health professions council standards of proficiency for

Date Ver. Dept/Cmte Doc Type Title Status Int. Aud. 2007-07-04 a POL PPR Cover sheet - QAA benchmarks -

04.09.2007 Draft DD: None

Public RD: None

Health Professions Council Standards of Proficiency for Applied Psychologists Professional Liaison Group (PLG) Quality Assurance Agency Subject Benchmark Statements Executive Summary and Recommendations Introduction Subject benchmark statements are produced by the Quality Assurance Agency (QAA) and set out expectations about standards of degrees in specific subject areas. They articulate what can be expected of a graduate in terms of the abilities and skills needed to develop understanding in the specific subject. Benchmark statements are currently available in clinical psychology. The benchmarks for clinical psychology produced by the QAA and QAA Scotland are appended, together with a document which maps the benchmarks (QAA) against the generic standards. This document identifies areas where profession-specific standards might be helpful or necessary or where further discussion and consideration is required. Decision The group is invited to discuss the attached documents. Background information Subject benchmark statements are available from the Quality Assurance Agency’s website: www.qaa.ac.uk. Resource implications None Financial implications None Appendices Appendix 1: Quality Assurance Agency subject benchmark statement for Clinical Psychology (2004) Appendix 2: Quality Assurance Agency Scotland Scottish subject benchmark statement for Clinical Psychology and Applied Psychology (clinical associate) Scotland

Date Ver. Dept/Cmte Doc Type Title Status Int. Aud. 2007-07-04 a POL PPR Cover sheet - QAA benchmarks -

04.09.2007 Draft DD: None

Public RD: None

Appendix 3: Mapping of Mapping of Quality Assurance Agency subject benchmark statement for Clinical Psychology (appendix 1) against the generic standards of proficiency. Date of paper 21st August 2007

Benchmark statement:Health care programmes

Phase 2

ISBN 1 84482 145 5© Quality Assurance Agency for Higher Education 2004

All the Agency's publications are available on our web site www.qaa.ac.uk

Printed copies are available from:Linney DirectAdamswayMansfieldNG18 4FN

Tel 01623 450788Fax 01623 450629Email [email protected]

Clinical psychology

Subject benchmark statements: Health care programmes

Subject benchmark statements provide a means for the academic community to describe the nature andcharacteristics of programmes in a specific subject. They also represent general expectations about standardsfor the award of qualifications at a given level and articulate the attributes and capabilities that thosepossessing such qualifications should be able to demonstrate.

This subject benchmark statement refers to the degree of doctorate in clinical psychology.

Subject benchmark statements are used for a variety of purposes. Primarily, they are an important externalsource of reference for higher education institutions when new programmes are being designed anddeveloped in a subject area. They provide general guidance for articulating the learning outcomes associatedwith the programme but are not a specification of a detailed curriculum in the subject. Subject benchmarkstatements provide for variety and flexibility in the design of programmes and encourage innovation withinan agreed overall conceptual framework.

Subject benchmark statements also provide support to institutions in the pursuit of internal qualityassurance. They enable the learning outcomes specified for a particular programme to be reviewed andevaluated against agreed general expectations about standards.

Finally, subject benchmark statements may be one of a number of external reference points that are drawnupon for the purposes of external review. Reviewers do not use subject benchmark statements as a crudechecklist for these purposes however. Rather, they are used in conjunction with the relevant programmespecifications, the institution's own internal evaluation documentation, in order to enable reviewers to cometo a rounded judgement based on a broad range of evidence.

The benchmarking of academic standards for this subject area has been undertaken by a group of subjectspecialists.

In due course, the statement will be revised to reflect developments in the subject and the experiences ofinstitutions, and others who are working with it.

Contents

Foreword 1

Benchmark statement for clinical psychology 2

Introduction 2

Clinical psychologists as scientist practitioners 3

Clinical psychologists as reflective practitioners 3

Use of clinical psychology services 3

Clinical psychology programmes and maintenance of professional standards 4

Standards for awards 5

A The chartered clinical psychologist as a health care practitioner: Expectations held by the profession, employers and the public 5

B The application of clinical psychology practice in securing, maintaining or improving health and well-being 6

C Knowledge, understanding and skills that underpin the education and training of clinical psychologists 7

Teaching, learning and assessment 9

Academic and practitioner standards 11

Appendix 1 12

Clinical psychology benchmark group membership 12

Appendix 2 13

Benchmarking steering group membership 13

Foreword

This benchmark statement describes the nature and standards of programmes of study in clinical psychologythat lead to awards made by higher education institutions (HEIs) in the United Kingdom (UK) in the subject.It sets out a general framework for describing these programmes under three main categories.

A Expectations of the health professional in providing patient/client services;

B The application of practice in securing, maintaining or improving health and well-being;

C The knowledge, understanding and skills that underpin the education and training of health careprofessionals.

This represents the shared context upon which the education and training of all health care professionalsrests. It is important to emphasise that benchmark statements will continue to evolve in the light ofexperience and further developments in health care.

The main section of this statement, in addition to describing the nature and extent of programmes leading toawards in clinical psychology, describes the profession-specific expectations and requirements under the samethree categories, but emphasises that as a postgraduate qualification clinical psychology education and trainingbuilds upon the prerequisite knowledge and skills gained from the undergraduate degree in psychology.

The section on standards accords with the relevant level descriptor for awards in the qualificationsframeworks published by the Quality Assurance Agency for Higher Education.

The section on teaching, learning and assessment draws attention to the key role of practice in the design ofclient-centred learning opportunities for trainees, and to the importance of ensuring that professionalcompetence, developed through practice, is adequately assessed and rewarded. It also notes how essential itis that the integration of theory and practice is a planned process within the overall arrangements made forteaching and learning. The importance of professional accountability teamworking, interprofessionalcollaboration and communication are also emphasised.

Finally, the statement does not set a national curriculum for programmes leading to awards in clinicalpsychology. It acknowledges that the requirements of the professional and statutory regulatory bodies needto be incorporated into the design of programmes. It seeks to encourage HEIs and service providers to workcollaboratively in the design and delivery of their curricula. Its essential feature is the specification ofthreshold standards, incorporating academic and practitioner elements, against which HEIs are expected, asa minimum, to set their standards for the award.

Clinical psychology

Benchmark statement for clinical psychology

Introduction

Philosophy

The work of clinical psychologists is based on the fundamental acknowledgement that all people have thesame human value and the right to be treated as unique individuals. Clinical psychologists will treat allpeople - both clients and colleagues - with dignity and respect and will work with them collaboratively aspartners towards the achievement of mutually agreed goals. In doing this, clinical psychologists will adhereto, and be guided by, explicit and public statements of the ethical principles that underpin their work.

Purpose

Clinical psychology aims to reduce psychological distress and to enhance and promote psychological well-being by the systematic application of knowledge derived from psychological theory and research.

Aims

Clinical psychology services aim to enable service users to have the necessary skills and abilities to cope withtheir emotional needs and daily lives in order to maximise psychological and physical well-being; to developand use their capacity to make informed choices in order to enhance and maximise independence andautonomy; to have a sense of self-understanding, self-respect and self-worth; to be able to enjoy good socialand personal relationships; and to access commonly valued social and environmental facilities.

Clinical psychology services aim to enable other service providers to develop psychologically-informed waysof thinking; to use psychological knowledge to enhance and develop their professional practice to the benefitof their clients; to be able to enhance their sense of self-understanding, self-respect and self-worth; and to usepsychological data to aid decision-making at a clinical, organisational and societal level.

How these aims are achieved

The core skills of a clinical psychologist are:

assessment;

formulation;

intervention;

evaluation and research;

communication.

Assessment of psychological processes and behaviour is a competence derived from the theory and practiceof both academic and applied psychology. It is different from other activities such as diagnosis and includesboth assessing individual change and stability and comparing the individual with others. Assessmentprocedures include:

the development and use of psychometric tests;

the application of systematic observation and measurement of behaviour in both daily life contexts andother settings;

devising self-monitoring strategies for individual service users;

the use of formal and informal interviews with clients, carers and other professionals.

Results of these assessments are integrated within the context of the historical and developmental processes thatwill have shaped either an individual, family, group or organisation. Clinical psychologists have the ability toassess the suitability of different measurement procedures depending on the purpose for which the assessmentis needed, as well as being competent to devise and use one-off, individualised assessment procedures.

Formulation is the summation and integration of the knowledge that is acquired by this assessment process(which may involve a number of different procedures). This will draw on psychological theory and researchto provide a framework for describing a problem, how it developed and is being maintained. Because oftheir particular training in the linkage of theory to practice, clinical psychologists will be able to draw on a

Subject benchmark statement: Health care programmes

number of different explanatory models and so a formulation may comprise a number of provisionalhypotheses. This process provides the foundation from which actions derive. What makes this activityunique to clinical psychologists is the knowledge base and information on which they draw. The ability to access, review, critically evaluate, analyse and synthesise data and knowledge from a psychologicalperspective is one that is distinct to psychologists, both academic and applied.

Intervention, if appropriate, is based on the formulation. This may involve the utilisation of one or morepsychotherapeutic models or approaches to facilitate change. Other sorts of intervention may includetraining of others (professional staff, relatives and carers), the provision of psychological knowledge byteaching or the development of psychological skills through supervision and consultation. All theseinterventions are tests of the provisional hypotheses contained in the formulation and are subject tomodification in the light of experience and new data.

Evaluation is, therefore, a critical and integral part of the clinical psychologist's work. All activities andinterventions need to be evaluated both during their implementation and afterwards to assess the stabilityand security of change. Research includes the ongoing evaluation of assessment, formulation andintervention in relation to specific services provided. It also includes explorations of psychological processesand outcomes (basic research), the development and evaluation of specific psychological interventions(primary research) and the consolidation and evaluation of primary research (secondary research). Basic andprimary research in clinical psychology is typically uni-professional; secondary research is more usuallyconducted in collaboration with other professionals.

Communication skills are clearly integral to all aspects of a clinical psychologist's role. Effectivecommunication skills are routinely essential in relation to all aspects of work with service users and theirfamilies and with other professional staff. Communication skills include direct face to face communication,all forms of electronic and verbal communication to individual clients, their families and other key people,and the dissemination of research.

In summary, it is the mixture and synthesis of competencies, built on the body of psychological theory anddata, which are applied to helping people solve personal, family, group, work or organisational problems,that makes clinical psychology unique in health and social care.

Clinical psychologists as scientist practitioners

Clinical psychologists are more than psychological therapists. While many do practise psychotherapy at ahigh level, this is not a skill distinct to clinical psychologists, nor should it be. The background and trainingof clinical psychologists is rooted in the science of psychology, and clinical psychology is one of theapplications of psychological science to help address human problems. The ability to design and carry outinnovative applied research is a skill developed to a doctoral level in training and is important for thedevelopment and delivery of evidence-based practice. In addition, one element of research competence iscritical evaluation of research activity. While there are data that support many clinical activities, there are still major gaps in the knowledge base. One of the contributions made by clinical psychologists is thedevelopment and testing of new interventions and activities, based on psychological theory. Thus practicefeeds and draws on research and theory that in turn influences practice.

Clinical psychologists as reflective practitioners

Clinical psychologists are cognisant of the importance of self-awareness and the need to appraise and reflect ontheir own practice. They are also aware of the importance of diversity, the social and cultural context of theirwork, working within an ethical framework, and the need for continuing professional and personal development.

Use of clinical psychology services

Clinical psychologists work with individuals, couples, families, groups (therapeutic, staff, informal carers)and at the organisational and community level. They work in a variety of settings, including hospital wards,day centres, Community Mental Health Teams, NHS Trusts, primary and social care contexts and forensicsettings, and with all age groups from very young children to older people. They work with people withmild, moderate and severe mental health problems, developmental and learning disabilities, physical andsensory disability, and brain injury; people who have substance misuse problems and people with a range ofphysical health problems (eg HIV and AIDS, cancer, heart disease, pain, diabetes).

Clinical psychology

Clinical psychology programmes and maintenance of professional standards

Entry to training requires the Graduate Basis for Registration as defined by The British Psychological Society.The prerequisite undergraduate degree provides an education that develops a knowledge frameworkencompassing basic theory and scientific principles (and the limits of such theory and principles) in thedomains of human behaviour, experience and interaction.

Programmes are delivered at postgraduate level in accordance with the frameworks for higher educationqualifications produced by the Quality Assurance Agency for Higher Education. As applied to clinicalpsychology, this means that newly qualified individuals will be able to make informed judgements oncomplex clinical and research problems, often in the absence of complete information, and are able tocommunicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences.These will be based on a systematic understanding of a substantial body of knowledge that is at the forefrontof the discipline and profession of clinical psychology. Newly qualified individuals will have contributed tothe creation and development of new knowledge and be able to continue to undertake applied research anddevelopment at an advanced level. They will have the qualities and transferable skills necessary foremployment, requiring the exercise of personal responsibility and be largely autonomous in taking theinitiative in complex and unpredictable clinical situations.

Training should encompass theoretical, research and applied foundations of psychology applied to thediverse range of needs of people in the health, social care and educational settings. All programmes providea generic training, enabling graduates to work with a wide range of clients. Training takes place over threeyears of full-time study at the end of which successful candidates are awarded a doctorate of clinicalpsychology, and are eligible for registration. Chartered psychologists agree to abide by The BritishPsychological Society Code of Conduct and can be removed from the register for breaches of this Code. TheBritish Psychologist Society has a formal disciplinary process with representation of both non-psychologistsand senior and experienced psychologists.


Standards for awards

A The chartered clinical psychologist as a health care practitioner: Expectations held by the profession, employers and public

A1 Professional autonomy and accountability of the clinical psychologist

The award holder should be able to:

maintain the standards and requirements of The British Psychological Society and the Division ofClinical Psychology (DCP);

adhere to The British Psychological Society's Code of Conduct, ethical principles and guidelines and theDCP Professional Practice Guidelines;

understand the legal and ethical responsibilities of clinical psychology practice including patient consentand confidentiality;

demonstrate awareness of the legislative and national planning context of service delivery and clinicalpsychology practice;

recognise the obligation to maintain fitness for practice and the need for continuing professionaldevelopment;

contribute to the development and dissemination of evidence-based practice within professional contexts;

recognise and cope with uncertainty, making informed judgements on complex clinical issues in theabsence of complete data;

make appropriate clinical decisions.

A2 Professional relationships


participate effectively in interprofessional and multi-agency approaches to health and social care;

recognise professional scope of practice and make referrals, where appropriate;

demonstrate understanding of consultancy models and the contribution of consultancy to practice;

work with others to deliver effective health care;

understand the impact of difference, diversity and social inequalities on people's lives, and itsimplications for working practices;

work effectively with users and carers to facilitate their involvement in service planning and delivery;

maintain appropriate records and make accurate reports.

A3 Personal and professional skills


demonstrate the ability to deliver high quality patient/client-centred care both as a solo practitioner andas a member of multidisciplinary and multi-agency teams;

practise in an anti-discriminatory, anti-oppressive manner;

draw upon clinical psychology knowledge, theory and skills in order to make professional judgements;

demonstrate high levels of research skills and scholarship;

work effectively at a high level of autonomy in complex and unpredictable situations, with awareness of thelimits of their own competence, and accepting accountability to relevant professional and service managers;

demonstrate self-awareness and ability to work as a reflective practitioner;

demonstrate a high level of communication skills in a style appropriate to specialist and non-specialistaudiences;

initiate and respond to change in a flexible manner, demonstrating transferable skills;

Clinical psychology

understand the importance and role of continuing professional development and engage in self-directedlearning that promotes professional development;

manage the emotional and physical impact of their own practice;

understand the importance and role of supervision and demonstrate its appropriate use;

demonstrate self-management skills and independence of thought and action;

demonstrate culturally competent practice.

A4 Profession and employer context


show an understanding of the role of the clinical psychologist within health and social care services;

adapt clinical psychology practice to a range of organisational contexts, on the basis of an understandingof pertinent organisational and cultural issues;

contribute to the development of the profession's responsibility to the NHS through teaching, researchsupervision and training of psychologists and other professionals;

take responsibility for their own professional development;

demonstrate an ability to contribute to team management and functioning;

participate in the development of new services;

recognise the value of research and other scholarly activity in relation to the development of theprofession and of patient/client care.

B The application of clinical psychology practice in securing, maintaining or improving health and well-being

Clinical psychology practice and the application of professional skills are underpinned by psychologicaltheory, evidence and understanding. The qualified clinical psychologist possesses a broad range of core skillsencompassing profession-specific and generic enabling skills.

Profession-specific skills

Sound clinical psychology practice is based on clinical and research skills that demonstrate work with clientsand systems based on a scientist practitioner and reflective practitioner model. This incorporates a cycle ofassessment, formulation, intervention and evaluation. Hence, clinical psychologists can generalise andsynthesise prior knowledge and experience in order to apply them in different settings and novel situations.They are able to think critically about, reflect upon and evaluate such knowledge and experience within aframework of evidence-based practice.

Psychological assessment

Developing and maintaining effective working alliances with clients, including individuals, families,carers and services.

Ability to choose, use and interpret a broad range of psychological assessment methods appropriate:

a to the client and service delivery system in which the assessment takes place;

b to the type of intervention which is likely to be required.

Assessment procedures in which competence is demonstrated will include:

a formal procedures (use of standardised instruments);

b systematic interviewing procedures;

c other structured methods of assessment (eg observation or gathering information from others).

Conducting appropriate risk assessment and using this to guide practice.


Psychological formulation

Developing psychological formulations of presenting problems or situations which integrate informationfrom assessments within a coherent framework that draws upon psychological theory and evidence andwhich incorporates interpersonal, societal, cultural and biological factors.

Using formulations with clients to facilitate their understanding of their experience.

Using formulations to plan appropriate interventions that take the client's perspective into account.

Using formulations to assist multiprofessional understanding and communication, and theunderstanding of clients and their care.

Revising formulations in the light of ongoing intervention and when necessary re-formulating the problem.

Psychological intervention

On the basis of a formulation, implementing psychological therapy or other interventions appropriate tothe presenting problem and to the psychological, cultural and social circumstances of the client(s), and todo this in a collaborative manner with:

individuals;

couples, families or groups;

teams/services/organisations.

Implementing and recording interventions through, and with, other professions and/or with individualswho are formal (professional) carers for a client, or who care for a client by virtue of family orpartnership arrangements.

Recognising when (further) intervention is inappropriate, or unlikely to be helpful, and communicatingthis sensitively to clients and carers.

Evaluation and research

Selecting and implementing appropriate methods to evaluate the effectiveness, acceptability and broaderimpact of interventions (both individual and organisational), and using this information to inform andshape practice. Where appropriate, this will also involve devising innovative procedures.

Auditing clinical effectiveness.

Identifying gaps in the evidence base and, where such gaps exist, adapting established practice to meetthe specific needs of service users. In such cases, ongoing evaluation of adaptations is critical and formsthe basis of new developments in theory and practice.

The development of theory and practice in clinical psychology through research.

C Knowledge, understanding and skills that underpin the education and training of clinical psychologists

C1 Knowledge and understanding

The clinical psychology award holder should be able to demonstrate:

systematic acquisition and understanding of a substantial body of knowledge, including theories andevidence concerning psychological development and psychological difficulties across the lifespan andtheir assessment and remediation. This should include theory and evidence at the forefront of thediscipline relating to:

i a wide breadth of presentations - from acute to enduring and from mild to severe;

ii problems ranging from those with mainly biological causation to those emanating mainly from psychosocial factors;

iii problems of coping/adaptation to adverse circumstances that are not themselves reversible bypsychological intervention (eg physical disability, physical illness, bereavement);

iv clients from a range of backgrounds reflecting the demographic characteristics of the population;

Clinical psychology

v clients with significant levels of challenging behaviour;

vi clients across a range of levels of intellectual functioning over a range of ages;

vii clients whose disability makes it difficult for them to communicate;

viii carers and families;

ix social and contextual factors;

x teamwork, service delivery systems, and the legislative and policy frameworks;

detailed knowledge and understanding of research methods including:

i research design and methods including small N designs and those methods, both quantitative andqualitative, that are most useful in the conduct of applicable clinical research including serviceevaluation;

ii ethical issues in research;

iii statistical analysis including both exploratory and hypothesis testing methods;

iv critical appraisal of published research;

v the undertaking of supervised research work involving both a major project and also some smallerscale clinical evaluation.

The award holder will demonstrate the ability to complete an independent research project at doctoral levelsuccessfully. This will include the ability to conceptualise, design, carry out and communicate the results ofresearch that is relevant to clinical psychology theory and practice and represents a contribution to the field.

C2 Skills

The required skills are embedded in sections A and B above.


Teaching, learning and assessment

A prerequisite for enrolment on a clinical psychology programme is the achievement of the Graduate Basisfor Registration. Thus the knowledge and skills that form the starting point for a candidate are as set out inthe subject benchmark statement for the undergraduate psychology degree (Quality Assurance Agency forHigher Education Psychology benchmark statement, 2002)

Detailed decisions about the strategies and methods for teaching, learning and assessment are for institutionsto determine, but should ensure that the learning outcomes associated with clinical psychology programmescan be achieved. Nonetheless, programmes must promote an integrative approach to the application oftheory and practice. Learning opportunities and assessment systems should facilitate the acquisition of thefull range of professional competencies. Fundamental to the basis upon which trainees are prepared for theirprofessional career, is the provision of programmes of academic study and practice-based learning which laythe foundation for career-long professional development and lifelong learning, to support best professionalpractice and the maintenance of professional standards.

Teaching and learning in clinical psychology

It is essential that programmes provide a holistic experience of training that enables trainees to develop anintegrated set of learning outcomes constituting a generic training in clinical psychology. Training should beprovided as a collaboration between HEIs and clinical services and supervisors. An appropriate structureshould be in place to facilitate this. Selection criteria should be specified and should apply equally to allcandidates. Programmes should be directed by appropriately qualified chartered clinical psychologists.

Programmes must provide a balanced and developmental set of academic, research and clinical experiencesthroughout training. The academic component needs to provide an integrated curriculum supporting theclinical and research training. The research training needs to be carefully planned and have sufficient timedevoted to it to enable trainees to conduct research at a postgraduate level and to be in a position tocontribute to the knowledge base of the profession. The clinical experience component of training needs toensure the attainment of competence across the range of required experience.

It is important to recognise that the scope of clinical psychology is substantial, so that initial trainingprovides a secure foundation encompassing the range of skills and knowledge demonstrated by theprofession. Further skills and knowledge will need to be acquired through continuing professionaldevelopment appropriate to the specific employment pathways taken by newly qualified psychologists in line with clinical governance and lifelong learning frameworks.

Clinical experience will be gained in service delivery systems that offer a coherent clinical context. This willusually be a setting oriented towards a population defined by age (eg child, adult, older people), by specialneeds (eg learning disabilities, serious mental health problems, health-related problems, substance misuse) orby a service delivery focus (eg psychological therapy). In addition, clinical experience will be gained in a rangeof service contexts (primary, secondary and tertiary care, in-patient, out-patient, community), with servicedelivery models ranging from independently organised work through to integrated interprofessional working.

Programmes will be delivered in collaboration with placement providers to reflect national and local priorities.

Trainees must undertake substantial pieces of clinical work over a substantial period of time in each of arange of settings, including:

in-patient or other residential facilities for individuals with high dependency needs, both acute and long term;

secondary health care;

community and primary care.

Trainees must gain competence in a variety of modes and types of work, including:

direct work;

indirect, through staff and/or carers;

staff training, supervision and consultancy;

work within multidisciplinary teams and specialist service systems, including some observation or otherexperience of change and planning in service systems;

working in more than one recognised model of formal psychological therapy.

Clinical psychology

It is essential that supervision in clinical placements reflects the Committee on Training in ClinicalPsychology guidelines on clinical supervision. Hence, trainees on clinical placements should receive aminimum of one hour individual supervision and three hours contact time per week. Facilities for traineeson placement must include access to office and clinical facilities. The trainee experience in clinical placementsmust be monitored regularly through appropriately timed visits by programme staff. It is essential thatclinical supervisors have access to appropriate training.

It is essential that research be integrated into practice through the inclusion of service-related researchprojects as well as a larger scale independent doctoral level study. This study should be of a standard that islikely to be publishable in a peer reviewed journal. Adequate research supervision and advice must beavailable to support trainee research, in order to promote post-qualification practice that includes researchactivity through conducting and facilitating research and applying research to inform practice.

Effective learning opportunities that underpin programme delivery require the deployment of appropriatelyqualified clinical academic staff who maintain an involvement in regular professional activity relevant to theprogramme, including clinical work and research. Programmes must be delivered in effective collaborationbetween HEIs, placement providers and clinical supervisors. Opportunities for interprofessional learningshould be maximised.

Sufficient time must be allocated to all components of learning.

Opportunities for enhancement and appraisal of personal and professional development must be provided.

Assessment

The evaluation of trainees must include assessments of academic, research and clinical competence.Programmes must ensure that the assessment system promotes the learning outcomes identified in theprogramme specification and can demonstrate that these learning outcomes have been achieved. Theassessment must give appropriate weighting to professional competence.

The HEI must take responsibility for ensuring that there are adequate procedures to ensure that trainees whoare incompetent or whose behaviour is unethical do not obtain a qualification in clinical psychology.


Academic and practitioner standards

A doctorate in clinical psychology is a vocational qualification as well as an academic award, and as such,must prepare graduates for professional activities across widely differing fields. In particular, graduates mustpossess all the professional competencies to be able to function as a qualified clinical psychologist and thisrepresents the threshold for entry to the profession.

Newly qualified clinical psychologists should understand and embrace the core purpose and philosophy ofthe profession as described in the document prepared by the DCP of The British Psychological Society. Theyshould be committed to reducing psychological distress and enhancing and promoting psychological well-being through the systematic application of knowledge derived from psychological theory and evidence.Their work will be based on the fundamental acknowledgement that all people have the same human valueand the right to be treated as unique individuals.

Thus award holders will have:

the skills, knowledge and values to develop working alliances with clients, including individuals, carersand/or services, in order to carry out psychological assessment; develop a formulation based onpsychological theories and knowledge; carry out psychological interventions; evaluate their work; andcommunicate effectively with clients, referrers and others, orally, electronically and in writing;

the skills knowledge and values to work effectively with clients from a diverse range of backgrounds,understanding and respecting the impact of difference and diversity upon their lives;

the skills, knowledge and values to work effectively with systems relevant to clients, including, forexample, statutory and voluntary services, self-help and advocacy groups, user-led systems and otherelements of the wider community;

the skills, knowledge and values to work in a range of indirect ways to improve psychological aspects of health and healthcare;

the skills, knowledge and values to conduct research that enables the profession to develop itsknowledge base and to monitor and improve the effectiveness of its work;

high level skills in managing a personal learning agenda and self-care, and in critical reflection and self-awareness that enable transfer of knowledge and skills to new settings and problems.

The delivery and assessment of these outcomes is in accordance with the doctoral level descriptors specifiedin the Quality Assurance Agency for Higher Education frameworks for higher education qualifications. It isexpected that the minimum duration of programmes is three years, with at least 50 per cent of time allocatedto supervised clinical experience. The competencies attained are consistent with those described in theNational Occupational Standards for Applied Psychology.

Clinical psychology

Appendix 1

Clinical psychology benchmark group membership

Mr Malcolm Adams University of East Anglia

Dr Susan Llewelyn University of Oxford

Wider reference group

Course directors

Members of The British Psychological Society Committee on Training in Clinical Psychology

Members of the DCP Training Strategy Group

A Group of trainers in Clinical Psychology


Appendix 2

Benchmark steering group membership

Professor Michael Aulton Royal Pharmaceutical Society

Dr Elizabeth Campbell The British Psychological Society

Mrs Margaret Coats General Chiropractic Council

Mr Vince Cullen General Osteopathic Council

Ms Jill Galvani The Royal Liverpool University Hospital

Ms Rosemary Grant Avon, Gloucestershire and Wiltshire Strategic Health Authority

Dr Mike Hewins Norfolk, Suffolk and Cambridgeshire Strategic Health Authority

Ms Ruth Howkins succeeded byMs Meriel Hutton Quality Assurance Team, Department of Health (England)

Ms Prue Kiddie Department of Health

Professor Jeff Lucas University of Bradford

Mrs Helen Marshall Standing Conference of Principals

Mrs Susan Montague University of Hertfordshire

Professor Audrey Paterson The Society of Radiographers(representing Allied Health Professions)

Professor Mike Pittilo (Chair) University of Hertfordshire

Ms Jenny Routledge University of East Anglia

Mr Alvan Seth-Smith General Dental Council

Mr David Skinner General Medical Council

Mr Roger Thompson Nursing and Midwifery Council

Professor Steve Trevillion General Social Care Council

Professor Diane Waller Health Professions Council

Professor Barry Winn University of Hull

Mr David Young Universities UK

Clinical psychology

Quality Assurance Agency for Higher EducationSouthgate HouseSouthgate StreetGloucesterGL1 1UB


QA

A 063 09/04

Scottish subject benchmark statementClinical psychology and applied psychology

(clinical associate) Scotland

A vision and framework for the provision of clinical psychology services for NHS Scotland

J U L Y 2 0 0 6

© The Quality Assurance Agency for Higher Education 2006

ISBN 1 84482 514 0

All QAA's publications are available on our website www.qaa.ac.uk

Printed copies of current publications are available from:Linney DirectAdamswayMansfieldNG18 4FN


Registered charity number 1062746

Subject benchmark statements: clinical psychology, and appliedpsychology (clinical associate)1

This subject benchmark statement represents the first phase in an ongoing developmentof the postgraduate training and education of Clinical Psychologists and practitioners ofApplied Psychology (Clinical Associates) for the National Health Service (NHS) Scotland.It provides both a framework and a means of detailing the nature and characteristics ofthese postgraduate programmes of professional preparation at a threshold level of entryfor clinical practice.

While this subject benchmark statement has been informed by the Recognition Schemefor subject benchmark statements (QAA, 2004) it has also taken account of the fact thatstatements that are specific to the higher education (HE) sector in Scotland are handledby QAA Scotland and are subject to a separate process and consultation (QAA, 2004).For this reason, the statement has been prepared in collaboration with key stakeholderswith a shared investment and future vision regarding both the innovative diversity andquality of programmes of preparation that meet the needs of clinical psychology servicesin NHS Scotland. More information on the devolved Scottish context, and the place ofthis benchmark statement within it, is given in the Foreword to this document.

Subject benchmark statements provide a means for the academic community to describethe nature and characteristics of programmes in a specific subject. They also representgeneral expectations about standards for the award of qualifications at a given level andarticulate the attributes and capabilities that those possessing such qualifications shouldbe able to demonstrate.

Subject benchmark statements are used for a variety of purposes. Primarily, they are animportant external source of reference for higher education institutions (HEIs) when newprogrammes are being designed and developed in a subject area. They provide generalguidance for articulating the learning outcomes associated with specific programmes butare not a specification of a detailed curriculum in the subject. Subject benchmarkstatements provide for variety and flexibility in the design of programmes and encourageinnovation within an agreed overall conceptual framework.

Subject benchmark statements also provide support to institutions in the pursuit ofenhancement-led institutional review (ELIR), (QAA, Handbook for enhancement-ledinstitutional review, 2003). They enable the learning outcomes specified for a particularprogramme to be reviewed and evaluated against agreed general expectations aboutstandards.

Finally, subject benchmark statements may be one of a number of external referencepoints that are drawn upon for the purposes of ELIR. Reviewers do not use subjectbenchmark statements as a crude checklist for these purposes however. Rather, they areused in conjunction with the relevant programme specifications, the institution's owninternal evaluation documentation, in order to enable reviewers to come to a roundedjudgement based on a broad range of evidence.

The benchmarking of threshold academic standards for this subject area has beenundertaken by a group of subject specialists in collaboration with key stakeholders in adevolved Scottish context (see Foreword). It has also been informed by the benchmarkstatement for clinical psychology undertaken within a general UK context.2

1 Working title pending the outcome of discussions about protected titles in the context of statutoryregulation of applied psychologists

2 QAA, Subject benchmark statements: Health care programmes Phase 2: Clinical psychology, Gloucester, September, 2004

The statement is subject to future revision that reflects developments in the subject, theexperience of HEIs in utilising the statement, and the evolving nature of clinicalpsychology services in NHS Scotland.

This statement is © The Quality Assurance Agency for Higher Education 2006.

It may be reproduced by educational institutions solely for educational purposes, withoutpermission. Excerpts may be reproduced for the purpose of research, private study, orreview without permission, provided full acknowledgement is given to the subjectbenchmarking group for this subject area and to the copyright of the Quality AssuranceAgency for Higher Education.

Convener's introduction

Within the UK, Scotland has devolved education and healthcare systems. This givesopportunity for HEIs and health service providers to carry forward a modernisation agendathat produces highly skilled, fit for purpose, health service personnel able to meet thehealthcare needs of the population. The ever increasing demand for psychological serviceswithin the NHS has enabled HEIs and health service providers to consider more creativeways in which this demand might be met by, for example, providing greater flexibility incareer pathways and enhancing the skill mix in the workplace.

As part of this process NHS Education for Scotland has facilitated considerabledevelopments in the education and training of postgraduate psychologists. This hasresulted in two postgraduate levels of professional preparation and competence forpractice in NHS Scotland. The two levels of award are the Doctorate in ClinicalPsychology and the Master's in Applied Psychology (Clinical Associate) respectively. The current benchmark statement aims to highlight the similarities and differencesbetween these two levels of awards in a range of domains. In so doing, this benchmarkstatement will provide postgraduate trainees, academic planners and service providers aclear guide to what competencies should be achieved following completion of each ofthe respective programmes. The benchmark statement clearly illustrates that theDoctorate in Clinical Psychology, as recognised by the British Psychological Society (BPS),is the threshold level required to work as a largely autonomous scientist practitionerwhile the Master's in Applied Psychology (Clinical Associate) is more limited with regardto the level of academic preparation and range of practice. In addition, AppliedPsychology (Clinical Associate) practitioners are required to work under the supervisionof a qualified Clinical Psychologist.

Notwithstanding the above, both levels of award require an undergraduate psychologyhonours degree that confers eligibility for BPS Graduate Basis for Registration. This,coupled with either of the postgraduate levels of award delineates the uniqueness ofClinical Psychology and Applied Psychology (Clinical Associate) practitioners. Many otherprofessions practice certain psychological techniques and specific psychologicaltherapies. However, Clinical Psychologists and Applied Psychology (Clinical Associates)must have a sound undergraduate psychology knowledge base which is furtherdeveloped during postgraduate training. This enables Clinical Psychologists in particular,and to a lesser extent Applied Psychology (Clinical Associate) practitioners to draw upona breadth and depth of psychological theory and research that enables a number ofexplanatory models to be considered when formulating hypotheses and deciding uponthe appropriateness of a range of potential interventions. Clinical Psychologists can applysuch skills across the age range of the population and in a variety of specialties whereasApplied Psychology (Clinical Associate) practitioners operate in a more circumscribedmanner within a specialty. It is the nature and extent of the knowledge base thatdifferentiates between Clinical Psychologists and Applied Psychologists (ClinicalAssociates) but is nevertheless unique to such groups thereby enabling the developmentof novel interventions derived from fundamental psychological theories and principleswhere standardised therapeutic approaches have limited applicability.

The challenge for the Benchmarking Group was to assimilate all of the above issues,among many others, during their deliberations. In addition, the healthcare contributionof other applied psychologists from other specialties such as forensic, counselling,occupational and health was acknowledged. However, the scope of this currentbenchmark deliberately focused upon the clinical specialty. This was because, amongapplied psychologists within NHS Scotland, this is the largest group, with the greatestservice demands, and is currently undergoing a considerable period of change andmodernisation to meet the needs of the healthcare system. The multidisciplinary groupmet on a number of occasions with subgroup meetings which focused upon specifictasks. This was then compiled into a consultation draft in a manner that ensured acoherent and consensual approach by all group members.

This document has been available for consultation to all stakeholders following whichthe Benchmarking Group considered all feedback and in so doing incorporated anumber of helpful suggestions into the final version.

Professor Kevin G PowerHead of Service, Tayside Area Clinical Psychology Department (NHS Scotland)Convener of the Benchmarking Group

Contents

Foreword 4

Benchmark statements for Clinical Psychology and Applied Psychology (Clinical Associate) 6

Introduction 6

The core skills of a Clinical Psychologist 8

The core skills of a practitioner of Applied Psychology (Clinical Associate) 9

Clinical Psychologists as scientist practitioners 10

Practitioners of Applied Psychology (Clinical Associate) as scientist practitioners 11

Use of Clinical Psychology services: Clinical Psychologists and Applied Psychology (Clinical Associates) 11

Clinical Psychology and Applied Psychology (Clinical Associate) programmes and maintenance of professional standards 11

Benchmarking of Cinical Psychology and Applied Psychology (Clinical Associate) for Scotland: Standards for awards 13

A Expectations held by the profession, employers and public 13

B Securing, maintaining and improving health and well-being 18

C Knowledge, understanding and skills 22

Teaching, learning and assessment (Clinical Psychology and Applied Psychology (Clinical Associate)) 25

Acknowledgement 31

Appendix 32

Clinical Psychology and Applied Psychology (Clinical Associate): Benchmarking Group membership (Scotland)

Foreword

This subject benchmark statement describes the nature and threshold standards ofpostgraduate programmes in clinical psychology that lead to the subject awards atdoctoral and master's level, made by HEIs in Scotland. It has been informed by the valuablework already done in which doctoral level postgraduate programmes in clinical psychologyin other parts of the UK have been benchmarked. The Scottish statement not onlyendorses this previous work but has also incorporated parts of it, and has drawn upon it invarious ways that renders the Scottish statement congruent with the wider UK context.

Within the UK context, Scotland not only has a devolved education system, it also has adevolved health care system. Postgraduate training and education for clinical psychologyin Scotland involves a close partnership between HEIs and service providers in NHSScotland. In the development of postgraduate programmes, this collaborative process iscommissioned and brokered by NHS Education for Scotland (NES) under the auspices ofthe Scottish Executive Health Department (SEHD). As with the rest of the UK, NHSScotland is currently embracing a modernisation agenda in which services are beingrestructured in a manner that meets the healthcare needs of its population by makingthe best use of high-quality resources that are both patient-centred and efficient in theirpurpose. In particular, the Kerr Report (Scottish Executive, 2005, Foreword) calls for atransformation of the NHS in Scotland 'with a series of bold initiatives which will providea framework to deliver safe, quick, and sustainable health care for the future'.3

In concert with the modernisation agenda, HEIs and service providers, in partnershipwith NES, have been sensitive to the need to meet public demand for clinical psychologyservices in NHS Scotland in a manner that not only increases the availability of theservice, but also makes best use of resources and expertise. Such proactive collaboration,while maintaining the high standard of established programmes, has seen the innovativedevelopment of flexible pathways of preparation of trainees for the practice of ClinicalPsychology at doctoral level and the introduction of Applied Psychology (ClinicalAssociate) at a different level of postgraduate award. The Benchmarking Group has takenaccount of these innovative developments. In particular the Group has recognised theuniqueness of an emerging Scottish framework in which training and subsequentsupervised clinical practice is being undertaken at master's level. Such a developmentincreases the scope of expertise that can be offered to the Scottish public while alsoserving as a platform for further training and career development at doctoral level in linewith both professional standards and the Scottish Credit and Qualifications Framework(SCQF). The Benchmarking Group has endorsed the importance of this career frameworkwhich hitherto has been lacking to the detriment of service needs and careerdevelopment (NES, 2002).4 Moreover, it is recognised that such a framework will ensurethreshold standards across Scotland while also facilitating mobility of provision to meetservice needs. In doing so, and as indicated above, this benchmark focuses upon theclinical role of applied psychologists as this is the specialty where there exists thegreatest demand, thereby encouraging HEIs to work in partnership with service providersto produce postgraduate programmes that enhance the clinical skill mix available.

This framework of progression also recognises the importance of making explicit thequality threshold standards expressed by the participating HEIs in partnership with NHSScotland, and endorsed by NES, the SEHD and QAA Scotland, while also being mindful of

3 Scottish Executive (May, 2005) A National Framework for Service Change in the NHS in Scotland: Building aHealth Service Fit for the Future, Edinburgh, Scottish Executive

4 (2002) Workforce Planning for Psychological services in NHS Scotland. NES, Edinburgh

the standards currently set by the BPS and the possibility of future regulation by the HealthProfessions Council. For this reason, the Scottish benchmark statement for ClinicalPsychology and Applied Psychology (Clinical Associate) will be presented in a frameworkthat encapsulates and supports two postgraduate levels of award. This will enable thedifferent HE providers of postgraduate Clinical Psychology and Applied Psychology (ClinicalAssociate) education and training in Scotland to meet the threshold standards in theirprogramme design while also facilitating different academic levels of provision, progressionand completion as and where appropriate. This benchmark statement sets out a flexibleand progressive framework for describing these programmes under three headings.

A Expectations of the health professional in providing patient/client services

B The application of practice in securing, maintaining or improving health and well-being

C The knowledge, understanding and skills that underpin the education and training ofhealth care professionals

It is important to note that these three headings signify a high degree of interdependence,where the academic nature of the respective programmes meet professional requirementsthat are practice-based and education-led. The main section of this statement, in additionto describing the nature and extent of programmes leading to awards in ClinicalPsychology and Applied Psychology (Clinical Associate), respectively, describes theprofession-specific expectations and requirements under the same three categories, butemphasises that postgraduate qualifications in Clinical Psychology and Applied Psychology(Clinical Associate) education and training build upon the prerequisite knowledge and skillsgained from the undergraduate honours degree in psychology.

The section on teaching, learning and assessment draws attention to the key role ofpractice in the design of client-centred learning opportunities for trainees, and to theimportance of ensuring that professional competence, developed through practice, isadequately assessed and rewarded. It also notes how essential it is that the integration oftheory and practice is a planned process within the overall arrangements made forteaching and learning. The importance of professional accountability, team working,interprofessional collaboration and communication are also emphasised.

As noted previously, the statement does not set a national curriculum for programmesleading to awards in Clinical or Applied Psychology (Clinical Associate) in Scotland. Itacknowledges that the requirements of professional and statutory regulatory bodies needto be incorporated into the design of programmes. It seeks to encourage HEIs andservice providers to work collaboratively in the design and delivery of their curricula. Itsessential feature is the specification of threshold standards, incorporating academic andpractitioner elements, against which HEIs are expected, as a minimum, to set theirstandards for the award.

Finally, the Subject benchmark statement for Clinical Psychology and Applied Psychology(Clinical Associate) in Scotland has been designed in such a way that, while mindful ofpresent service needs, also looks to the future in terms of internal quality enhancementalong with continuing professional development (CPD) via a flexible and progressive careerpathway that meets the needs of service users in accordance with the modernisationagenda. Thus the statement that follows is seen as the first phase in an ongoing evolution ofquality systems, interprofessional collaboration, and transparency of programme design in amanner that is clear to all stakeholders. In this respect it is presented as a sound frameworkfor the future of clinical psychology services in Scotland.

Benchmark statements for Clinical Psychology and AppliedPsychology (Clinical Associate)

Introduction

Two postgraduate levels of award

This benchmark statement incorporates a vision and framework that acknowledges anddescribes two postgraduate and interrelated academic levels of professional preparationfor clinical psychology services for NHS Scotland. These are the Doctorate in ClinicalPsychology, and the Master's in Applied Psychology (Clinical Associate), respectively. The Doctorate in Clinical Psychology is recognised as the threshold level of preparationnecessary to work as a largely autonomous scientist practitioner and subsequentindependent investigator in the field of clinical psychology as recognised by the BPS.Further detail on this level of preparation is given below.

The Master's in Applied Psychology (Clinical Associate) is more circumscribed, not only interms of the academic level of preparation, but also in terms of subsequent practice.Unlike the Doctorate in Clinical Psychology, the purpose of the master's-level programmein Applied Psychology (Clinical Associate) is not to prepare a largely autonomouspractitioner, nor a subsequent independent investigator trained to operate at theforefront of psychological theory and its potential applications. Rather such master'sprogrammes prepare graduates in psychology to work with specific or particular clientgroups and not across a range of client groups. Such work is also limited to a predefinedrange and severity of problems experienced by a particular client group, and will becarried out with the support and under the supervision of a chartered ClinicalPsychologist. This development is seen as both timely and productive for two principalreasons. First, and as noted in the Foreword, it is congruent with the modernisationagenda of NHS Scotland in seeking innovative and effective ways of providing qualityservice provision to meet the health care needs of the Scottish public by increasing thenumber of practitioners with expertise in particular types of problems. Second, and asalso noted in the Foreword, it serves as a framework for further training and careerdevelopment at doctoral level in line with both professional standards and the SCQF.

This benchmark statement incorporates two postgraduate levels of award in which therewill be some common elements relating to standards of professional practice. However,there will also be distinctive differences, both quantitative and qualitative, which theBenchmarking Group has taken into account. For this reason, the pages dealing withstandards for the awards, organised under the three main headings given above, arepresented in a manner that incorporates both levels of award while also highlighting thesubstantive differences between them. In this way, future programme planners may takeaccount of these differences by focusing upon the appropriate level for the programmethey are designing. Finally, and importantly, such a mode of presentation seeks toreinforce the fact that the master's level of preparation, while increasing service provisionfor NHS Scotland, is also part of an educational framework in which the master's level ofpreparation in Applied Psychology (Clinical Associate) may be seen as a platform fromwhich to progress towards undertaking the Doctorate in Clinical Psychology. Concordantwith such a vision and framework of progression, it is envisaged that HEIs offering theDoctorate in Clinical Psychology may take the previous education, training and

professional experience of these Applied Psychology (Clinical Associate) practitioners intoaccount in their respective programme designs.

Philosophy

The work of Clinical Psychologists and practitioners of Applied Psychology (ClinicalAssociates) is based on the fundamental acknowledgement that all people have the samehuman value and the right to be treated as unique individuals. Thus they will treat allpeople - both clients and colleagues - with dignity and respect and will work with themcollaboratively as partners towards the achievement of mutually agreed goals. In doingthis, they will adhere to, and be guided by, explicit and public statements of the ethicalprinciples that underpin their respective work.

Purpose

Clinical Psychology and Applied Psychology (Clinical Associate), respectively, aim toreduce psychological distress and to enhance and promote psychological well-being bythe systematic application of knowledge derived from psychological theory and research.Clinical Psychologists in particular do not simply apply such knowledge. They alsocontribute to its generation and development through primary research, and knowledgeof the breadth and depth of the science of psychology in all of its foci andmanifestations. This includes adaptive integration from various theories and research-based psychological approaches tailored to particular client or organisational strategies.Thus Clinical Psychologists are a resource for other health care professionals.

Aims

Clinical psychology services aim to enable service users to have the necessary skills andabilities to cope with their emotional needs and daily lives in order to maximisepsychological and physical well-being; to develop and use their capacity to makeinformed choices in order to enhance and maximise independence and autonomy; tohave a sense of self-understanding, self-respect and self-worth; to be able to enjoy goodsocial and personal relationships; and to access commonly valued social andenvironmental facilities. Applied Psychology (Clinical Associate) practitioners workingwithin clinical psychology services have the same aim but with particular client groupsrather than across a range of client groups.

Clinical psychology services aim to enable other service providers to developpsychologically-informed ways of thinking; to use psychological knowledge to enhanceand develop their professional practice to the benefit of their clients; to be able toenhance their sense of self-understanding, self-respect and self-worth; and to usepsychological data to aid decision-making at a clinical, organisational and societal level.Applied Psychology (Clinical Associate) practitioners working within clinical psychologyservices are not expected to deliver this range of activity, but to focus on particular clientgroups within agreed intervention strategies in a manner that meets public need.

The core skills of a Clinical Psychologist

Assessment

Formulation

Intervention


Communication and consultancy

Self management

Assessment of psychological processes and behaviour is a competence derived from thetheory and practice of both academic and applied psychology. It is different from otheractivities such as diagnosis and includes both assessing individual change and stabilityand comparing the individual with others. Assessment procedures include:

the development and use of psychometric tests

the application of systematic observation and measurement of behaviour in bothdaily life contexts and other settings

devising self-monitoring strategies for individual service users

the use of formal and informal interviews with clients, carers and other professionals.

Results of these assessments are integrated within the context of the historical anddevelopmental processes that will have shaped an individual, family, group ororganisation. Clinical Psychologists have the ability to assess the suitability of differentmeasurement procedures depending on the purpose for which the assessment isneeded, as well as being competent to devise and use one-off, individualised assessmentprocedures.

Formulation is the summation and integration of the knowledge that is acquired by thisassessment process (which may involve a number of different procedures). This will drawon psychological theory and research to provide a framework for describing a problem,how it developed and is being maintained. Because of their particular training in thelinkage of theory to practice, Clinical Psychologists will be able to draw on a number ofdifferent explanatory models and so a formulation may comprise a number ofprovisional hypotheses. This process provides the foundation from which actions derive.What makes this activity unique to Clinical Psychologists is the knowledge base andinformation on which they draw. The ability to access, review, evaluate, analyse andsynthesise data and knowledge from a psychological perspective is one that is a primaryfeature of psychology, both academic and applied.

Intervention, if appropriate, is based on formulation. This may involve the utilisation ofone or more psychotherapeutic models or approaches to facilitate change. Other sorts ofintervention may include training of others (professional staff, relatives and carers), theprovision of psychological knowledge by teaching, or the development of psychologicalskills through supervision and consultation. All these interventions are tests of theprovisional hypotheses contained in the formulation and are subject to modification inthe light of experience and new data, including flexible and adaptive integration from arange of theories and research-based knowledge from the science of psychology.

Evaluation is, therefore, a critical and integral part of the Clinical Psychologist's work. Allactivities and interventions need to be evaluated both during their implementation and

afterwards to assess the stability and security of change. Research includes the ongoingevaluation of assessment, formulation and intervention in relation to specific servicesprovided. It also includes explorations of psychological processes and outcomes (basicresearch), the development and evaluation of specific psychological interventions (primaryresearch) and the consolidation and evaluation of primary research (secondary research).Basic and primary research in clinical psychology is typically uni-professional; secondaryresearch is more usually conducted in collaboration with other professionals. Psychologistsmay input into a variety of audit activities because good audit is also good research.

Communication and consultancy skills are clearly integral to all aspects of a ClinicalPsychologist's role. Effective communication skills and consultancy are routinely essentialin relation to all aspects of work with service users and their families and with otherprofessional staff. Communication skills include direct face to face communication, allforms of electronic and verbal communication to individual clients, their families andother key people, and the dissemination of research. Psychologists need also to playincreasing roles in health promotion, public health, and the provision of policy advice.

Self-management skills include those that are both personal and professionally related.Psychologists need to be aware of personal needs and take action as appropriate. Theyshould ensure awareness of fitness-to-practice issues, boundaries of practice, and theneed for CPD. Clinical Psychologists are cognisant of the importance of self-awarenessand the need to appraise and reflect on their own practice. As reflective practitioners,psychologists are also aware of the importance of diversity, the social and culturalcontext of their work, working within an ethical framework, and the need for continuingprofessional and personal development.

In summary, it is the mixture and synthesis of competencies, built on the body ofpsychological theory and data, which are applied to helping people solve personal,family, group, work or organisational problems, that makes clinical psychology unique inhealth and social care.

The core skills of a practitioner of Applied Psychology (Clinical Associate)

Assessment

Formulation

Intervention


Communication

Self management

Assessment of psychological processes and behaviour is a competence derived from thetheory and practice of both academic and applied psychology. It is different from otheractivities such as diagnosis and includes both assessing individual change and stabilityand comparing the individual with others. Assessment procedures include:

the use of established psychometric tests in the area of specialism

the application of systematic observation and measurement of behaviour in bothdaily life contexts and other settings

the use of self-monitoring strategies for individual service users

the use of formal and informal interviews with clients and carers.

These assessment strategies and measures will be conducted within pre-establishedstrategies and procedures pertinent to specific client group.

Formulation is the summation and integration of the knowledge that is acquired by thisassessment process (which may involve a number of different procedures). This will drawon psychological theory and research to provide a framework for describing a problem,how it developed and is being maintained, according to a pre-established body ofknowledge. In the case of Applied Psychology (Clinical Associate), formulation consists ina critical understanding of the relationship between information gathered fromassessment and the rationale for subsequent therapeutic approaches to intervention asand where appropriate.

Intervention, if appropriate, is based on formulation. This may involve the utilisation ofone or more psychotherapeutic models or approaches to facilitate change. In the case ofApplied Psychology (Clinical Associate), this will be contingent upon the client groupand will involve agreed strategies of intervention in the delivery of Level B services.5

Evaluation is a critical and integral part of the work involved in Applied Psychology(Clinical Associate). All activities and interventions need to be evaluated both duringtheir implementation and afterwards to assess the stability and security of change.Practitioners of Applied Psychology (Clinical Associate) will evaluate their own work withspecific client groups in conjunction with the clinical supervision of a ClinicalPsychologist. Such practitioners may also undertake small-scale research, audit ordevelopment projects, or be part of a research team led by Clinical Psychologists.

Communication skills are clearly integral to all aspects of the role of practitioners ofapplied psychology (healthcare). Effective communication skills are routinely essential inrelation to all aspects of work with service users and their families and with otherprofessional staff. Communication skills include direct face to face communication, allforms of electronic and verbal communication to individual clients, their families andother key people, and the writing of case reports.

Self-management skills include those that are both personal and professionally related.Such practitioners need to be aware of personal needs and take action as appropriate.They should ensure awareness of fitness-to-practice issues, and boundaries of practice.Practitioners of Applied Psychology (Clinical Associate) will become increasinglycognisant of the importance of self-awareness and the need to appraise and reflect ontheir own practice. As reflective practitioners, they will also become aware of theimportance of diversity, the social and cultural context of their work, working within anethical framework, and the need for continuing professional and personal development.

Clinical Psychologists as scientist practitioners

Clinical Psychologists are more than psychological therapists. While many do practisepsychotherapy at a high level, this is not a skill distinct to Clinical Psychologists, norshould it be. The background and training of Clinical Psychologists is rooted in the

5 Level B refers to circumscribed psychological care that is appropriately delivered by specialist accreditedtherapists from a variety of disciplines and that can be described by procedure and protocol (NES, 2002).

science of psychology, and clinical psychology is one of the applications of psychologicalscience to help address human problems. The ability to design and carry out innovativeapplied research is a skill developed to a doctoral level in training and is important forthe development and delivery of evidence-based practice. In addition, one element ofresearch competence is evaluation of research activity. While there are data that supportmany clinical activities, there are still major gaps in the knowledge base. One of thecontributions made by Clinical Psychologists is the development and testing of newinterventions and activities, based on psychological theory; thus, practice both draws onand influences research and theory.

Practitioners of Applied Psychology (Clinical Associate) as scientistpractitioners

While the main activity of practitioners of Applied Psychology (Clinical Associate) will bethat of psychological therapy and a limited range of other agreed activities pertinent tospecific client groups, it is important to recognise that such master's programmes ofpreparation will still introduce students into the conceptual framework of the scientistpractitioner. Thus although their range of expertise and activities will be within agreedboundaries, their practice will still be informed by the science of psychology. In thevision and framework set out in this document, it is also recognised that such initialpreparation may serve as the first postgraduate step towards subsequent doctoral leveltraining. This makes it all the more important that the preparation of such practitionersbe conceptualised and organised around the scientist practitioner model.

Use of Clinical Psychology services: Clinical Psychologists and AppliedPsychology (Clinical Associates)

Clinical Psychologists work with individuals, couples, families, groups (therapeutic, staff,informal carers) and at the organisational and community level. They work in a variety of health and social care settings in primary, secondary and tertiary care with clientsfrom across the lifespan. They work with people with mild, moderate and severe mentalhealth problems, developmental and learning disabilities, physical and sensory disability,and brain injury; people who have substance misuse problems and people with a rangeof physical health problems (eg HIV and AIDS, cancer, heart disease, pain, diabetes).

While Clinical Psychologists work with a range of client groups as stated above, thoseengaging in Applied Psychology (Clinical Associate) work with particular or single clientgroups. For example, such particular groups may be adults with mild to moderateanxiety and depression; alternatively it may involve aspects of clinical work with children,or the elderly. In each case, such practitioners of Applied Psychology (Clinical Associate)work with the support, and under the supervision of, chartered Clinical Psychologists inthe delivery of Level B services.

Clinical Psychology and Applied Psychology (Clinical Associate)programmes and maintenance of professional standards

Entry to training, at both doctoral and master's level, requires the Graduate Basis forRegistration as defined by the BPS. The prerequisite undergraduate honours degreeprovides an education that develops a knowledge framework encompassing basic theory

and scientific principles (and the limits of such theory and principles) in the domains ofhuman behaviour, experience and interaction.

Programmes are delivered at postgraduate level in accordance with the SCQF. As appliedto clinical psychology, this means that newly qualified individuals will be able to makeinformed judgements on complex clinical and research problems, often in the absenceof complete information, and are able to communicate their ideas and conclusionsclearly and effectively to specialist and non-specialist audiences. These will be based on asystematic understanding of a substantial body of knowledge that is at the forefront ofthe discipline and profession of clinical psychology. Newly qualified individuals will havecontributed to the creation and development of new knowledge and be able to continueto undertake applied research and development at an advanced level. They will have thequalities and transferable skills necessary for employment, requiring the exercise ofpersonal responsibility and be largely autonomous in taking the initiative in complex andunpredictable clinical situations.

Master's graduates in Applied Psychology (Clinical Associate) will, through respectiveprogrammes of preparation, have the expertise to work with specific client groups withspecific problems. They will be aware of ongoing research concerning these clientgroups. They will understand that psychology in healthcare is an applied science and beaware of gaps in knowledge, both their own and in the field in general. They willcommunicate effectively with both their colleagues and clients. They will understand thecircumscribed nature of their expertise and will know when to consult with seniorcolleagues under whose support and supervision they practise.

Training at doctoral level should encompass theoretical, research and appliedfoundations of psychology applied to the diverse range of needs of people in the health,social care and educational settings. All doctoral programmes provide a generic training,enabling graduates to work with a wide range of clients. Training takes place over threeyears of full-time study or equivalent part-time study at the end of which successfulcandidates are awarded a doctorate of clinical psychology, and are eligible forregistration. Chartered psychologists agree to abide by the BPS Code of Ethics andConduct and can be removed from the register for breaches of this Code. The BPS has aformal disciplinary process with representation of both non-psychologists and senior andexperienced psychologists.

Training at master's level should encompass theoretical, research and appliedfoundations of psychology applied to the needs of specific client groups as noted above.Training takes place over one year of full-time study or part-time equivalent at the end ofwhich successful candidates are awarded a master's degree in Applied Psychology(Clinical Associate) in which the specific client group may be named in the title of theaward. Such practitioners of Applied Psychology (Clinical Associate) are not yet eligiblefor registration by the BPS. However, they are expected to abide by the BPS Code underthe auspices of their chartered clinical psychology supervisors, and their terms andconditions of employment.

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exp

ertis

e, s

eeki

nggu

idan

ce w

here

ap

pro

pria

te.

Ben

chm

arkin

g o

f C

lin

ical

Psy

cho

log

y an

d A

pp

lied

Psy

cho

log

y (C

lin

ical

Ass

oci

ate)

fo

rSc

otl

and

: St

and

ard

s fo

r aw

ard

s

AEx

pec

tati

on

s h

eld

by

the

pro

fess

ion

, em

plo

yers

an

d p

ub

lic

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Part

icip

ate

effe

ctiv

ely

in in

terp

rofe

ssio

nal

and

mul

ti-ag

ency

ap

pro

ache

s to

hea

lth a

ndso

cial

car

e.

Reco

gnis

e p

rofe

ssio

nal s

cop

e of

pra

ctic

e an

dm

ake

refe

rral

s, w

here

ap

pro

pria

te.

Dem

onst

rate

und

erst

andi

ng o

f co

nsul

tanc

ym

odel

s an

d th

e co

ntrib

utio

n of

con

sulta

ncy

to p

ract

ice.

Wor

k w

ith o

ther

s to

del

iver

effe

ctiv

ehe

alth

care

.

Und

erst

and

the

imp

act

of d

iffer

ence

, di

vers

ityan

d so

cial

ineq

ualit

ies

on p

eop

le's

lives

, an

dth

eir

imp

licat

ions

for

wor

king

pra

ctic

es.

Wor

k ef

fect

ivel

y w

ith u

sers

and

car

ers

tofa

cilit

ate

thei

r in

volv

emen

t in

ser

vice

pla

nnin

gan

d de

liver

y.

Mai

ntai

n ap

pro

pria

te r

ecor

ds a

nd m

ake

accu

rate

rep

orts

.

A2

Pro

fess

ion

alre

lati

on

ship

s

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Part

icip

ate

effe

ctiv

ely

in in

terp

rofe

ssio

nal

and

mul

ti-ag

ency

ap

pro

ache

s to

hea

lthan

d so

cial

car

e.

Reco

gnis

e p

rofe

ssio

nal s

cop

e of

pra

ctic

e,an

d w

here

lim

its o

f ex

per

tise

are

reco

gnis

ed t

o m

ake

app

rop

riate

ref

erra

l to

a ch

arte

red

Clin

ical

Psy

chol

ogis

t.

Dem

onst

rate

the

abi

lity

to o

ffer

psy

chol

ogic

ally

bas

ed a

dvic

e to

hea

lthp

rofe

ssio

nal c

olle

ague

s w

ithin

one

'sci

rcum

scrib

ed a

rea

of p

ract

ice.

Wor

k w

ith o

ther

s to

del

iver

effe

ctiv

ep

sych

olog

ical

tre

atm

ents

.

Und

erst

and

the

imp

act

of d

iffer

ence

,di

vers

ity a

nd s

ocia

l ine

qua

litie

s on

peo

ple

'sliv

es,

and

thei

r im

plic

atio

ns f

or w

orki

ngp

ract

ices

.

Wor

k ef

fect

ivel

y w

ith u

sers

and

car

ers

tofa

cilit

ate

thei

r in

volv

emen

t in

ser

vice

deliv

ery.

Mai

ntai

n ap

pro

pria

te r

ecor

ds a

nd m

ake

accu

rate

rep

orts

.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Dem

onst

rate

the

abi

lity

to d

eliv

er h

igh

qua

lity

pat

ient

/clie

nt-c

entr

ed c

are

both

as

a so

lo p

ract

ition

er a

nd a

s a

mem

ber

ofm

ultid

isci

plin

ary

and

mul

ti-ag

ency

tea

ms.

Prac

tise

in a

non

-dis

crim

inat

ory,

no

n-op

pre

ssiv

e m

anne

r.

Dra

w u

pon

clin

ical

psy

chol

ogy

know

ledg

e,th

eory

and

ski

lls in

ord

er t

o m

ake

pro

fess

iona

lju

dgem

ents

.

Dem

onst

rate

hig

h le

vels

of

rese

arch

ski

lls a

ndsc

hola

rshi

p.

Wor

k ef

fect

ivel

y at

a h

igh

leve

l of

auto

nom

yin

com

ple

x an

d un

pre

dict

able

situ

atio

ns,

with

awar

enes

s of

the

lim

its o

f th

eir

own

com

pet

ence

, an

d ac

cep

ting

acco

unta

bilit

y to

rele

vant

pro

fess

iona

l and

ser

vice

man

ager

s.

A3

Pers

on

al a

nd

pro

fess

ion

al s

kills

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Dem

onst

rate

the

abi

lity

to d

eliv

er h

igh

qua

lity

care

to

indi

vidu

al c

lient

s, a

nd b

ean

effe

ctiv

e m

embe

r of

mul

tipro

fess

iona

lan

d m

ulti-

agen

cy t

eam

s.

Prac

tise

in a

non

-dis

crim

inat

ory,

no

n-op

pre

ssiv

e m

anne

r.

Dra

w u

pon

psy

chol

ogy

know

ledg

e, t

heor

yan

d sk

ills

in o

rder

to

mak

e ap

pro

pria

teju

dgem

ents

reg

ardi

ng p

atie

nt c

are.

Dem

onst

rate

ap

pro

pria

te le

vels

of

rese

arch

skill

s an

d cr

itica

l thi

nkin

g.

Wor

k ef

fect

ivel

y, w

ith a

war

enes

s of

the

limits

of

thei

r ow

n co

mp

eten

ce,

and

acce

ptin

g ac

coun

tabi

lity

to r

elev

ant

pro

fess

iona

l and

ser

vice

man

ager

s.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Dem

onst

rate

sel

f-aw

aren

ess

and

abili

ty t

ow

ork

as a

ref

lect

ive

pra

ctiti

oner

.

Dem

onst

rate

effe

ctiv

e an

d ap

pro

pria

teco

mm

unic

atio

n sk

ills.

Initi

ate

and

resp

ond

to c

hang

e in

an

effe

ctiv

em

anne

r, de

mon

stra

ting

tran

sfer

able

ski

lls.

Man

age

the

emot

iona

l and

phy

sica

l im

pac

tof

the

ir ow

n p

ract

ice.

Und

erst

and

the

role

and

impo

rtan

ce o

fsu

perv

ision

and

dem

onst

rate

its

appr

opria

te u

se.

Dem

onst

rate

sel

f-m

anag

emen

t sk

ills

and

inde

pen

denc

e of

tho

ught

and

act

ion.

Dem

onst

rate

cul

tura

lly c

omp

eten

t p

ract

ice.

A3

Pers

on

al a

nd

pro

fess

ion

al s

kills

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Dem

onst

rate

sel

f-aw

aren

ess

and

abili

ty t

ow

ork

as a

ref

lect

ive

pra

ctiti

oner

.

Dem

onst

rate

effe

ctiv

e an

d ap

pro

pria

teco

mm

unic

atio

n sk

ills.

Initi

ate

and

resp

ond

to c

hang

e in

an

effe

ctiv

em

anne

r, de

mon

stra

ting

tran

sfer

able

ski

lls.

Reco

gnis

e th

e em

otio

nal a

nd p

hysi

cal

imp

act

of t

heir

own

pra

ctic

e an

d se

ek h

elp

whe

re a

pp

rop

riate

.

Dev

elop

und

er t

he s

uper

visi

on a

ndm

ento

rshi

p o

f a

char

tere

d C

linic

alPs

ycho

logi

st.

Dev

elop

sel

f-m

anag

emen

t sk

ills

unde

r th

esu

per

visi

on o

f a

char

tere

d C

linic

alPs

ycho

logi

st.

Dem

onst

rate

cul

tura

lly c

ompe

tent

pra

ctic

e.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Show

an

unde

rsta

ndin

g of

the

rol

e of

the

Clin

ical

Psy

chol

ogis

t w

ithin

hea

lth a

nd s

ocia

lca

re s

ervi

ces.

Ada

pt

Clin

ical

Psy

chol

ogy

pra

ctic

e to

a r

ange

of o

rgan

isat

iona

l con

text

s on

the

bas

is o

f an

unde

rsta

ndin

g of

per

tinen

t or

gani

satio

nal

and

cultu

ral i

ssue

s.

Con

trib

ute

to t

he d

evel

opm

ent

of t

hep

rofe

ssio

n's

resp

onsi

bilit

y to

NH

S Sc

otla

ndth

roug

h te

achi

ng,

rese

arch

sup

ervi

sion

, an

dtr

aini

ng o

f p

sych

olog

ists

and

oth

erp

rofe

ssio

nals

.

Take

res

pon

sibi

lity

for

thei

r ow

n p

rofe

ssio

nal

deve

lop

men

t.

Dem

onst

rate

an

abili

ty t

o co

ntrib

ute

to t

eam

man

agem

ent

and

func

tioni

ng.

Part

icip

ate

in t

he d

evel

opm

ent

of n

ew s

ervi

ces.

A4

Pro

fess

ion

an

dem

plo

yer

con

text

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Show

an

unde

rsta

ndin

g of

the

rol

es o

fp

ract

ition

ers

of A

pp

lied

Psyc

holo

gy(C

linic

al A

ssoc

iate

) w

ithin

hea

lth a

ndso

cial

car

e se

rvic

es.

Adap

t Ap

plie

d Ps

ycho

logy

(C

linic

alAs

soci

ate)

pra

ctic

e to

a r

ange

of r

elev

ant

cont

exts

on

the

basis

of a

n un

ders

tand

ing

ofpe

rtin

ent

orga

nisa

tiona

l and

cul

tura

l iss

ues.

Enga

ge in

tea

chin

g w

ithin

the

ran

ge o

fth

eir

exp

ertis

e.

Take

res

pon

sibi

lity

for

thei

r ow

np

rofe

ssio

nal d

evel

opm

ent.

Dem

onst

rate

an

abili

ty t

o co

ntrib

ute

tote

am f

unct

ioni

ng.

Part

icip

ate

in t

he d

evel

opm

ent

of s

ervi

ces.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Clin

ical

Psy

chol

ogy

pra

ctic

e an

d th

eap

plic

atio

n of

pro

fess

iona

l ski

lls a

reun

derp

inne

d by

psy

chol

ogic

al t

heor

y,ev

iden

ce a

nd u

nder

stan

ding

. Th

e q

ualif

ied

Clin

ical

Psy

chol

ogis

t p

osse

sses

a b

road

ran

geof

cor

e sk

ills

enco

mp

assi

ng p

rofe

ssio

n-sp

ecifi

can

d ge

neric

ena

blin

g sk

ills.

Dev

elop

and

mai

ntai

n ef

fect

ive

wor

king

allia

nces

with

clie

nts,

incl

udin

g in

divi

dual

s,fa

mili

es,

care

rs a

nd s

ervi

ces.

Dem

onst

rate

the

abi

lity

to c

hoos

e, u

se a

ndin

terp

ret

a br

oad

rang

e of

psy

chol

ogic

alas

sess

men

t m

etho

ds a

pp

rop

riate

to t

he c

lient

and

ser

vice

del

iver

y sy

stem

inw

hich

the

ass

essm

ent

take

s p

lace

to t

he t

ype

of in

terv

entio

n w

hich

is li

kely

to b

e re

qui

red.

Dem

onst

rate

com

pet

ence

in t

he f

ollo

win

gas

sess

men

t p

roce

dure

sfo

rmal

pro

cedu

res

(use

of

stan

dard

ised

inst

rum

ents

)sy

stem

atic

inte

rvie

win

g p

roce

dure

sot

her

stru

ctur

ed m

etho

ds o

f as

sess

men

t(e

g ob

serv

atio

n m

etho

ds,

gath

erin

gin

form

atio

n fr

om p

roxi

es,

etc)

Con

duct

ap

pro

pria

te r

isk

asse

ssm

ent

and

use

this

to

guid

e p

ract

ice.

B1

Pro

fess

ion

-sp

ecif

icsk

ills

Pro

fess

ion

-sp

ecif

ic s

kills

B1a

Psy

cho

log

ical

asse

ssm

ent

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Ap

plie

d Ps

ycho

logy

pra

ctic

e an

d th

eap

plic

atio

n of

pro

fess

iona

l ski

lls a

reun

derp

inne

d by

psy

chol

ogic

al t

heor

y,ev

iden

ce a

nd u

nder

stan

ding

acc

ordi

ng t

oag

reed

inte

rven

tion

stra

tegi

es w

ith a

sing

le c

lient

gro

up a

nd u

nder

the

sup

ervi

sion

of

a ch

arte

red

Clin

ical

Psyc

holo

gist

. Th

is a

pp

lies

to B

1 a,

b,

c an

dd

belo

w.

Dev

elop

and

mai

ntai

n ef

fect

ive

wor

king

allia

nces

with

clie

nts

and,

whe

reap

pro

pria

te,

sign

ifica

nt o

ther

s.

Dev

elop

the

abi

lity

to c

hoos

e, u

se a

ndun

ders

tand

a r

ange

of

psy

chol

ogic

alas

sess

men

t m

etho

ds a

pp

rop

riate

to

to t

he c

lient

and

ser

vice

del

iver

y sy

stem

in w

hich

the

ass

essm

ent

take

s pl

ace

to t

he t

ype

of in

terv

entio

n w

hich

islik

ely

to b

e re

qui

red.

Dem

onst

rate

com

pet

ence

in t

he f

ollo

win

gas

sess

men

t p

roce

dure

sfo

rmal

pro

cedu

res

(use

of

stan

dard

ised

inst

rum

ents

)sy

stem

atic

inte

rvie

win

g p

roce

dure

sot

her

stru

ctur

ed m

etho

ds o

fas

sess

men

t.U

nder

sup

ervi

sion

, co

nduc

t ris

kas

sess

men

t an

d us

e th

is t

o gu

ide

pra

ctic

e.

B

Secu

rin

g,

mai

nta

inin

g a

nd

im

pro

vin

g h

ealt

h a

nd

wel

l-b

ein

g

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Dev

elop

psy

chol

ogic

al f

orm

ulat

ions

of

pre

sent

ing

pro

blem

s or

situ

atio

ns w

hich

inte

grat

e in

form

atio

n fr

om a

sses

smen

tsw

ithin

a c

oher

ent

fram

ewor

k th

at d

raw

sup

on p

sych

olog

ical

the

ory

and

evid

ence

, an

dw

hich

inco

rpor

ates

inte

rper

sona

l, so

ciet

al,

cultu

ral a

nd b

iolo

gica

l fac

tors

.

Use

for

mul

atio

ns w

ith c

lient

s to

fac

ilita

te t

heir

unde

rsta

ndin

g of

the

ir ex

per

ienc

e.

Use

for

mul

atio

ns t

o p

lan

app

rop

riate

inte

rven

tions

tha

t ta

ke t

he c

lient

's p

ersp

ectiv

e in

to a

ccou

nt.

Use

for

mul

atio

ns t

o as

sist

mul

tipro

fess

iona

lun

ders

tand

ing

and

com

mun

icat

ion,

and

the

unde

rsta

ndin

g of

clie

nts

and

thei

r ca

re.

Revi

se f

orm

ulat

ions

in t

he li

ght

of o

ngoi

ngin

terv

entio

n, a

nd w

hen

nece

ssar

y re

form

ulat

eth

e p

robl

em.

B1

Pro

fess

ion

-sp

ecif

icsk

ills

B1b

Psy

cho

log

ical

form

ulat

ion

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Dev

elop

psy

chol

ogic

al f

orm

ulat

ions

of

pre

sent

ing

pro

blem

s or

situ

atio

ns w

hich

inte

grat

e in

form

atio

n fr

om a

sses

smen

tsw

ithin

a c

oher

ent

fram

ewor

k th

at d

raw

sup

on a

t le

ast

one

psy

chol

ogic

al t

heor

yan

d th

e ev

iden

ce p

erta

inin

g to

it f

or a

sing

le c

lient

gro

up t

o w

hich

the

pro

gram

me

app

lies.

Use

for

mul

atio

ns w

ith c

lient

s to

fac

ilita

teth

eir

unde

rsta

ndin

g of

the

ir ex

per

ienc

e.

Use

for

mul

atio

ns t

o p

lan

app

rop

riate

inte

rven

tions

tha

t ta

ke t

he c

lient

'sp

ersp

ectiv

e in

to a

ccou

nt.

Use

for

mul

atio

ns t

o as

sist

mul

tipro

fess

iona

lun

ders

tand

ing

and

com

mun

icat

ion,

and

the

unde

rsta

ndin

g of

clie

nts

and

thei

r ca

re.

Revi

se f

orm

ulat

ions

in t

he li

ght

of o

ngoi

ngin

terv

entio

n, a

nd w

hen

nece

ssar

yre

form

ulat

e th

e p

robl

em.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

On

the

basi

s of

a f

orm

ulat

ion,

imp

lem

ent

psy

chol

ogic

al t

hera

py

or o

ther

inte

rven

tions

app

rop

riate

to

the

pre

sent

ing

pro

blem

and

to

the

psy

chol

ogic

al,

cultu

ral a

nd s

ocia

lci

rcum

stan

ces

of t

he c

lient

(s),

and

to

do t

his

in a

col

labo

rativ

e m

anne

r w

ith in

divi

dual

s,co

uple

s, f

amili

es o

r gr

oup

s, a

ndte

ams/

serv

ices

/org

anis

atio

ns.

Imp

lem

ent

and

reco

rd in

terv

entio

ns t

hrou

gh,

and

with

, ot

her

pro

fess

ions

and

/or

with

indi

vidu

als

who

are

for

mal

(p

rofe

ssio

nal)

care

rs f

or a

clie

nt,

or w

ho c

are

for

a cl

ient

by

virt

ue o

f fa

mily

or

par

tner

ship

arr

ange

men

ts.

Reco

gnis

e w

hen

(fur

ther

) in

terv

entio

n is

inap

pro

pria

te,

or u

nlik

ely

to b

e he

lpfu

l, an

dco

mm

unic

ate

this

sen

sitiv

ely

to c

lient

s an

dca

rers

.

B1

Pro

fess

ion

-sp

ecif

icsk

ills

B1c

Psy

cho

log

ical

inte

rven

tio

n

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

On

the

basi

s of

a f

orm

ulat

ion,

imp

lem

ent

psy

chol

ogic

al t

hera

py

or o

ther

inte

rven

tions

ap

pro

pria

te t

o th

ep

rese

ntin

g p

robl

em a

nd t

o th

ep

sych

olog

ical

, cu

ltura

l and

soc

ial

circ

umst

ance

s of

the

clie

nt(s

), a

nd d

o th

is in

a c

olla

bora

tive

man

ner

with

indi

vidu

al c

lient

s.

Imp

lem

ent

and

reco

rd in

terv

entio

nsin

volv

ing

dire

ct w

ork

with

indi

vidu

alcl

ient

s.

Reco

gnis

e w

hen

(fur

ther

) in

terv

entio

n m

aybe

inap

pro

pria

te,

or u

nlik

ely

to b

e he

lpfu

l,an

d se

ek g

uida

nce

from

a c

hart

ered

Clin

ical

Psy

chol

ogis

t.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Sele

ct a

nd im

ple

men

t ap

pro

pria

te m

etho

dsto

eva

luat

e th

e ef

fect

iven

ess,

acc

epta

bilit

yan

d br

oade

r im

pac

t of

inte

rven

tions

(bo

thin

divi

dual

and

org

anis

atio

nal),

and

use

thi

sin

form

atio

n to

info

rm a

nd s

hap

e p

ract

ice.

Whe

re a

pp

rop

riate

, al

so d

evis

e in

nova

tive

pro

cedu

res.

Aud

it cl

inic

al e

ffect

iven

ess.

Iden

tify

gap

s in

the

evi

denc

e ba

se a

nd,

whe

resu

ch g

aps

exis

t, a

dap

t es

tabl

ishe

d p

ract

ice

tom

eet

the

spec

ific

need

s of

ser

vice

use

rs.

Reco

gnis

e th

at,

in s

uch

case

s, o

ngoi

ngev

alua

tion

of a

dap

tatio

ns is

crit

ical

and

for

ms

the

basi

s of

new

dev

elop

men

ts in

the

ory

and

pra

ctic

e.

Dev

elop

the

ory

and

pra

ctic

e in

clin

ical

psy

chol

ogy

thro

ugh

rese

arch

.

B1

Pro

fess

ion

-sp

ecif

icsk

ills

B1d

Eva

luat

ion

an

dre

sear

ch

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Sele

ct a

nd im

ple

men

t ap

pro

pria

tem

etho

ds t

o ev

alua

te t

he e

ffect

iven

ess

ofin

terv

entio

ns w

ith in

divi

dual

clie

nts,

and

use

this

info

rmat

ion

to in

form

and

sha

pe

pra

ctic

e.

Aud

it cl

inic

al s

ervi

ces.

Iden

tify

gap

s in

the

rel

evan

t kn

owle

dge

base

.

Con

duct

ap

pro

pria

te s

ervi

ce-r

elat

edre

sear

ch u

sing

a r

ange

of

stan

dard

and

spec

ialis

ed r

esea

rch

or e

qui

vale

ntin

stru

men

ts a

nd t

echn

ique

s of

enq

uiry

,ei

ther

indi

vidu

ally

und

er s

uper

visi

on,

or

as p

art

of a

res

earc

h te

am.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Dem

onst

rate

acq

uisi

tion

and

unde

rsta

ndin

gof

a s

ubst

antia

l bod

y of

kno

wle

dge,

incl

udin

gth

eorie

s an

d ev

iden

ce c

once

rnin

gp

sych

olog

ical

dev

elop

men

t an

d p

sych

olog

ical

diffi

culti

es a

cros

s th

e lif

esp

an a

nd t

heir

asse

ssm

ent

and

rem

edia

tion.

Thi

s sh

ould

incl

ude

theo

ry a

nd e

vide

nce

at t

he f

oref

ront

of t

he d

isci

plin

e re

latin

g to

a w

ide

brea

dth

of p

rese

ntat

ions

, fr

omac

ute

to e

ndur

ing

and

from

mild

to

seve

rep

robl

ems

rang

ing

from

tho

se w

ith m

ainl

ybi

olog

ical

cau

satio

n to

tho

se e

man

atin

gm

ainl

y fr

om p

sych

osoc

ial f

acto

rsp

robl

ems

of c

opin

g/ad

apta

tion

to a

dver

seci

rcum

stan

ces

that

are

not

the

mse

lves

reve

rsib

le b

y p

sych

olog

ical

inte

rven

tion

(eg

phy

sica

l dis

abili

ty,

phy

sica

l illn

ess,

bere

avem

ent)

clie

nts

from

a r

ange

of

back

grou

nds

refle

ctin

g th

e de

mog

rap

hic

char

acte

ristic

sof

the

pop

ulat

ion

clie

nts

with

sig

nific

ant

leve

ls o

fch

alle

ngin

g be

havi

our

clie

nts

acro

ss a

ran

ge o

f le

vels

of

inte

llect

ual f

unct

ioni

ng o

ver

a ra

nge

of a

ges

clie

nts

who

se d

isab

ility

mak

es it

diff

icul

tfo

r th

em t

o co

mm

unic

ate

care

rs a

nd f

amili

esso

cial

and

con

text

ual f

acto

rs,

team

wor

k,se

rvic

e de

liver

y sy

stem

s, a

nd le

gisl

ativ

ean

d p

olic

y fr

amew

orks

.

C K

no

wle

dg

e,un

der

stan

din

g a

nd

ski

lls

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Syst

emat

ic a

cqui

sitio

n an

d w

orki

ngkn

owle

dge

of a

t le

ast

one

psy

chol

ogic

alth

eory

rel

evan

t to

the

ir cl

inic

al p

ract

ice

ina

spec

ific

area

with

par

ticul

ar c

lient

grou

ps.

Thi

s m

ay in

clud

e th

eory

and

evid

ence

-bas

ed p

ract

ice

rela

ting

top

sych

olog

ical

pro

blem

s fr

om a

def

ined

rang

e of

sev

erity

clie

nts

from

a d

efin

ed c

lient

gro

upp

ertin

ent

to t

he p

rogr

amm

eca

rers

and

fam

ilies

soci

al a

nd c

onte

xtua

l fac

tors

team

wor

k, s

ervi

ce d

eliv

ery

syst

ems

and

legi

slat

ive

and

pol

icy

fram

ewor

ks.

C K

no

wle

dg

e, u

nd

erst

and

ing

an

d s

kil

ls

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Dem

onst

rate

det

aile

d kn

owle

dge

and

unde

rsta

ndin

g of

res

earc

h m

etho

ds,

incl

udin

g:

rese

arch

des

ign

and

met

hods

incl

udin

gsm

all N

des

igns

and

tho

se m

etho

ds,

both

qua

ntita

tive

and

qua

litat

ive,

tha

t ar

e m

ost

usef

ul in

the

con

duct

of

app

licab

le c

linic

alre

sear

ch in

clud

ing

serv

ice

eval

uatio

n

ethi

cal a

nd g

over

nanc

e is

sues

in r

esea

rch

stat

istic

al a

naly

sis in

clud

ing

both

exp

lora

tory

and

hypo

thes

is te

stin

g m

etho

ds

criti

cal a

pp

rais

al o

f p

ublis

hed

rese

arch

the

unde

rtak

ing

of s

uper

vise

d re

sear

chw

ork

invo

lvin

g bo

th a

maj

or p

roje

ct a

ndal

so s

ome

smal

l sca

le c

linic

al e

valu

atio

n.

Dem

onst

rate

the

abi

lity

to c

omp

lete

an

inde

pen

dent

res

earc

h p

roje

ct a

t do

ctor

al le

vel

succ

essf

ully

. Th

is w

ill in

clud

e th

e ab

ility

to

conc

eptu

alis

e, d

esig

n, c

arry

out

and

com

mun

icat

e th

e re

sults

of

rese

arch

tha

t is

rele

vant

to

clin

ical

psy

chol

ogy

theo

ry a

ndp

ract

ice

and

rep

rese

nts

a co

ntrib

utio

n to

th

e fie

ld.

C1

Kn

ow

led

ge

and

und

erst

and

ing

(co

nt)

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

At

mas

ter's

leve

l, de

mon

stra

te k

now

ledg

ean

d un

ders

tand

ing

of r

esea

rch

met

hods

,in

clud

ing:

rese

arch

des

ign

and

met

hods

incl

udin

gsm

all N

des

ign

and

thos

e m

etho

dsth

at a

re m

ost

usef

ul in

the

con

duct

of

app

licab

le c

linic

al r

esea

rch

incl

udin

gse

rvic

e ev

alua

tion

ethi

cal a

nd g

over

nanc

e is

sues

inre

sear

chst

atis

tical

ana

lysi

s in

clud

ing

both

exp

lora

tory

and

hyp

othe

sis

test

ing

met

hods

criti

cal a

pp

rais

al o

f p

ublis

hed

rese

arch

abili

ty t

o un

dert

ake

serv

ice

rela

ted

rese

arch

und

er s

uper

visi

on a

nd/o

r as

par

t of

a r

esea

rch

team

.

Dem

onst

rate

the

abi

lity

to p

lan

and

exec

ute

a si

gnifi

cant

pro

ject

of

sup

ervi

sed

rese

arch

, in

vest

igat

ion

or d

evel

opm

ent

rele

vant

to

the

app

lied

field

of

pra

ctic

e.Th

is w

ill in

clud

e th

e ab

ility

to

desi

gn,

carr

you

t an

d co

mm

unic

ate

the

resu

lts o

fre

sear

ch t

hat

is r

elev

ant

to p

rofe

ssio

nal

psy

chol

ogy

and

psy

chol

ogic

al p

ract

ice.

The

Ch

arte

red

Clin

ical

Psy

cho

log

ist

Dem

onst

rate

a c

ritic

al u

nder

stan

ding

of

the

fact

tha

t so

und

app

lied

psy

chol

ogy

pra

ctic

e is

base

d on

clin

ical

and

res

earc

h sk

ills

that

enga

ge a

nd e

mer

ge f

rom

wor

k w

ith c

lient

san

d sy

stem

s ba

sed

on a

sci

entis

t-p

ract

ition

eran

d re

flect

ive

pra

ctiti

oner

mod

el.

This

inco

rpor

ates

a c

ycle

of

asse

ssm

ent,

form

ulat

ion,

inte

rven

tion

and

eval

uatio

n, a

sou

tline

d ea

rlier

. H

ence

Clin

ical

Psy

chol

ogis

tsca

n ge

nera

lise

and

synt

hesi

se p

rior

know

ledg

e an

d ex

per

ienc

e in

ord

er t

o ap

ply

them

in d

iffer

ent

sett

ings

and

nov

elsi

tuat

ions

. Th

ey a

re a

ble

to t

hink

crit

ical

lyab

out,

ref

lect

up

on,

and

eval

uate

suc

hkn

owle

dge

and

exp

erie

nce

with

in a

fram

ewor

k of

evi

denc

e-ba

sed

pra

ctic

e.

C2

Skill

s

The

awar

d ho

lder

sho

uld

be a

ble

to:

The

Prac

titi

on

er o

f A

pp

lied

Psy

cho

log

y(C

linic

al A

sso

ciat

e)

Dem

onst

rate

an

unde

rsta

ndin

g of

the

fac

tth

at s

ound

ap

plie

d p

sych

olog

y p

ract

ice

isba

sed

on c

linic

al a

nd r

esea

rch

skill

s th

aten

gage

and

em

erge

fro

m w

ork

with

clie

nts

and

syst

ems

base

d on

a s

cien

tist-

pra

ctiti

oner

and

ref

lect

ive

pra

ctiti

oner

mod

el.

This

inco

rpor

ates

a c

ycle

of

asse

ssm

ent,

for

mul

atio

n, in

terv

entio

n an

dev

alua

tion,

as

outli

ned

earli

er.

The

pra

ctiti

oner

of

Ap

plie

d Ps

ycho

logy

(Clin

ical

Ass

ocia

te)

is a

beg

inni

ng s

cien

tist

pra

ctiti

oner

who

wor

ks u

nder

the

sup

ervi

sion

of

a ch

arte

red

Clin

ical

Psyc

holo

gist

, w

ith a

sin

gle

clie

nt g

roup

with

a c

ircum

scrib

ed r

ange

of

pro

blem

s,in

clud

ing

typ

e an

d se

verit

y. S

uch

pra

ctiti

oner

s w

ork

larg

ely

with

in a

gree

din

terv

entio

n st

rate

gies

as

they

beg

in t

oen

gage

with

kno

wle

dge

at t

he f

oref

ront

of

thei

r ra

nge

of e

xper

tise.

With

in s

uch

aco

ntex

t, t

hey

deve

lop

the

abi

lity

to t

hink

criti

cally

abo

ut,

refle

ct u

pon

, an

d ev

alua

tesu

ch k

now

ledg

e an

d ex

per

ienc

e w

ithin

afr

amew

ork

of e

vide

nce-

base

d p

ract

ice.

Teaching, learning and assessment (Clinical Psychology and AppliedPsychology (Clinical Associate))

A prerequisite for enrolment on either a Clinical Psychology programme or an AppliedPsychology (Clinical Associate) programme is the achievement of the Graduate Basis forRegistration. Thus the knowledge and skills that form the starting point for a candidateare as set out in the Subject benchmark statement for psychology or its equivalent.

Detailed decisions about the strategies and methods for teaching, learning andassessment are for institutions to determine, but should ensure that the learningoutcomes associated with Clinical Psychology and Applied Psychology (Clinical Associate)programmes, respectively, can be achieved. Nonetheless, programmes must promote anintegrative approach to the application of theory and practice. Learning opportunitiesand assessment systems should facilitate the acquisition of the full range of professionalcompetencies appropriate to the respective programme. Fundamental to the basis uponwhich trainees are prepared for their professional career, is the provision of programmesof academic study and practice-based learning which lay the foundation for career-longprofessional development and lifelong learning, to support best professional practice andthe maintenance of professional standards.

Teaching and learning in Clinical Psychology

It is essential that programmes provide a holistic experience of training that enablestrainees to develop an integrated set of learning outcomes constituting a generic trainingin clinical psychology. Training should be provided as a collaboration between HEIs andclinical services and supervisors. An appropriate structure should be in place to facilitatethis. Selection criteria should be specified and should apply equally to all candidates.Programmes should be directed by appropriately qualified chartered Clinical Psychologists.

Programmes must provide a balanced and developmental set of academic, research andclinical experiences throughout training. The academic component needs to provide anintegrated curriculum supporting the clinical and research training. The research trainingneeds to be carefully planned and have sufficient time devoted to it to enable trainees toconduct research at a postgraduate level and to be in a position to contribute to theknowledge base of the profession. The clinical experience component of training needsto ensure the attainment of competence across the range of required experience.

It is important to recognise that the scope of Clinical Psychology is substantial, so thatinitial training provides a secure foundation encompassing the range of skills andknowledge demonstrated by the profession. Further skills and knowledge will need to beacquired through CPD appropriate to the specific employment pathways taken by newlyqualified psychologists in line with clinical governance and lifelong learning frameworks.

Clinical experience will be gained in service delivery systems that offer a coherent clinicalcontext. This will usually be a setting oriented towards a population defined by age (eg child, adult, older people), by special needs (eg learning disabilities, serious mentalhealth problems, health-related problems, substance misuse) or by a service deliveryfocus (eg psychological therapy). In addition, clinical experience will be gained in arange of service contexts (primary, secondary and tertiary care, in-patient, out-patient,community), with service delivery models ranging from independently organised workthrough to integrated interprofessional working.

Programmes will be delivered in collaboration with placement providers to reflectnational and local priorities. Trainees must undertake substantial pieces of clinical workover a substantial period of time in each of a range of settings, including primary,secondary and tertiary care environments, and with a range of client groups, both acuteand long term, and those with high dependency needs.


direct work

indirect, through staff and/or carers

staff training, supervision and consultancy

work within multidisciplinary teams and specialist service systems, including someobservation or other experience of change and planning in service systems

working in more than one recognised model of formal psychological therapy.

It is essential that supervision in clinical placements reflects the Committee on Training in Clinical Psychology guidelines on clinical supervision. Hence, trainees on clinicalplacements should receive a minimum of one hour individual supervision and threehours contact time per week. Facilities for trainees on placement must includeappropriate resources. The trainee experience in clinical placements must be monitoredregularly through appropriately timed visits by programme staff, under the direction of a Clinical Psychologist. It is essential that clinical supervisors have access to appropriatetraining in order to develop supervisory and appropriate related skills.

It is essential that research be integrated into practice through the inclusion of service-related research projects as well as a larger scale independent doctoral-level study. Thisstudy should be of a standard that is likely to be publishable in a peer reviewed journal.Adequate research supervision and advice must be available to support trainee research,in order to promote post-qualification practice that includes research activity throughconducting and facilitating research and applying research to inform practice.

Effective learning opportunities that underpin programme delivery require thedeployment of appropriately qualified clinical academic staff who maintain aninvolvement in regular professional activity relevant to the programme, including clinicalwork and research. Programmes must be delivered in effective collaboration betweenHEIs, placement providers and clinical supervisors. Opportunities for interprofessionallearning should be optimised.


Opportunities for enhancement and appraisal of personal and CPD must be provided ina manner that positively encultures the student into the importance of CPD as a centralpart of professional practice.

Teaching and learning in Applied Psychology (Clinical Associate)

It is essential that programmes provide a holistic experience of training that enables traineesto develop an integrated set of learning outcomes specific to providing service needs for aspecific client group. Training should be provided as a collaboration between HEIs and

clinical services and supervisors. An appropriate structure should be in place to facilitate this.Selection criteria should be specified and should apply equally to all candidates.Programmes should be directed by appropriately qualified chartered Clinical Psychologists.

Programmes must provide a balanced and developmental set of academic, research andclinical experiences throughout training. The academic component needs to provide anintegrated curriculum supporting the clinical and research training. The research trainingneeds to be carefully planned and have sufficient time devoted to it to enable trainees toconduct research at postgraduate master's level and to be in a position to engage withrelevant aspects of the knowledge base of the profession. The clinical experiencecomponent of training needs to ensure the attainment of competence specific to therequired experience necessary for subsequent practice.

It is important to recognise that although the scope of Applied Psychology (ClinicalAssociate) is circumscribed to preparation for working with specific client groups withinpre-established protocols, the initial one year training, or part-time equivalent, mustnevertheless provide a secure foundation encompassing the identified range of skills andknowledge necessary to carry out these activities. Further skills and knowledge will needto be acquired through continuing professional development appropriate to the specificemployment pathways taken by the newly qualified in line with clinical governance andlifelong learning frameworks. This latter recognises that a number of these master'sgraduates may proceed to doctoral level training as their career progresses.

Supervised clinical experience will be gained in service delivery systems that offer acoherent clinical context pertinent to a particular client group and range of problems.This will usually be a setting oriented towards a single population defined by age (eg child, or adult, or older people) dependent upon the particular programme beingundertaken. Programmes will contain a strong psychological therapy component, againrelevant to a specific range of problems within a single client group under thesupervision of a Clinical Psychologist. Experience may be gained in a range of servicecontexts relevant to the needs of such single client groups.

Programmes will be delivered in collaboration with placement providers to reflectnational and local priorities for NHS Scotland. Trainees must gain appropriate experiencein clinical work in settings appropriate to the particular client group. This may include:

in-patient or other residential facilities

secondary health care

community and primary care.


direct supervised work

work within multidisciplinary teams and specialist service systems

working in at least one mode of formal psychological therapy.

It is important that the practice-experience of trainees is adequately and effectivelysupervised in every module to which practice pertains. The amount and type ofsupervision should be clearly stated in programme documents and be judged as

appropriate by approvals panels comprised of experts in the field. Facilities for traineeson placement must include access to sufficient resources. The trainee experience inclinical placements must be monitored regularly through appropriately timed visits byprogramme staff. It is essential that clinical supervisors have access to appropriatetraining in order to develop supervisory and appropriate related skills.

Following the model of the scientist practitioner, it is important that master's leveltrainees are introduced into this model by the inclusion a significant research element inprogramme design. It is essential that the research component is integrated into theprogramme in such a way that research and evaluation are seen as an integral part ofprofessional practice.

Effective learning opportunities that underpin programme delivery require thedeployment of appropriately qualified clinical academic staff who maintain aninvolvement in regular professional activity relevant to the programme, including clinicalwork and research. Programmes must be delivered in effective collaboration betweenHEIs, placement providers and clinical supervisors. Opportunities for interprofessionallearning should be entertained where appropriate.


Opportunities for enhancement and appraisal of personal and professional developmentmust be provided.

Assessment (Clinical Psychology and Applied Psychology (Clinical Associate))

The evaluation of trainees must include assessments of academic, research and clinicalcompetence appropriate to doctoral level and master's level, respectively. The respectiveprogrammes must ensure that the assessment system promotes the learning outcomesidentified in each of the programme specifications, and can demonstrate that theselearning outcomes have been achieved. The assessment must give appropriate weightingto clinical and professional competence in the workplace.

The HEI must take responsibility for ensuring that there are adequate procedures toensure that trainees who are incompetent or whose behaviour is unethical do not obtaina qualification in Clinical Psychology or Applied Psychology (Clinical Associate),respectively.

Academic and practitioner standards (Clinical Psychology)

A Doctorate in Clinical Psychology is a vocational qualification as well as an academicaward, and as such, must prepare graduates for professional activities across widelydiffering fields. In particular, graduates must possess all the professional competencies tobe able to function as a qualified Clinical Psychologist and this represents the thresholdfor entry to the profession.

Newly qualified Clinical Psychologists should understand and embrace the core purposeand philosophy of the profession as described in the document prepared by the Divisionof Clinical Psychology of the BPS. They should be committed to reducing psychologicaldistress and enhancing and promoting psychological well-being through the systematic

application of knowledge derived from psychological theory and evidence. Their workwill be based on the fundamental acknowledgement that all people have the samehuman value and the right to be treated as unique individuals.


the skills, knowledge and values to develop working alliances with clients, includingindividuals, carers and/or services, in order to carry out psychological assessment;develop a formulation based on psychological theories and knowledge; carry outpsychological interventions; evaluate their work; and communicate effectively withclients, referrers and others, orally, electronically and in writing

the skills knowledge and values to work effectively with clients from a diverse rangeof backgrounds, understanding and respecting the impact of difference and diversityupon their lives

the skills, knowledge and values to work effectively with systems relevant to clients,including, for example, statutory and voluntary services, self-help and advocacygroups, user-led systems and other elements of the wider community

the skills, knowledge and values to work in a range of indirect ways to improvepsychological aspects of health and healthcare

the skills, knowledge and values to conduct research that enables the profession todevelop its knowledge base and to monitor and improve the effectiveness of its work

high-level skills in managing a personal learning agenda and self-care, and in criticalreflection and self-awareness that enable transfer of knowledge and skills to newsettings and problems.

The delivery and assessment of these outcomes is in accordance with the doctoral leveldescriptors specified in the frameworks for higher education qualifications. It is expectedthat the minimum duration of programmes will be three years full-time or part-timeequivalent, with at least 50 per cent of time allocated to supervised clinical practice. Thecompetencies attained are consistent with those described in the National OccupationalStandards for Applied Psychology.

Academic and practitioner standards (Applied Psychology (Clinical Associate))

A master's degree in Applied Psychology (Clinical Associate) is a vocational qualificationas well as an academic award, and as such, must prepare graduates for professionalactivity in the appropriate field and form of practice to which the programme pertains.Such graduates must possess the professional competencies to be able to function as amember of a team delivering psychological services as advised or referred by a charteredClinical Psychologist under whose clinical supervision they work.

Practitioners of Applied Psychology (Clinical Associate) should be committed to reducingpsychological distress and enhancing and promoting psychological well-being throughthe systematic application of knowledge derived from psychological theory and evidencepertaining to their particular field of practice. Their work will be based on thefundamental acknowledgement that all people have the same human value and theright to be treated as unique individuals.


the skills, knowledge and values to develop working alliances with clients, includingindividuals and carers, in order to carry out psychological assessment; develop aformulation based on psychological theories and knowledge; carry out psychologicalinterventions; evaluate their work; and communicate effectively with clients, referrersand others, orally, electronically and in writing

the skills knowledge and values to work effectively with a single client group from adiverse range of backgrounds, understanding and respecting the impact of differenceand diversity upon their lives

the skills, knowledge and values to work effectively with systems relevant to clients,including, for example, statutory and voluntary services, self-help and advocacygroups, user-led systems and other elements of the wider community

the skills, knowledge and values to conduct research that engages with and isinformed by the profession's knowledge base, to enable and improve theeffectiveness of their work and service delivery

developed skills in managing a personal learning agenda and self-care, and in criticalreflection and self-awareness that enable transfer of knowledge and skills to newsettings and problems.

The delivery and assessment of these outcomes is in accordance with master's leveldescriptors specified in the frameworks for higher education qualifications. It is expectedthat the minimum duration of programmes will be one full-time year or part-timeequivalent, with at least 50 per cent of such time allocated to supervised clinicalpractice. The competencies attained will be consistent with those in the subset describedby the Committee for the Training of Clinical Psychologists Accreditation Criteria forparticular client groups with a specific range of problems.

Acknowledgement

The Benchmarking Group wish to acknowledge the valuable work done by the UK clinicalpsychology benchmarking group as presented in Subject benchmark statements: Health careprogrammes Phase 2: Clinical psychology, produced by QAA. The Scottish BenchmarkingGroup for Clinical Psychology and Applied Psychology (Clinical Associate) have drawn onthe above work to remain congruent with a UK context, while also focusing upon a visionand framework that pertains to the needs of NHS Scotland.

Appendix

Clinical Psychology and Applied Psychology (Clinical Associate):Benchmarking Group membership (Scotland)

Pauline Adair, University of DundeeMalcolm Adams, BPS (UK), Membership and Professional Training BoardGeraldine Bienkowski, NES, Psychology Advisory GroupElizabeth Campbell, University of GlasgowGeorge Deans, BPS, DCP (Scotland)Terry Griffiths, NHS LothianBridget Hanna, NESCathy Kyle, NHS Ayrshire & ArranJohn Murphy, SEHD, Human Resources DirectorateMick Power, University of EdinburghIan Pullen, SEHDAnn Smyth, NESJudy Thomson, NHS YorkhillHugh Toner, NHS FifeDiane Waller, Health Professions Council (UK)

ChairKevin Power, NHS Tayside and University of Stirling

Supported byRob Coward, NESJohn Drummond, University of Dundee

QAA Scotland officersDavid BottomleyHeather Gibson

QA

A 109 05/06

QAA Scotland183 St Vincent Street GlasgowG2 5QD

Tel 0141 572 3420Fax 0141 572 3421Email [email protected] www.qaa.ac.uk

Mapping of Quality Assurance Agency Subject Benchmark Statement for Clinical Psychology against the generic standards of proficiency

QAA subject benchmark statement Standards of proficiency A1 Professional autonomy and accountability of the clinical psychologist

Maintain the standards and requirements of the BPS and DCP 1a.1 (with reference to HPC) Adhere to the BPS’s code of conduct, ethical principles and guidelines and the DCP professional practice guidelines

1a.1 (with reference to HPC)

Understand the legal and ethical responsibilities of clinical psychology practice including consent and confidentiality

1a.1, 1a.4

Demonstrate awareness of the legislative and national planning context of service delivery and clinical psychology practice

1a.1 (legal and ethical boundaries) The ‘national planning context’ is not included in the generic standards

Recognise the obligation to main fitness to practise and the need for continuing professional development

1a.8

Contribute to the development and dissemination of evidence based practice within professional contexts

2b.1 (evidence based practice, evaluation of practice, evaluation of research)

Recognise and cope with uncertainty, making informed judgements on complex clinical issues in the absence of complete data

2b.1, 2b.2 Uncertainty is not explicitly covered in the generic standards

Make appropriate clinical decisions 2b.2

Date Ver. Dept/Cmte Doc Type Title Status Int. Aud. 2007-07-04 a POL PPR Mapping of QAA BMS - 04.09.07 Draft

DD: None Public RD: None

1

QAA subject benchmark statement Generic Standards of proficiency

A2 Professional relationships Participate effectively in inter-professional and multi-agency approaches to health and social care

1b.2

Recognise professional scope of practice and make referrals, where appropriate

1a.6, 1a.8 (scope of practice) and 1b.1 (referrals)

Demonstrate understanding of consultancy models and the contribution of consultancy to practice

This is not included in the generic standards

Work with others to deliver effective healthcare 1b.1 and 1b.2 Understand the impact of difference, diversity and social inequalities and its implications for working practices

1a.1, 1a.2 This may not be sufficiently covered in generic standards

Work effectively with users and carers to facilitate their involvement in service planning and delivery

1b.1

Maintain appropriate records and make accurate reports 2b.5



2

QAA subject benchmark statement Standards of proficiency

A2 Personal and professional skills Demonstrate the ability to deliver high quality patient / client-centred care both as a solo practitioner and as a member of multidisciplinary and multi-agency teams

1b.2

Practise in an anti-discriminatory and anti-oppressive manner 1a.2 Draw upon clinical psychology, knowledge, theory and skills in order to make professional judgements

2b.2

Demonstrate high levels of research skills and scholarship 2b.1 The level of research skills and scholarship specific to the profession may not be covered in the generic standards

Work effectively at a high level of autonomy in complex and unpredictable situations, with awareness of the limits of their own competence, and accepting accountability to relevant professional and service managers

1a.6

Demonstrate self awareness and ability to work as a reflective practitioner

2c.2

Demonstrate a high level of communication skills in a style appropriate to specialist and non-specialist audiences

1b.3 (effective and appropriate communication skills) The generic standards do not specifically refer to specialist audiences

Initiate and respond to change in a flexible manner, demonstrating transferable skills

2b.2

Understand the importance and role of continuing professional development and engage in self directed learning that promotes professional development

1a.8

Manage the emotional and physical impact of their own practice This is not specifically covered in the generic standards, although



3

standard 1a.8 covers ‘fitness to practise’ in the round Understand the importance and role of supervision and demonstrate its appropriate use

This is not covered in the generic standards

Demonstrate self management skills and independence of thought and action

1a.6, 1a.7

Demonstrate culturally competent practice 1a.2, 1b.3



4


A4 Profession and employer context Show an understanding of the role of the clinical psychologist within health and social care services

1a.1

Adapt clinical psychology practice to range of organisational contexts, on the basis of an understanding of pertinent organisational and cultural issues

2b.3 – although this may not be adequately covered

Contribute to the development of the profession’s responsibility to the NHS through teaching, research, supervision and training of psychologists and other professionals

This is not covered in the generic standards

Take responsibility for their own professional development 1a.8 Demonstrate an ability to contribute to team management and functioning

1b.2

Participate in the development of new services This is not included in the generic standards Recognise the value of research and other scholarly activity in relation to the development of the profession and of patient/ client care

2b.1 (research skills), 2c. (value of audit to practice development) This area may not be adequately covered to the level of detail required



5


B The application of clinical psychology practice in securing, maintaining or improving health and well being

Psychological assessment Developing and maintaining effective working alliances with clients, including individuals, families, carers and services

1b.3

Ability to choose, use and interpret a broad range of psychological assessment methods appropriate: a. to the client and service delivery system in which the assessment takes place b. to the type of intervention which is likely to be required

2a.2, 2b.1

Assessment procedures in which competence is demonstrated will include: a. formal procedures (use of standardised instruments) b. systematic interviewing procedures c. other structured methods of assessment (e.g. observation or gathering information from others).

As above

Conducting appropriate risk assessment and using this to guide practice

As above

Psychological formulation Developing psychological formulations of presenting problems or situations which integrate information from assessments within a coherent framework that draws upon psychological

Throughout



6

theory and evidence which incorporates interpersonal, societal, cultural and biological factors. Using formulations with clients to facilitate their understanding of their experience

2b.1, 2b.2

Using formulations to plan appropriate interventions that take the client’s perspective into account

2b.3

Using formulations to assist multiprofessional understanding and communication, and the understanding of clients and their care

2a.3, 1b.2

Revising formulations in light of ongoing intervention and when necessary re-formulating the problem

2b.1

Psychological intervention On the basis of a formulation, implementing psychological therapy or other interventions appropriate to the presenting problem and to the psychological, cultural and social circumstances of the client, and to do this in a collaborative manner with:

• individuals; • couples, families, or groups; • teams/ services/ organisations

2b.4, 1b.

Implementing and recording interventions through, and with, other professions and/or with individuals who are formal (professional) carers for a client, or who care for a client by virtue of family or partnership arrangements

2b, 2b.5

Recognising when (further) intervention is unlikely to be helpful, and communicating this sensitively to clients and carers

2b.3, 1b.3



7

Evaluation and research Selecting and implementing appropriate methods to evaluate the effectiveness, acceptability and broader impact of interventions (both individual and organisational) and using this information to inform and shape practice. Where appropriate, this will also involve devising innovative procedures.

2b.1

Auditing clinical effectiveness 2c.1 Identifying gaps in the evidence base and, where such gaps exist, adapting established practice to meet the specific needs of service users. In such cases, ongoing evaluation of adaptations is critical and form the basis of new developments in theory and practice

2b.1 (research) This is not covered in the existing generic standards

The development of theory and practice in clinical psychology through research

Although 2b. covers research, this may not be adequately covered in the standards



8


C Knowledge, understand and skills that underpin the education and training of clinical psychologists

C1 Knowledge and understanding Systematic acquisition and understanding of a substantial body of knowledge, including theories and evidence concerning psychological development and psychological difficulties across the lifespan and their assessment and remediation. This should include theory and evidence at the forefront of the discipline relating to:

• wide breadth of presentations – from acute to enduring and from mild to severe;

• problems ranging from those with many biological causation to those emanating mainly from psychosocial factors;

• problems of coping/adaptation to adverse circumstances that are not themselves reversible by psychological intervention (e.g physical disability, physical illness, bereavement);

• clients from a range of backgrounds reflecting the demographic characteristics of the population;

• clients with significant levels of challenging behaviour; • clients across a range of levels of intellectual functioning

over a range of ages; • clients whose disability makes it difficult for them to

3a.1, 3a.2 The generic standards do not cover these areas to this level of detail



9

communicate; • carers and families; • social and contextual factors; • teamwork, service delivery systems, and the legislative

and policy frameworks. Detailed knowledge and understanding of research methods including:

• Research design and methods including small N designs and those methods, both quantitative and qualitative, that are most useful in the conduct of applicable clinical research including service evaluation

• Ethical issues in research • Statistical analysis including both exploratory and

hypothesis testing methods • Critical appraisal of published research • The undertaking of supervised research work involving

both a major project and also some smaller scale clinical evaluation

Research and audit are covered in 2b and 2c

The award holder will demonstrate the ability to complete an independent research project at doctoral level successfully. This will include the ability to conceptualise, design, carry out and communicate the results of research that is relevant to clinical psychological theory and practice and represents a contribution to the field

This is not covered in the existing generic standards



10

Analysis of mapping The initial mapping has identified the following areas where elements of the benchmark statements may not be adequately included in the existing generic standards. QAA Subject benchmark statement Notes Recognise and cope with uncertainty, making informed judgements on complex clinical issues in the absence of complete data

This area does not seem to be covered in the generic standards and it may be appropriate to add a profession-specific standard

Demonstrate understanding of consultancy models and the contribution of consultancy to practice

This is not covered in the generic standards. Is this area appropriate as a threshold ability or understanding rather than a particular occupational area or role?

Understand the impact of difference, diversity and social inequalities and its implications for working practices

1a.1 is about respecting the rights of patients and their role in the diagnostic and therapeutic process, whilst 1a.2 is about acting in a non-discriminatory manner. It may be that these standards are sufficient to cover this area

Work effectively with users and carers to facilitate their involvement in service planning and delivery

This is covered by 1b.1 ‘be able to work, where appropriate, in partnership with other professionals, support staff, service users and their relatives and carers’. However, depending on the focus in the profession, it could be helpful to highlight key elements of this approach. For example, in 2b.3 of the standards for physiotherapists we say ‘understand the need to agree the goals, priorities and methods of physiotherapy intervention in partnership with the service user’

Demonstrate high levels of research skills and scholarship Whilst research skills are covered in generic standard 2b.1, it might be helpful and necessary to drill down further. In the clinical scientists standards, the advanced nature of the research skills required are articulated in the profession-specific



11

standards, including the requirement that clinical scientists must ‘be able to conduct fundamental research’

Demonstrate a high level of communication skills in a style appropriate to specialists and non-specialist audiences

It could be helpful to specifically address appropriate communication to specialists and non-specialists. In the clinical scientists standards, 1b.5 there are two profession-specific standards: - be able to communicate the outcome of problem solving and research and development activities - be able to summarise and present complex scientific ideas in an appropriate form

Manage the emotional and physical impact of their own practice It could be argued that this is covered in the requirement to maintain fitness to practise (1a.8). The profession-specific standards for paramedics specifically cover this area: - be able to maintain a high standard of professional effectiveness by adopting strategies for physical and psychological self-care, critical self-awareness, and by being able to maintain a safe working environment (standard 1a.8)

Understand the importance and role of supervision and demonstrate its appropriate use

The reference to supervision here seems to refer to supervision (sometimes called ‘clinical supervision’) which monitors the therapeutic relationship between practitioner and client. Including a standard about clinical supervision in the standards for arts therapists previously caused difficulty as the standards are about abilities not particular tasks or activities undertaken by professionals. In addition, we are able to able to specify (and it is not the role of the standards to specify at such level of detail) how regularly clinical supervision should take place; what it should consist of; and who should be involved. A new standard has been added to the arts therapists standards in 2c.2: ‘recognise the role and value of clinical supervision in an arts



12

therapy context’ Adapt clinical psychology practice to a range of organisational contexts, on the basis of an understanding of pertinent organisational and cultural issues

This is not included in the generic standards but it is unclear what those organisational contexts and pertinent organisational and cultural issues would be.

Contribute to the development of the profession’s responsibility to the NHS through teaching, research, supervision and training of psychologists and other professionals

This is not included in the generic standards but would appear to be inappropriate as a threshold standard for safe and effective practice. In particular, this statement is NHS focused and the standards need to account for all working contexts

Participate in the development of new services This is not included in the generic standards. It would seem to be inappropriate as a threshold ability

Recognise the value of research and other scholarly activity in relation to the development of the profession and of patient/ client care

See ‘demonstrate high levels of research and scholarship’ above


It might be helpful to add a standard similar to this in 2b

Identifying gaps in the evidence base and, where such gaps exist, adapting established practice to meet the specific needs of service users, In such cases, ongoing evaluation of adaptations is critical and forms the basis of new developments in theory and practice

Although adaptation of practice and evidence based practice are covered elsewhere in the standards, the level articulated here is not covered


The link between research and practice is articulated in the generic standards but a profession-specific standard may be necessary

Systematic acquisition and understanding of a substantial body of knowledge, including theories and evidence concerning psychological development and psychological difficulties across the lifespan and their assessment and remediation. This should include theory and evidence at the forefront of the discipline relating to:

The level of detail here would seem to be inappropriate in threshold standards. However, some concepts may need to be articulated in some way in formulating 3a.1 which articulates the knowledge base of the profession



13

• wide breadth of presentations – from acute to enduring and from mild to severe;

• problems ranging from those with many biological causation to those emanating mainly from psychosocial factors;

• problems of coping/adaptation to adverse circumstances that are not themselves reversible by psychological intervention (e.g physical disability, physical illness, bereavement);

• clients from a range of backgrounds reflecting the demographic characteristics of the population;

• clients with significant levels of challenging behaviour; • clients across a range of levels of intellectual functioning

over a range of ages; • clients whose disability make sit difficult for them to

communicate; • carers and families; • social and contextual factors; • teamwork, service delivery systems, and the legislative

and policy frameworks Detailed knowledge and understanding of research methods including:

• Research design and methods including small N designs and those methods, both quantitative and qualitative, that a most useful in the conduct of applicable clinical research including service evaluation

• Ethical issues in research

Please see previous notes regarding research It might be necessary to add a standard around ethical issues in research – although it should be noted that more general principles about ethical behaviour, in research and in all other areas of professional life, are articulated in the standards of conduct, performance and ethics



14

• Statistical analysis including both exploratory and hypothesis testing methods

• Critical appraisal of published research • The undertaking of supervised research work involving

both a major project and also some smaller scale clinical evaluation

The award holder will demonstrate the ability to complete an independent research project at doctoral level successfully. This will include the ability to conceptualise, design, carry out and communicate the results of research that is relevant to clinical psychological theory and practice and represents a contribution to the field

The standards necessary for safe and effective practice and the level of an academic award are two separate matters (please see paper “Background and context” – PLG 4th September 2007)



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health professions council standards of proficiency for

Documents