to work with these in clinical practice; f. understand the diversity of forms of relationships and families in gender and sexual minority clients; be knowledgeable of the diversity of sexual and gender minority identities and practices; work affirmatively with gender and sexual minority clients, understanding contemporary models of gender and sexuality, internalised oppression, and the impact of stigmatising beliefs; and recognise that attitudes towards sexuality and gender are located in a changing socio-political context, and reflect on their own understanding of these concepts; g. be mindful of the impact of socioeconomic status and disadvantage and limited access to resources and services; 16

17 h. be aware of attitudes towards disabled people and the social construction of disability, and appropriate models for practice; i. understand the principles and requirements of safeguarding of children and vulnerable adults; and j. understand human development across the lifespan and the issues of discrimination and disadvantage that can arise. 8. Personal and professional skills and values Trainees will continuously evaluate their practice in the light of the following principles and, by the end of their programme, will: a. understand ethical issues and relevant legal frameworks and guidance and be able to apply these in complex healthcare and therapeutic contexts, ensuring that informed consent underpins all contact with clients and research participants; b. strive to do no harm by recognising their personal limitations, appropriate boundaries and understanding of the dynamics present in therapeutic and other relationships, including dynamics of power; c. understand the experience of therapy through active and systematic engagement in personal therapy, which will enable them to: demonstrate an understanding and experience of therapy from the perspective of the client, which will be utilised to guide their own practice; demonstrate an understanding through therapy of their own life experience, and understand the impact of that experience upon practice; demonstrate an ability for critical self-reflection on the use of self in the therapeutic process; d. demonstrate creativity and artistry in the use of language and metaphor in the therapeutic process; e. be able to monitor and evaluate their therapeutic practice through clinical supervision, qualitative feedback, quantitative outcome measures, feedback provided by service users, and their own personal therapy; f. develop strategies to build resilience to handle the emotional and physical impact of practice and seek appropriate support when necessary; g. have the capacity to recognise when their own fitness to practice is compromised and take steps to manage this risk as appropriate; h. hold themselves accountable to the public and the profession for their personal integrity; i. demonstrate commitment to undertake professional development to ensure they can continue to work effectively in the best interests of their clients; j. demonstrate commitment to pursuing ethical reasoning, and deeper personal and professional knowledge, relevant to practice; accreditation through partnership 17

18 k. develop a knowledge of and practical experience in ethical reasoning and decision-making; and l. demonstrate a commitment to continuing to abide by the Society s ethical framework and professional codes of conduct and practice guidelines and those of the Health and Care Professions Council. 9. Communication, influencing, teaching, and leadership skills By the end of their programme, trainees will have developed knowledge and actively engage in experiences that demonstrate skills at a level commensurate with their level or training and role within the service to: a. communicate effectively clinical and non-clinical information from a psychological perspective in a style appropriate to a variety of different audiences (for example, to professional colleagues, and to client and carers); b. demonstrate competency in appropriate record keeping and report writing to enhance communication with other practitioners from the same and related fields; c. understanding the process of communicating effectively through interpreters and having an awareness of the limitations thereof; d. impart psychological knowledge in a professional capacity with a view towards influencing the psychological mindedness of teams and organisations; e. demonstrate qualities such as being aware of and working with interpersonal processes, an ability to manage professional relationships, proactivity, and contributing to and fostering collaborative working practices within teams; f. understand the organisational policies and contextual and legal frameworks within which they practice; g. contribute to the management and auditing processes of the organisation at a stage-appropriate level; h. work with a knowledge and awareness of the dynamics, use and misuse of process and power and being able to recognise malpractice or unethical practice and the appropriate organisational policies and procedures to respond; and i. understand ways to contribute to the development and leadership of the counselling psychology profession The structure of training 1. Supervised practice needs to be gained across a range of clients, therapy and intervention modalities and settings as outlined above. This can be in settings defined for the purposes of training by one, or a combination of, factor(s) including the population (e.g. child, adult, older people), special additional needs (e.g. intellectual disability, serious mental health problems, health-related problems, substance abuse), psychological interventions (e.g. model of therapy) or service delivery contexts (e.g. primary, secondary and tertiary care, in-patient, out-patient, community, third sector). 18

19 2. A hallmark and strength of counselling psychology training is that generalisable and transferrable skills and competencies are developed. This is evidenced by demonstration of the core competencies outlined above and across different settings. However, it would be impossible to demonstrate these competencies across ALL such settings, and combination of settings, and thus, once again, these are indicative rather than prescriptive. Moreover, programmes generally, and individual trainees specifically, will vary in emphases and strengths. A sufficient range of experience must be attained, however, to evidence this transferability in practice. Thus, the specific settings, population and interventions in which competencies have been demonstrated must be monitored and available in accordance with training-specific requirements (see Appendix 1 for an example of how this might look). 3. Given the wide scope of counselling psychology practice, it is important to recognise that initial training provides a foundation for the range of skills and knowledge demonstrated by the profession. Further skills and knowledge will need to be acquired through continuing professional development appropriate to the specific employment pathways taken by newly qualified psychologists. 2.2 Teaching and learning: A clear programme specification must be in place that provides a concise description of the intended learning outcomes of the programme, and which helps trainees to understand the teaching and learning methods that enable the learning outcomes to be achieved, and the assessment methods that enable achievement to be demonstrated with adequate breadth and depth. The programme specification (and any module specifications) must include learning outcomes that reflect the specific programme content requirements outlined above Education providers must be able to document the intended programme and module learning outcomes, and the ways in which these are mapped on to the programme content requirements outlined above Programmes must have a statement of orientation and values that underlie their programme specification. In addition to articulating learning outcomes and an assessment strategy that reflect the competencies outlined in this handbook, programmes must be able to show how their orientation and values inform their teaching and learning strategy Trainees are entitled to expect a learning experience which meets their needs, and which is underpinned by competent, research-informed teaching, and a supportive and enabling learning environment. 2.3 Research: Education providers must be able to demonstrate how they have taken account of the Society s Supplementary guidelines for research and research methods in designing, developing and delivering their research methods and project provision Trainees should demonstrate the ability to conceptualise, design and conduct independent, original research of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication. This should include the ability accreditation through partnership 19

20 to: Identify appropriate research questions; understand and reflect on ethical issues; choose appropriate research methods and approaches to analysis; report outcomes; and identify appropriate pathways for dissemination. 2.4 Supervised practice: Programmes must have access to an adequate number of appropriately qualified and experienced placement supervisors Trainees will have a co-ordinating placement tutor or supervisor with overall responsibility for the candidate throughout the programme, who is qualified in the relevant domain of psychology. The identification of a co-ordinating tutor or supervisor is intended to ensure that the trainee participates in supervision with an appropriately qualified psychologist for the majority of their training. The coordinating supervisor may be a member of the programme team In addition, trainees may have additional practice supervisors to whom supervision responsibilities are delegated with mutual agreement from the main supervisor. All supervisors must be appropriately qualified, but may be registered in a different domain of psychology, or be a member of another profession: a. Psychologists providing supervision to trainees on accredited programmes must be registered with the Health and Care Professions Council. b. Members of other professions who are providing supervision to trainees on accredited programmes should normally be registered with an appropriate professional or statutory body. The nature of supervision provided will depend on the organisational context in which the placement takes place and may range from supervision of specific case work to supervision of the whole placement experience. It is for programmes to ensure that all supervisors, based on their training, experience and CPD, have the appropriate competencies to be offering the particular services in which they are supervising the trainee All supervisors are expected to have completed training in supervision as recognised by the Society or provided by the education provider A formal working contract should be in place between the trainee, the programme and the placement outlining the amount, frequency and nature of the supervision that will take place as well as any planned interaction between the three parties involved (programme-trainee, placement-trainee, placement-programme) for the purposes of placement monitoring. Supervision should normally take place on a face-to-face basis, although education providers may specify within the contract any circumstances under which alternative arrangements may be put in place. The contract should also make explicit reference to these training standards, and the specific competencies that need to be developed must have been mutually agreed in person to ensure that expectations can be clearly set and communicated on all sides. The supervision required may differ depending on the stage of development of the trainee and any specific learning needs that may have been identified. A plan should also be in place for dealing with problems that may arise on placement. 20

21 Rationale for inclusion The Society s standards for accredited programmes reflect contemporary theory, research and practice, enabling accredited programmes to develop psychologists who will be fit for purpose for the future. As such, these reflect the optimal academic and professional standards, promoted by the Society through the award of Graduate Membership (MBPsS) and the Graduate Basis for Chartered Membership (GBC), and Chartered Membership (CPsychol) respectively. The Society is keen that these standards create flexibility for programmes to develop distinctive identities, by making the most of particular strengths around research and practice shared by their staff team, or those that are reflected in the strategic priorities of their department or university. Guidance and signposting Education providers are free to map topics in any academically coherent combination, which could range from delivering core content areas within dedicated modules, or embedding coverage across a number of modules. The Society encourages programmes to deliver core content across modules within an integrated curriculum that offers a pedagogical development of trainees knowledge, understanding, and skills. Providers may find it helpful to refer to Chapter B3 of the UK Quality Code, which addresses Learning and Teaching ( The Health and Care Professions Council sets out its requirements around programme design and delivery (including curriculum guidance) and practice-based learning in its Standards of Education and Training (SETs 4 and 5; The Society has produced Supplementary guidelines for research and research methods on Society accredited postgraduate programmes (revised April 2017). A further document, Supplementary guidelines for research and research methods on Society accredited undergraduate and conversion programmes, was also published in April accreditation through partnership 21