Introduction
Introduction
During training, trainees will gain experience and develop their clinical competencies by completing six [6] 5-month placements* in local health and care services. During these placements, trainees will work in common settings for between 2 and 4 days per week (with teaching and independent study on the remaining days) under the supervision of an experienced clinical psychologist who has undergone additional supervisor training.
Across their 6 placements, trainees will experience working in a range of settings, which will include work with both adults and children and involve working with a range of clinical presentations including working with people with intellectual and/or physical impairments who require adaptations to standard therapeutic approaches.
Who we work with?
Experience of working with variety of clients:
...across lifespan
...at various stages of development
...with a range of clinical presentations (acute-enduring, mild-severe, biological & psychosocial origins)
...with temporary and irreversible difficulties
...with significant levels of challenging behaviour
...with different ability levels (able and disabled, articulate and non-verbal)
...from a range of backgrounds
...including those who are carers/family members
Where are how we work?
A range of Service Delivery Systems and health care settings e.g. In- & out-patient; primary & secondary services; community & primary care
Different Modes & Types of Work e.g. Direct & indirect; MDTs & specialist service systems; working with more than one types of therapy
Transferable Skills e.g. Thinking critically & reflectively; integrating experience, learning & application
Demonstrate competency in Assessment, Formulation, Intervention, Evaluation, Personal and professional skills, research, leadership etc.
Structure of Placements:
Year 1
3-4 days per week
-Placement 1: Mid Nov 2024 - Mid April 2025
-Placement 2: April/May 2025 - Sept 2025
-Most likely focus on working age & older adults, health & neuro-psychology. Physical or mental health.
Two separate placements or one year- long integrated placement.
Year 2
3-4 days per week
-Placement 3: October/Nov 2025 - April 2026
-Placement 4: April/May 2026 - September 2027
-Can include working with children, young people and families and with adults/children with learning/acquired neurological disabilities.
Two separate placements or one year-long integrated placement.
Year 3
3-4 days per week(with negotiation for research days)
-Placement 5 and 6: October 2027 - September 2028
Year-long, or two 6-month placements.
Competency development needs and experience will be priority but aim to have an elective component.
Placement Allocation
Years 1 & 2
A complex process taking into account the needs of trainees and supervisors.
Allocated by placement team in discussion with clinical tutors
Ensures good coverage of experience and competency development incl therapy models across 3 years training.
Focus on competency development across range of work settings (across lifespan with range of cognitive abilities)
Remember this is your own individual training experience. Try not to make direct comparisons! Trust the process…..
We ask you about your learning and development needs, as well as individual needs (e.g. carer, health) which will also inform the process.
NEEDS not requests or preference.
Limited pool of placements and we cannot allocate on location alone.
As per the signed learning agreement, placements are within our NHSE commissioned region across South Yorkshire.
Most services are face to face so hybrid working cannot be requested as a preference. We are guided by service need and protocol.
Year 3
There is a different and clear process for Year 3 placement allocation including ‘placement fair’ in February in year 2.
Trainees liaise directly with supervisors to discuss potential placements and then submit preferences.
Opportunity to revisit or try new areas of interest but competency needs still need to be prioritised.
Placement Administration
Placement Administration
Placement monitoring and review is completed on a separate system called PebblePad. This includes all of the placement documentation and forms which will need to be completed during each placement and provides a portfolio of the trainees applied practice throughout their training and their ongoing demonstration of competence.
At the start of each placement trainees will complete a placement plan which identifies the learning objectives and requirements of each placement.
Throughout each of their placements, trainees will keep a log of their placement activities to ensure they are meeting the requirements of their training and demonstrating each of the competencies specified within their placement plan.
At the end of each placement, trainees' placement supervisors will make an evaluation of the trainee's competence using the Assessment of Clinical Competencies (ACC) framework and make recommendations for future placement experiences and areas for trainee development.
Subsequent placements (including the option for a specialist or elective placement in year 3) will be informed by the individual learning needs of each trainee.
Assessment of Clinical Competence (ACC)
Learning contract and record of training drawn up between the supervisor and the trainee
Identifies the goals of learning and the process by which those goals will be assessed and met
A new ACC document is completed for each placement and submitted to the exam boards in April and September
Separate ACC documents for 6 month and year long placements
Structure of the ACC
Induction and Contracting
ACC Guidance
8 Competencies
Reflective PPD Log
Mid Placement Summary
End of Placement
Record of Placement Activity
ACC Sections
Induction and Contracting:
Checklist of key aspects that need to be discussed on placement e.g. health and safety, safeguarding and service induction
Setting up the supervision contract e.g. frequency, caseload, focus and practical issues
Placement Risk Assessment
ACC Guidance:
Instructions including what needs doing when and by who and some examples of placement objectives.
The ACC 8 Core Competencies - learning & development
Personal & Professional Development
Therapeutic & Working Alliance
Psychological Assessment
Psychological Formulation
Psychological Intervention
Research & Evaluation
Service Influence & Leadership
Supervision
Cultural Humility
EDI lead and co-production consultants reviewed the ACC to integrate Cultural Humility in line with BPS, HCPC and HEE guidelines.
It reflects the need to think/account for Cultural Humility in every aspect of our roles as psychologists.
ACC Competency - Learning objectives
Under each competency heading there are list of learning objectives which you personalise to each placement.
Placements will have different experiences available. Not all objectives have to be achieved on every placement. The aim is to achieve them all (at least once) across all 3 years.
ACC Competency Sections
Each competency has a number of sections
Specific learning objectives (WHAT do you want to achieve) - tbc by trainee prior to initial placement visit.
Placement Plan (HOW the learning objectives will be achieved)- tbc by trainee prior to initial placement visit
Mid Placement Meeting- (review of learning objectives) tbc by trainee prior to mid placement meeting.
End of placement (summary, strengths, development areas, achieved)- tbc completed by supervisor prior to end of placement / relevant exam board
ACC Sections
Reflective PPD log: Added during COVID to allow trainees to include additional learning undertaken on placement whilst not able to see clients. NOT NECESSITY to complete now but could be useful for own learning. Not assessed.
Mid Placement Summary: Completed in line with the mid placement visit to capture how the placement is progressing. Completed by the trainee, supervisor and clinical tutor. Any issues with the placement need to be raised here.
End of Placement: Filled in by trainee and supervisor. Includes summary of competencies, observations, service user feedback, overall summary and future recommendations.
Record of Placement Activity
There is a table to record your numbers of sessions with clients.
Covers information such as service user age, gender, ethnicity, nature of assessment, model used etc.
A new record is completed for each placement.
Placement Logs - background
In October 2016, the new BPS Standards for Doctoral Programmes in Clinical Psychology were implemented. These standards require all trainees to evidence competency in CBT and at least one other therapeutic model by the end of the three years of training.
You will still get experience in a variety of approaches but you do not need to evidence all of these unless you choose to.
Teaching will take place over the three years to support your understanding and practice of these models. The teaching sessions are designed to equip you with the knowledge underpinning the development of the competencies and to begin some skills practice.
Placement Logs - Cumulative record across all placements
Log of placement experience: log of experience, interprofessional learning and neuropsychological tests.
Log of Therapy Competencies (Generic and Specific)
Log of Neuropsychology Assessment
Supervisor sign off
Log of placement experiences
Includes tracking and recording of:
Client age range, specialty, difficulties presented, client histories etc.
Service settings, multi-disciplinary teams and interprofessional learning.
Service delivery e.g. individuals, families, teaching, consultation, group work etc.
Approaches used and range of psychometric/ neuropsychological tests used.
Log of therapy competencies
Record of competency level achieved in:
Generic and meta therapeutic competencies
CBT
CAT
Systemic therapy
Psychodynamic therapy
Acceptance and Commitment Therapy
Compassion Focused Therapy
Positive Behaviour Support
Log of neuropsychological testing competencies
Minimum Requirements:
Administering, scoring and interpreting a WAIS IV, WISC V, Memory assessment
Understanding role within mental health services and with clients with acquired brain injury &/or neurological conditions, including history taking
Informing formulation and communication of findings to clients, family, carers and other professionals both written and verbally
NB not all competencies have to be ‘ticked off’ on the neuro assessment log page.
Completing the Placement Logs
As you go through each placement, you need to record your development on each competency in any relevant model by indicating whether you have discussed it in supervision, observed it being applied, practiced it yourself, or can apply it at an acceptable level of competence as assessed by your supervisor.
You MUST put the placement number into the appropriate box!
Some competencies marked with a * will have further detail at the bottom of the table.
The logs are cumulative but must be signed off by your supervisor at the end of each placement.
Placement Log - regular reviews
We aim to review your logs at mid placement meetings and end of placement to ensure you are on track
Complete your logs AS YOU GO ALONG!
You may wish to record additional information, hours and further training as part of evidence towards post qualification training or accreditation.
Placement Meetings
Initial Placement Meeting (‘the contract’ )
Placement 1 - At placement base or online, 1-1.5 hours with trainee, supervisor and supervisor (?)
Placement 2-4 meeting between trainee and supervisor at placement base. With follow up meetings with clinical tutors.
Ideally within 3-4 weeks of placement start.
Mid Placement Meeting (‘the review’ )
Every placement
At placement base or online, 1 ½- 2 hours, tutor meets with trainee and supervisor separately, followed by a 3-way, joint meeting.
Ideally at mid point in the placement - and with at least 8 weeks of placement to go!
Placement Meetings and Assessment - ‘who does what’
The Assessment of Clinical Competence form (ACC) has guidance for completion (refer to Pebblepad also)
Induction information and supervision contract (Important) - tbc by trainee prior to IPM
Specific learning objectives & Placement Plan - tbc by trainee and supervisor for discussion at IPM
Placement Meetings and Assessment
Summary review of each of the 8 Competencies / specific learning objectives – tbc by trainee prior to MPM after discussion with supervisor.
Mid placement summary page – tbc by trainee and supervisor prior to MPM.
Recommendations for remainder of placement – Clinical tutor following MPM.
End of placement report- tbc by supervisor prior to relevant exam board.
Not usually an end of placement meeting with tutor.
End of Placement Requirements
By the trainee
Ensure all information on ACC competencies in up to date
Completes the service user feedback and observation pages on the ACC
Completes the Record of Placement Activity of the ACC
Updates Placement Logs to ensure all placement activity has been captured
Complete the Placement Audit
By the supervisor
Write a summary for all 8 ACC competencies
Completes the Summary of Competency pass/fail sheet
Signs off service user feedback and observation pages
Completes overall summary and future recommendations
Views and signs off the Placement Logs
Views and comments on the Placement Audit
Point to note
Complete the documents as you go along - makes the process a lot easier at the end of placement.
Ensure everything is completed in a timely manner to allow your supervisor time to complete their areas before the deadline.
It is your responsibility to ensure that all documentation is completed in time for the exam board.
Non completed documents could lead to a deferred placement and a letter from the board.
Although the responsibility for ensuring the different aspects of the form are completed lies with one individual, this should be based on discussion and agreement.
Placement Passing and Failing Procedures
There is a clear process for supervisors to follow.
Any concerns should be raised with the trainee & clinical tutor as soon as possible and ideally prior to MPM.
Any concerns should be clearly linked to competency areas and/or professional code of practice.
The trainee will be given clear guidance regarding the evidence they need to show for competency development (the ‘8 week rule’).
Supervisor competency ratings
Supervisors may rate individual competencies as either:
Achieved
Partially Achieved
Failed
Criteria for failed placement recommendation
3 or more ratings of partially achieved competencies in the same placement leads to recommendation of a failed placement.
Ratings of partially achieved relating to the same competency across 3 placements leads to recommendation of a failed placement.
A rating of fail on any one competency leads to recommendation of a failed placement.
Process
The supervisor provides a recommendation of pass/fail to the Board of Examiners. The board makes the final decision.
Further information will be gathered by clinical tutor/director of clinical practice.
Trainee can discuss situation with tutors and write to board if wish.
Trainees encouraged to utilise support within and/or external to programme eg mentor.
Board of Examiners will decide if the placement is failed and what is required to rectify fail.
It does not mean a full repetition of placement.
Discussion with next supervisor and opportunity to demonstrate competence in next placement. This will be very clear.
This situation will not come as a ‘surprise’ at end of placement. Both trainee and supervisor are encouraged to have open dialogue with each other and clinical tutor about any concerns or queries.
Deferred placement outcome
Very rarely a placement outcome may be deferred
This is typically due to lack of opportunity to demonstrate a competency
This may be due to service factors, trainee or supervisor absence and NOT about a competency need
Placement Audit
Measures the quality of placements against BPS standards
Covers practical resources, supervision, experiences available
Completed by trainee at the end of placement and shared with supervisor after evaluation
Used in placement planning and anonymised summary in annual report to stakeholders
NOTE: A separate website for placements is in progress and will be linked here once completed
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