UEA ClinPsyD Clinical Practice Handbook 16 PBKL-finalnomarkup · 1 Clinical Practice and Employment Handbook for Clinical Psychologists in Training and Clinical Practice Placement

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ClinicalPracticeandEmployment

HandbookforClinicalPsychologistsinTrainingandClinicalPractice

PlacementSupervisors

DoctoralProgrammeinClinicalPsychology2016-17

DepartmentofClinicalPsychologyNorwichMedicalSchoolNorwichResearchPark

UniversityofEastAngliaNORWICH

NorfolkNR47TJ

Tel:01603591258LastUpdated06/10/2016

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TableofContentsOrientationandIntroduction.................................................................................5

4.1ContactDetails.................................................................................................64.1.1TraineeHostEmployerDetails...............................................................................64.1.2AdministrativeSupport..........................................................................................7

4.2ClinicalPracticePlacements..............................................................................84.2.1Overview...............................................................................................................8

4.2.1.1RequeststoSupervisorsregardingplacements....................................................84.2.1.2ClinicalPracticePlacementBase..........................................................................84.2.1.3ClinicalPracticePlacementSpecifics....................................................................84.2.1.4Placementdays.....................................................................................................9

4.2.2AllocationofClinicalPracticePlacements..............................................................94.2.2.1AllocationbyPlacementArea.............................................................................104.2.2.2AllocationAccordingtoLearningNeeds.............................................................104.2.2.3AllocationofSpecialistPlacements....................................................................104.2.2.4AllocationofOutofAreaPlacements.................................................................114.2.2.5DetailsandTimingofPlacementAllocation.......................................................11

4.2.3QuickGuidetoClinicalPracticePlacements.........................................................114.2.3.1PreparingforaClinicalPracticePlacement........................................................114.2.3.2TheFirstFewWeeksofaClinicalPracticePlacement........................................124.2.3.3EndofClinicalPracticePlacementArrangements..............................................12

4.2.4ArrangementsforClinicalPracticePlacements....................................................134.2.4.1Induction.............................................................................................................134.2.4.2MandatoryTraining............................................................................................134.2.4.3ClinicalResponsibility.........................................................................................134.2.4.4EmploymentContractsforClinicalPracticePlacements....................................134.2.4.5Equipment..........................................................................................................144.2.4.6FacilitiesavailabletoTrainees............................................................................144.2.4.7Dresscode..........................................................................................................144.2.4.8Role.....................................................................................................................144.2.4.9Introductions......................................................................................................154.2.4.10Timekeeping.....................................................................................................154.2.4.11ApproachtoClinicalPracticePlacements:Values............................................154.2.4.12Reading.............................................................................................................164.2.4.13Observations.....................................................................................................16

4.2.5ClinicalWorkload.................................................................................................174.2.5.1ClinicalPracticePortfolio....................................................................................184.2.5.2CumulativeTrainingRecords(ACELogbookandExcelCompetencyLog)..........184.2.5.3MinimumPlacementDays..................................................................................20

4.2.6RecordKeeping....................................................................................................204.2.6.1ClinicalReportsandCommunication..................................................................204.2.6.2TraineesmakingentriesinClientNotes(includingelectronicrecords).............21

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4.2.6.3Recording............................................................................................................214.2.7RaisingConcerns..................................................................................................214.2.8EvaluationofPerformanceonClinicalPracticePlacements..................................23

4.2.8.1GeneralPrinciples...............................................................................................234.2.8.2FailingaPlacement:CriteriaandProcess...........................................................244.2.8.3TraineeEndofPlacementEvaluationForm........................................................264.2.8.4SubmittingEvaluationofClinicalCompetenceforms........................................274.2.8.5AssessmentsRelatingtoClinicalPracticePlacements.......................................27

4.2.9ClinicalSupervision..............................................................................................284.2.9.1GuidelinesonClinicalsupervision......................................................................28

4.2.10ClinicalPracticePlacementGovernance.............................................................294.2.10.1ClinicalPracticePlacementAgreements..........................................................29

4.3ConfidentialityandConsent............................................................................304.3.1Consent...............................................................................................................30

4.3.1.1InformedConsentandCapacitytoConsent.......................................................304.3.2Confidentiality.....................................................................................................30

4.3.2.1Confidentialityinrespectofspecificassignments..............................................314.3.2.2Howtoprotectclientdata..................................................................................314.3.2.3DepartmentofHealth(DOH)Guidelines............................................................32

4.4HostEmployment...........................................................................................334.4.1TermsandConditionsofService..........................................................................334.4.2LineManagementandClinicalGovernance..........................................................344.4.3FitnesstoPractise................................................................................................344.4.4Appraisal.............................................................................................................354.4.5LeavePolicy.........................................................................................................35

4.4.5.1AnnualLeave:Entitlement.................................................................................354.4.5.2AnnualLeave:Recording....................................................................................364.4.5.3AnnualLeave:Planning.......................................................................................364.4.5.4AnnualLeave:TeachingDays.............................................................................36

4.4.6SicknessAbsence.................................................................................................374.4.7StudyLeaveandPPDBudget...............................................................................374.4.8OtherLeave.........................................................................................................384.4.9DrugandAlcoholPolicy.......................................................................................384.4.10SocialMedia......................................................................................................394.4.11EqualityandDiversity........................................................................................39

4.4.11.1TraineeswithaDisability..................................................................................394.4.12TravelExpenses.................................................................................................394.4.13StudyDays.........................................................................................................404.4.14IncomeTax........................................................................................................414.4.15HealthandSafetyatWork.................................................................................41

4.4.15.1TheUniversity...................................................................................................414.4.15.2CambridgeshireandPeterboroughNHSFoundationTrust..............................41

4.4.16Insurance,LiabilityandCourtReports................................................................42

4.5PersonalandProfessionalDevelopmentandSupportSystems.......................434.5.1SourcesofProfessionalSupport...........................................................................434.5.2ProgrammeSupportSystems...............................................................................43

4.5.2.1Advisors..............................................................................................................44

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4.5.2.2YearTutors.........................................................................................................464.5.2.3PersonalSupportTutors(PSTs)..........................................................................464.5.2.4PersonalandProfessionalDevelopment(PPD)Groups.....................................47

4.5.3UniversitySupportSystems.................................................................................484.5.3.1DeanofStudents’Office.....................................................................................484.5.3.2UEANightline......................................................................................................50

4.5.4CPFTSupportSystems.........................................................................................504.5.4.1NHSOccupationalHealthService.......................................................................504.5.4.2InsightConfidentialCounselling.........................................................................50

4.5.5PersonalTherapy.................................................................................................51

4.6TransitiontoQualifiedStatus.........................................................................514.6.1ContinuedProfessionalDevelopment..................................................................51

4.6.1.1JointTeachingDays............................................................................................514.6.1.2CareerCentralSupport........................................................................................514.6.1.3ContactDetailsFollowingCompletionoftheProgramme.................................524.6.1.4KeepinginTouch................................................................................................524.6.1.5BritishPsychologicalSocietyMembership.........................................................52

4.7UsefulPoliciesandDocuments.......................................................................534.7.1CPFTPolicies........................................................................................................534.7.2ListofBPSGuidelinesReferredtothroughoutdocument.....................................534.7.4Governance.........................................................................................................534.7.5ProgrammeForms...............................................................................................53

4.8Appendices.....................................................................................................544.8.1WhatConstitutesaPieceofClinicalWork?..........................................................544.8.2SupervisorInductionChecklist.............................................................................564.8.3TraineeandSupervisorClinicalPracticePlacementChecklist...............................574.8.4ClinicalPracticePlacementMeetingsInformationTable......................................59

4.8.4.1InitialplacementMeetingandPlacementContract...........................................594.8.4.2Mid-Placementreview........................................................................................604.8.4.3Endofplacementarrangements........................................................................61

4.8.5StandardsforEngagementwithPracticeEducation(Placement)Providers..........624.8.6AdditionalguidelinesforCompletionofClinicalPracticePlacementPaperwork..684.8.7PLACEMENTCONTRACT.......................................................................................694.8.8MID-PLACEMENTREVIEW–ADVISORFEEDBACK.................................................744.8.9SUPERVISOR’SENDOFPLACEMENTEVALUATION................................................794.8.10Supervisor’sEndofPlacementFeedback...........................................................854.8.11ContentofAdvisorandAppraisalMeeting.........................................................874.8.12AdvisorMeetingRecord.....................................................................................884.8.13ListofFirstYearMeetings..................................................................................894.8.14ListofSecondYearMeetings.............................................................................904.8.15ListofThirdYearMeetings................................................................................914.8.16SupervisionContract..........................................................................................924.8.17Flowchartforprocessofpassing/failingaplacement.........................................93

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OrientationandIntroduction

Aboutthehandbook:

ThisistheClinicalPracticeandEmploymentHandbookfortheUniversityofEastAngliaDoctorateinClinicalPsychologywhichwillbereferredtoas‘theProgramme’throughout.TheHandbookisdesignedtobeajointresourceforTraineesandClinicalPracticePlacementSupervisorsasareferencetextforanyissuesassociatedwithClinicalPracticePlacementsandemploymentoverthecourseoftraining.IthasbeencompiledbytheclinicaltutorteamatUEA,indiscussionwithClinicalPracticePlacementSupervisorsandTraineesintheregion.

ThisHandbookisdesignedtocomplementtheotherUEAProgrammeHandbooks(theClinicalPsychologyProgrammeHandbook,theResearchHandbookandtheAcademicHandbook).

Introductorycomments:

TraineeClinicalPsychologistshaveadualidentity–bothasstudentsontheDoctorateprogrammeinClinicalPsychology,andasemployeesofCambridgeshireandPeterboroughFoundationNHSTrust.Traineesareemployed,onafixed-termcontract,totrain.Recognitionandunderstandingofthisdualidentityisanissuethatrunsthroughmanypracticalquestionsexperiencedbytrainees.IssuesaddressedinthishandbookarefrequentlycoveredwithintheemploymentpoliciesofCPFTandtheacademicpoliciesoftheuniversity.Trainees,andthecourse,havetobecompliantwithbothsetsofpoliciesandprocedures.

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4.1ContactDetails

4.1.1TraineeHostEmployerDetails

CambridgeshireandPeterboroughNHSFoundationTrust

ElizabethHouseFulbournHospitalCambridgeCB215EFTel:01223726789(08:30to17:00)

Payrollandotheremployeeservicesareprovidedby(traineemustliaisedirectlywithSerco): Serco KingfisherHouse KingfisherWay

HUNTINGDON CambridgeshirePE296FH

Tel:01480398500Requests for employer references, etc. shouldbe sent to theProgrammeDirectorProfessorKenLaidlawatthefollowingaddress: DepartmentofClinicalPsychology NorwichMedicalSchool UniversityofEastAnglia

NorwichResearchPark NORWICH

NorfolkNR47TJ Tel:01603593600

Fax:01603593604 Email:[email protected]

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4.1.2AdministrativeSupport

Administrative Support is mainly provided by the Faculty ofMedicine and HealthSciencesTeam,partofthePostgraduateResearchService,basedinroom2.30oftheElizabethFryBuilding.KeystaffwhoprovideadministrativesupporttotheProgrammeare:PhilipHearsey(PGROfficer) 01603593637KatePatterson(PGRResearchAdministrator) 01603593076

AbiAppleby(ClericalAssistant) 01603591258

Theofficecanbecontactedonforissuesrelatingto:- Courseworksubmission,assessmentissues,includingtheBoardof

Examiners,andextensionandconcessionrequests- Appeals- Timetablingandplacementorganisationandenquires- A collection and administration point relating to employment

matters,includingtravelexpenses,annualleave,sicknessabsenceandstudyleaverequests

- OveralladministrationoftheprogrammePleasenotethatinregardstodealingwithCPFTorexpensesissues,thePGRofficeareallocatedonlyverylimitedtime.Pleasebearinmindalldeadlines set by the PGR office for submissions of claims and allowappropriatetimeforthemtoprocessformsandclaims.

Local(School)supportforStaffandTraineesisprovidedby:HelenSayer(AdministrativeAssistant) 01603593177

Trainees can contact Helen on [email protected] for issuesrelatingto:

- Booking out laptops, psychometric tests (for review or use inthesesonly)

- Requestsfortheses.

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4.2ClinicalPracticePlacements

4.2.1Overview

Clinical experience is gained during Clinical Practice Placements where Traineesdevelop core competencies across the three years of training. Clinical PracticePlacementsareanintegralpartoftheProgrammeatUEA.Traineesgainexperienceofworkingwith clients across the life-span,working in residential and communitysettings,andwithpeoplewhohavesevereand/orenduringproblemsusingarangeof therapeutic/clinical approaches. Clinical placements provide an opportunity fortraineestodevelopfirst-handknowledgeoftheapplicationoftheNHSconstitutionandhelpsdeveloptheirprofessionalvaluesinlinewiththe6C’sofcare.PleaseseetheBritishPsychologicalSocietywebsiteandtheHealthandCareProfessionsCouncil(HCPC)StandardsofEducationandTrainingforfurtherinformation.

4.2.1.1RequeststoSupervisorsregardingplacementsFromFebruarytoAprileachyear,allknownSupervisorsintheregionareemailedandareaskedtocompleteaplacementinformationformindicatingthetypesofclinicalpracticeplacementstheyareabletoofferforthefollowingacademicyear.

4.2.1.2ClinicalPracticePlacementBaseTraineesareallocatedtoaclinicalbaseuponofferoftheirplaceontheProgramme.Thesebases are chosen so that Traineeswill be able to undertake their four coreplacementswithintheirbaseNHSTrustoranearbyone.

4.2.1.3ClinicalPracticePlacementSpecificsTraineesundertaketwoplacementsperyear.

4.2.1.3.1CorePlacementsTraineesundertakefourcoreClinicalPracticePlacementsduringthefirsttwoyearsoftheirtraining.ThefourcoreClinicalPracticePlacementareasare:

YearOne Adult OlderAdult/Health/Neuro

YearTwo Child/ChildandAdolescent/Youth LearningDisabilities

Themaincontactsforplacementqueriesare:

DrGemmaRidel(PlacementTutor)

DrPeterBeazley(SeniorClinicalTutor)

Email:[email protected]

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All coreplacements are standardplacements, and run consecutively. Theorder ofplacementsvariesso thataroundhalfof thecohortcomplete theadultplacementfirst,andtheotherhalfcompletetheolderadultplacement.Thesameistrueinthesecondyearoftraining.

4.2.1.3.2SpecialistClinicalPracticePlacementsTrainees undertake two specialist placements in their final year of training.WhenSupervisors return the placement planning form, information about all potentialSpecialistPlacements isput intoadatabaseandmadeavailabletotheTraineesonBlackboard. Trainees are then required to complete the Specialist PlacementPreferenceForm(onBlackboard).

SpecialistplacementscaneitherbeStandardorYearLonginformat.MostSpecialistPlacements are run as Standardplacements, however, some Supervisors prefer tooffer Year Long placements due to their specific area of specialty. For example,SupervisorsofferingCATplacementsoftenonlyofferYearLongplacementsduetothelengthoftherapyinvolved.

4.2.1.3.3StandardClinicalPracticePlacementsStandardClinicalPracticePlacementsareapproximately5-6monthsinlength.

4.2.1.3.4YearLongClinicalPracticePlacementsSome specialist Clinical Practice Placements span the training year. If a TraineecompletesYearLongClinicalPracticePlacements,theycompletetheirtwospecialistClinicalPracticePlacementsconcurrentlywithplacementdayssplitevenlyacrossbothplacements.ItisrecommendedthatTraineesspeakwiththeirAdvisorand/orcurrentthirdyearTraineeswhenconsideringwhethertochooseStandardorYearLongClinicalPracticePlacementsfortheirthirdyear.Thereareadvantagesanddisadvantageswithboth formats, and it is important for Trainees to consider their choice withconsiderationoftheirownworkstyle,workloadandpreferences.

4.2.1.4PlacementdaysPlease see Blackboard for the table which outlines placement dates and daysthroughouttraining.

4.2.2AllocationofClinicalPracticePlacements

ThereisanexplicitprocedureforallocatingTraineestoClinicalPracticePlacements.SupervisorsareaskedtoinformthePlacementTutorofanychangesintheplacementsthat they are offering. Please note that the Programme is unable to guarantee aspecific placement to a Trainee. Supervisors should also liaise with the Trainee’sAdvisorbeforethestartofClinicalPracticePlacementifthereareanydifficultiesinprovidingappropriatefacilitiesforTrainees.

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4.2.2.1AllocationbyPlacementAreaTraineesarenormallyallocatedtoClinicalPracticePlacementswithintheirplacementarea.Ifthisisnotpossible,aClinicalPracticePlacementinaneighbouringareawillbeallocatedwherepossible.AsdetailedintheTrainee’semploymentcontractwithCPFT,eachindividualplacementwillbecometheTrainee’semploymentbaseandeachtime that the placement changes then the base will change to that placement.TraineesarerequiredtocompleteaP3formeverytimetheplacementchangesandsubmitahardcopytothePGRofficeinatimelyfashionforauthorisationbythelinemanager.Followingauthorisation,theadminteamwillscanandsendthesignedformbacktoyou.PleasenoteitisyourresponsibilitytothenforwardtheformtoSercousingtheemailaddress-pforms@cpft.nhs.uk.

Pleasenotethatitisarequirementoftheprogrammethattraineesdonotlivemorethan50kmfromtheirplacementarea.Shouldanytraineesbeinthissituationtheywillberequiredtoapplyforanacademicconcession(detailsavailablefromthePGRoffice).

4.2.2.2AllocationAccordingtoLearningNeedsWhenallocatingClinicalPracticePlacements,thelearningneedsoftheTraineesareconsidered,inordertoensurethattheyhavemetallHCPCandBPSrequirementsbytheendoftraining. Traineeneedsshouldberecordedinthecumulativerecordofplacementexperiencesandcompetencies(see4.2.5.2CumulativeTrainingRecords(ACELogbookandExcelCompetencyLog)ArecordoflearningneedsisalsogiventofutureSupervisorsinordertohelpshapeClinicalPracticePlacementsappropriately.In addition, any special requirements (e.g., disability or life circumstances)will betakenintoconsiderationwhenplanningplacements.

4.2.2.3AllocationofSpecialistPlacementsTrainees'interests,specificlearningneeds,unmetcompetencies,andkeyexperiencesrequiredbytheHCPCStandardsofProficiencyaretakenintoaccountintheallocationof SpecialistPlacements.Whilst traineesareasked to submitpreferences for theirspecialistplacement,thecoursecannotguaranteethattheserequestswillbemet.Theremaybecircumstanceswhereaspecialistplacement,evenifavailable,cannotbe offered because of a requirement to address outstanding competencies notaddressedincoreplacements.

Trainees are allowed to request Specialist Clinical Practice Placements across theregionandarenotboundbyplacementsofferedwithintheirplacementarea. ThePlacement Team allocate Trainees to Specialist Placements based on theirpreferences, learning needs, key experiences required by the HCPC Standards ofProficiencyandplacement/Supervisoravailability.

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4.2.2.4AllocationofOutofAreaPlacementsTraineeswilloccasionallyexpressaninterestinaClinicalPracticePlacementoutsideofthecatchmentareaoftheProgramme.GiventhelargegeographicalareacoveredbytheProgramme,itisveryrarethataTrainee’slearningneedsandinterestscannotbe met within the region and out of area placements are only considered inexceptionalcircumstances.

ThereisanagreementbetweenProgrammesthatoutofareaplacementsshouldnotbeofferedbySupervisors,unlesstheirlocalClinicalPsychologyTrainingProgrammehasconfirmedthattheywillnotberequiringthatplacementfortheirTrainees.Alldiscussions about out of area placements should bewith the Placement Tutor orDeputyProgrammeDirector(Clinical),whowillliaisewithcolleaguesontherelevantProgrammewhereappropriate.Undernocircumstance,shouldaTraineesapproachan‘outofarea’Supervisor/sdirectly.

4.2.2.5DetailsandTimingofPlacementAllocationForthefirstplacement,detailswillbeprovidedtoTraineesduringthefirstteachingblock.Forsubsequentplacements,itisexpectedthatTraineeswillbegivendetailsoftheirnextplacementapproximately4-6weeksbeforetheplacementisduetostartandthatTraineeswillmakecontactwiththeirnextplacementSupervisor/swithintwoweeksofreceiptoftheplacementdetails.

4.2.3QuickGuidetoClinicalPracticePlacements

4.2.3.1PreparingforaClinicalPracticePlacement

4.2.3.1.1DisclosureandBarringService(DBS)• InlinewithCPFTpolicy,traineeswillalreadyhavecompletedaDBScheckas

partoftheprocessofacceptanceontotheProgramme.ATraineeisunabletobeonplacementandconductclinicalworkwithouttheappropriateDBScheckinplace.

4.2.3.1.2SupervisorPreparation• The Placement Induction document provides guidelines and a checklist for

Supervisors when preparing for a Trainee to begin their Clinical PracticePlacement.

4.2.3.1.3TraineePreparation• TraineesareexpectedtocontacttheirSupervisor/s(bytelephoneoremail)at

least one month (or 2 weeks for placement one) before the start of theplacementtomakeplacementarrangements.Apre-placementmeetingcanbearrangedifrequestedbytheSupervisor.

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4.2.3.2TheFirstFewWeeksofaClinicalPracticePlacement• PleaserefertotheTraineeandSupervisorClinicalPracticePlacementChecklist

forguidelinesonTraineeinductions.ThischecklistisdesignedasatooltohelpguideSupervisorsandTraineesduringthefirstfewweeksofplacement,anddoesnotneedtobesubmittedtotheProgrammeoncompletion.

• Aninitialplacementcontractmeetingmustbeconductedwithin2weeksoftheplacementstarting(ifthisistheTrainee’sfirstplacementorifSupervisorhasnotpreviouslysupervisedaUEATrainee,theAdvisorwillalsoattendthismeeting).TheTrainee’sClinicalPracticePlacementaimsshouldbecompletedon the Placement Contract. Attention should be paid to the range ofopportunitiesavailableintheplacement(particulareffortswillbemadetofillmajorgapsintheTrainee’sexperience).

• TraineesareresponsibleforreturningthePlacementContracttotheFMHPGRServiceTeamwithin2weeksofthestartoftheClinicalPracticePlacement.

• Ensurethatanappropriateworkloadisnegotiated.Usethe‘whatconstitutesapieceofclinicalwork’documentandclinicalworkloadsectionasaguide.Using the ACE logbook to monitor cases in supervision throughout theplacement.

• LiaisewiththeTrainee’sAdvisorearly intheplacementtoarrangethemid-placementreview.

• IfSupervisorsorTraineeshaveanyconcernsabouttheplacementpleasedonot hesitate to contact the Trainee’s Advisor or the Deputy ProgrammeDirector(Clinical).Raisingproblemsasearlyaspossibleishelpfulforallpartiesinvolved,asitallowsthegreatestopportunityforresolution.

• Traineesareexpectedtoliaiseandnegotiateannualleavedates,inadvanceoftaking them with Supervisors. This process must consider the minimumplacementdayrequirementfortheplacement(seePlacementDayssection)

4.2.3.3EndofClinicalPracticePlacementArrangements• SupervisorsandTraineesaretoarrangeasuitabletimeanddatefortheend

of Clinical Practice Placement review session in advance. This is usuallyconductedwiththeSupervisor(s)andTraineebut if theAdvisor isrequired,SupervisorsaretodiscussthiswiththeAdvisorasearlyaspossible.

• Complete Supervisor and Trainee end of placement evaluation forms anddiscussduringtheendofplacementreviewsession.

• ReviewtheCompetencyLogbookandensurethisissignedbySupervisor(see4.2.5.2 Cumulative Training Records (ACE Logbook and Excel CompetencyLog))

• TraineesandSupervisorsare toplanahead inorder toensure that there isenoughtimeforcompletingclinicalworkandthepaperwork.Discussanycaseswhichmayneedfollowup/review/furtherworkbyanotherclinician.

• It may be helpful to allocate the final week/few days of placement foradministration tasks, in order to ensure that Trainees can complete tasks

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beforetheendoftheirClinicalPracticePlacementastheyarenotpermittedtoreturntotheplacementoncetheplacementhasfinished.

4.2.4ArrangementsforClinicalPracticePlacements

4.2.4.1InductionSupervisors are responsible for planning a suitable local placement induction forTrainees,andshould identify suitablecasesandother relevantclinicalexperiencespriortothestartoftheplacement.HandyTip:“MeetingaplacementSupervisorbeforestartingaplacementwasreallyuseful,andsomethingIstarteddoingtowardstheendofthecoursebutwishIhaddonefromthestart! Itwasveryhelpfultomakesure Iknewexactlywhere Iwasgoing,theparking arrangements, and any security issues to make sure my first day wentsmoothly.ItwasalsoveryusefultomeetthenewSupervisorfacetoface,andhaveabriefchataboutwhattheplacementwouldinvolve”

4.2.4.2MandatoryTrainingPlease note that all Trainees complete a CPFT mandatory induction trainingprogrammeattheendofthefirstteachingblock.Inaddition,thoseTraineesbasedinNorfolkandSuffolkshouldalsohavecompletedaNorfolkandSuffolk’sFoundationTrust’sinduction.TraineesareabletoattendanytrainingprovidedwithintheTrustwheretheyareonplacementaslongastheSupervisorfeelsthatitisusefulforthePlacement.PleasenotethatitistheresponsibilityoftheSupervisororteammanagertobooktheTraineeonanyrelevantin-houseinductionormandatorytrainingcourses,ideallypriortothecommencementoftheplacement.

4.2.4.3ClinicalResponsibilitySupervisors have a responsibility to adequatelymonitor and assess their trainee’sworkand toensure that concernsabout theirpracticeareactedupon.Theymustensurethattheyencouragesafeandeffectivepractice,appropriatelevelofautonomyandprofessionalconductintheirTrainee.ItisgoodpracticeforSupervisorstocarrypublicliabilityinsurance.

4.2.4.4EmploymentContractsforClinicalPracticePlacementsTraineeshaveappropriateemploymentcontractswithCPFTwhichallowthemtoworkin theirNHSClinicalPracticePlacements. Honorarycontractsmaybenecessary inparticular placements (e.g., Addenbrookes Hospital, Cambridge), and Supervisorsshouldcheckthepositionintheirownservice.

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4.2.4.5Equipment

4.2.4.5.1RecordingDeviceInordertoaudiorecordclientsessions,itisnecessaryforTraineestopurchasetheirown Dictaphone (please see each Placement Trust’s policy for full details), unlessworkinginaCPFTplacementwheretheyareprovided.PleaseseeConfidentialityandConsentsectionfordetailsregardingappropriatestorageofsensitiveinformation.

4.2.4.5.2EncryptedMemoryStickTraineesmustuseanencryptedmemory stick inorder to storeany sensitivedata(suchasanonymisedcasereports,clientsessionrecordings).TheseshouldbeusedinaccordancewithCPFTandanyotherlocaltrustpoliciesandprotocols.

4.2.4.5.2.1TraineesbasedinCPFT:EncryptedmemorystickswillbeprovidedbyCPFT.

4.2.4.5.2.2 Trainees Working Within Other Trusts: Trainees should ask thePlacement’s IT department to purchase amemory stick for their use. Invoices formemorysticksshouldbesenttotheFMHPGRServiceTeam.

4.2.4.5.3UseofownvehiclesforclinicalworkPleasenote,thatwhilstsomeplacementsmayinvolvecommunitywork;traineesarenotpermittedtotransportclientsintheirowncarsunderanycircumstances.

4.2.4.6FacilitiesavailabletoTraineesDuringClinicalPracticePlacements,Traineesmustbeabletohaveaccesstoasharedofficewith a telephoneandadesk (hot-desking is permitted). Theremust alsobeadequateadministrationandITsupport.

4.2.4.7DresscodeDressCodeisaddressedwithintherelevantCPFTpolicies(e.g.DressCodeandLigatureReduction and Management in Inpatient Settings). Trainees are reminded to bethemselveswith regard towork clothingwhilst also remembering that they are amemberofaprofessionalteam.ClothesthataretoocasualorveryunconventionalmayhinderaTraineeinestablishingaclient'sconfidence.Similarly,insomesettingsover-formal clothing is inappropriate or impractical. If in doubt, Trainees areencouragedtodiscussdresscodewiththeirSupervisororAdvisor.NHSpoliciesmayrequire trainees to remove any piercings due to infection control (e.g. HospitalSettings)orplacementsafety(e.g.ForensicSettings).TraineesshouldalwayshaveasmartprofessionalappearanceandweartheirNHSnamebadgeatalltimeswhilstonplacement.

4.2.4.8RoleTheTraineejobdescriptionisavailableonBlackboard.

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4.2.4.9IntroductionsTraineesshouldagreewiththeirSupervisorhowbesttointroducethemselves(e.g.,ClinicalPsychologistinTrainingnotasastudent).ItisimportantthatbothstaffandclientsareawareofTrainees’trainingstatus.Traineesmayhavetoprovideabroadexplanationofthenatureoftheirtraininginorderforclientstofullyunderstandwhatthismeans.Whenvisitingnewplacesunaccompanied, it is importantthatTraineesintroducethemselvesandweartheirNHSnamebadge.

4.2.4.10TimekeepingAs indicated in the CPFT disciplinary policy, trainees must ensure that they arepunctualandeffectiveintheirtimekeeping.Withanumberofdemands,itishelpfultokeeptrackofappointments,teachingandresearchcommitmentsinacentraldiary.

4.2.4.11ApproachtoClinicalPracticePlacements:ValuesTheCourseiscommittedtopromotingthevaluesoftheNHSandinparticularthe6C’s.TraineesmaywishtotaketimetoconsiderhowthesemightapplyintheirdailypracticeandintheirtrainingasClinicalPsychologists:Care.Weexpect all trainees to act as caring professionalswho are fundamentallymotivatedbythedesiretomakeadifferencepeopleindistress.Compassion.Weexpectalltraineestobeabletoshowcompassiontopeoplewithserious mental health difficulties, and be able to work with difficult behaviouralpresentationsinawaythatisfocusedonrespondingcompassionatelytotheneedsoftheserviceuser.Communication.Weexpectalltraineestobeeffectivecommunicatorsandembeddedmembersof theMDT.Effectivecommunication takesplaceonmany levels– fromdevelopinghigh-levellisteningskillsinyourclinicalwork,toeffectivecommunicationwithyoursupervisor,andregularandappropriatefeedbacktocoursestaff.Competence.Evaluationofcompetenceisavitalpartofthesuccessoftheprogrammeandthecourseiscommittedtoensuringthatalltraineeswhocompletethedoctorateprogramme are able to act competently in their roles as qualified clinicalpsychologists.Commitment.Workingwithmentalhealthpresentationsisattimesachallengingjobthat requires one to be focused on achieving an effective outcome throughperseveranceanddedicationtotheneedsofserviceusers.Thisrequiresastrategicapproach to service development, ensuring effective pathways are available forservice users, and finding creative solutions to obstacles that prevent serviceimprovement.Courage.Keepingpatientssaferequiresclinicianstohaveawillingnesstostandupforwhat is right. Sometimes, however, maintaining integrity in a difficult situation ispersonally challenging. We expect trainees to have courage in confronting such

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situationswithintegrityandalwaystoensurethatonealwaysactsinthebestinterestsofpatients,evenwhendoingsorequiresonetolayasideone’sownpersonalinterests.Pleasebearinmind…Ontopofdoingtheirregularjob,supervisorswillbedevotingalotoftimeandefforttoaTrainee’splacement,indirectsupervision,inorganisingcases,inobservingandundertakingjointworkandininformaldiscussions.Mostsupervisorsseethisasanimportantpartoftheirjob,buttheTraineecanhelptomakethisamutuallyrewardingexperience if he or she gives back to the Supervisor in terms of commitment,enthusiasmanddesire to learn. Thebestplacements are those that aremutuallyrewardingfortraineeandsupervisor.HandyTip!Ifindoubt,ask!TraineesareencouragedtoasktheirSupervisortoclarifyanythingonplacementthattheyarenotsureabout.

4.2.4.12ReadingAppropriate time for clinically relevant reading should be made available to theTraineeonplacement.Howeverthismustbeindiscussionandagreementwiththesupervisor. Trainees are expected to read widely and familiarise themselves withlatestresearchintheirrelevantclinicalarea.

4.2.4.13ObservationsItisessentialthattheTraineesandSupervisorshaveopportunitiestoobserveeachotheratwork.ItisalsoarequirementoftheplacementthatTraineestakerecordingsof clinical sessions to supervision for discussion. Placements differ in the mostappropriateopportunities forsuchdirectcontact. Methodsofobservation includedirectobservation,jointclinicalworkofsomekind,audiorecording,videorecordingoruseofaone-wayscreen.Thecoursealsoencouragetraineestoembedthemselveswithin the multidisciplinary team, and where possible to meet with and observeprofessionalsfromothermultidisciplinarygroups. It is importantthatpsychologistsunderstandtherolestakenbyotherprofessionalgroupsinordertounderstandthevalueoftheirownuniqueskillsetandhenceabilitytocontributetotheorganisation.

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4.2.5ClinicalWorkload

Clinicalcaseloadduringeachplacementisspecifiedinthistable.

Placement Number of ongoingpiecesofclinicalwork

Number of pieces ofclinicalworktocompleteduringtheplacement

Core Clinical PracticePlacements(Placements1-4) 6-8

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Standard Specialist ClinicalPracticePlacements

4-6 8

Year Long Specialist ClinicalPracticePlacements

2-3(oneachplacement)

8(oneachplacement)

Leadership Specialist ClinicalPracticePlacements

TheappropriateamountofworkisdeterminedbytheTrainee,SupervisorandAdvisor.

TraineesshoulddiscussworkloadwiththeirSupervisorregularlytomakesuretheyhaveenoughworktodobutarenotoverburdened.SupervisorsshouldensurethatTraineesundertakeanappropriatequantityofclinicalwork.Inconsiderationoftheamount of clinical work expected, we recommend that Supervisors arrange thatclinicalworkstartsasearlyintheplacementaspossible.Pleasenotethatsufficientpiecesofclinicalworkmustbecompletedforaplacementtobepassed(see4.2.8.2FailingaPlacement).Supervisorsshouldmonitor thebalanceof timespentbytheTrainee onwork at different levels (direct clientwork, indirect and organisationalwork). This balance will vary according to the stage of training and the type ofplacement.AllreferralsshouldcometoaTraineethroughtheirSupervisor.HandyTip:Trainees-Don'tbecaughtoutbyotherteammemberspersuadingyoutotakeoninappropriatereferrals."I'llneedtodiscussthatwithmySupervisor"isagoodline!

Whatconstitutesapieceofclinicalwork?

Pleaserefertotheseguidelines

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4.2.5.1ClinicalPracticePortfolioTraineesmustkeeparecordoftheirexperienceusingatrainingportfoliothatclearlyidentifies specific clinical settings, population and intervention uses. This portfolioshouldincludethefollowingdocuments:

• Cumulative Training Records (including ACE Logbook and ExcelCompetencyLog)

• Copiesofassignmentsandfeedbacksheetsfromassignments.• AllPlacementdocumentation(TraineeandSupervisorforms)• CopiesofAppraisals

4.2.5.2CumulativeTrainingRecords(ACELogbookandExcelCompetencyLog)Traineesarerequiredtokeepalogoftheirclinicalworkconductedonplacement,andalogoftheircompetencydevelopmentinrelationtothiswork.ThisisinlinewithBPSrequirementsfortheprogramme.Thisinformationisrecordedacrosstwodifferentdocuments/systems.Extensiveworkhasgone intoexploring thedevelopmentofasinglesystem,howeverthishasnotyetbeenpossible.Thecourseteamwillcontinuetopursuethisoption.

Bothrecordsarecompletedasacumulativerecordacrosstheprogramme,showingprogressanddevelopmentthroughouttheperiodoftraining.Bothshouldbefilledinonaregular,on-goingbasisandnotleftuntiltheendofplacement.Detailsspecifictoeachsystemfollowpresently:

ACESystem(ClinicalExperienceLog)

TraineesareallocatedausernameandpasswordfortheACEsystem.Thissystemwillbedemonstratedaspartofthefirstyear’sblockteaching.Thissystemshouldbeusedtorecordallpiecesofclinicalworkcompletedonplacement(ataminimum,the12requiredpiecesofworkforeachplacement).

ThepurposeoftheACElogistorecordthespecificclinicalexperiencesonplacementandbasicdemographicdetailsrelatedtotheclient.Thisinformationisthenusedtomap onto the Excel Spreadsheet, where completed competencies and areas fordevelopmentarerecorded.

Whenconsideringwhatclinicaldatatorecordonthesystem,pleasebearinmindthefactthatthesystemisnothostedonanNHSserverandshouldthereforenotbeusedtorecordanyidentifiableclinicalinformation(otherthanthatrequiredtogeneratethepatientidentifier).

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ExcelSpreadsheet(CompetencyLog)

TheExcelspreadsheetisdesignedasanon-goinglogoftrainee’sdevelopingclinicalcompetencies. Itsusewillalsobedemonstratedaspartof the firstyear’sblockofteaching.Instructionsareprovidedonthefrontpageofthespreadsheet.

WewouldexpectsupervisorsandsuperviseestospendtimediscussingthelogpriortotheMidPlacementReview,andagainpriortotheEndofPlacementreview.

Rating of competencies should be a collaborative exercise between trainee andsupervisor,althoughthewaythisisapproachedmaydiffersomewhatfromplacementtoplacementandsupervisortosupervisor.Thekeyisthatthereisopenandhonestappraisal of the trainee’s competencies, and that theExcel spreadsheet is used torecordthesecompetenciesandremainingareasfordevelopment.

Attheendoftheplacement,thetraineeisrequiredtoobtainconfirmationfromtheirsupervisorthattheyhaveapprovedthecompetenciesasrated.Thisisdonebysendingane-mailedcopyofthespreadsheettothesupervisor.Thesupervisorthenrepliestoconfirmtheyhavereadandagreewiththeratings.Thedateofthise-mailreceiptisthenenteredonthespreadsheet.Thetraineeshouldkeepacopyoftheemailchain(both the requestand the reply) for future reference,e.g. if required inauditor ifrequestedbyanExamBoard.Anelectroniccopy(e.g.PDF)issufficient.

Areas for future development highlighted in the process of completing thespreadsheetshouldbe includedwithintheendofplacementfeedback,andpassedontothenextplacementsupervisor.

PleasenotethattheExcelspreadsheetandprocessofrecordingprogressionthroughcompetenciesappliestoalltraineesacrossallcohorts.

BPSRequirementsforloggingclinicalactivityandcompetencies

The cumulative training records (logbooks of clinical activity) summarise clinical activity asbenchmarkedacross theaccreditationcriteria for clinicalpresentations, service settings,age range,modesofworketc.Thecumulativerecordshouldbeusedtoplanfurthertrainingrequirementsinthelightofcumulativeexperiencestodate.Theyalsoensurethat,bytheendoftraining,asatisfactoryrangeofexperiencewillhavebeenattainedonwhichcompetencieshavebeenevidenced.Onerecordshouldbecompletedduringeachplacementandthecumulativerecordupdatedattheendofeachplacement.

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4.2.5.3MinimumPlacementDays Traineesmustattendplacementforaminimumof80%oftheallocatedplacementtime. However, this limit is calculated after proportionate annual leave has beenaccounted for (i.e. fora sixmonthplacement,halfofayear’sallowanceofannualleave).Allothertypesofleave,orabsencefromplacement,however,aretakenintoaccount when calculating the remaining 80% requirement, and it is the Trainee’sresponsibilitytomonitorthiscarefullythroughouttheplacement.ItisessentialthattheTraineecontactstheSeniorClinicalTutorimmediatelyiftheyareconcernedthattheymayfallbelowtheminimumrequirement.If it becomes apparent that a trainee is likely to breach theminimum placementrequirement, or by the end of placement has breached it, the supervisor shouldcontacttheseniormembersofthecourseteamforadvice.Insomecircumstancesitmaybepossibleforadditionaldaystobeallocatedtotheplacement,ortoanotherplacement, to allow theminimumplacement requirement to bemet. A flowchartoutlining this process is contained within 4.8.17 Flowchart for process ofpassing/failing a placement. However, trainees are ultimately advised thatappropriate attendance is one of the requirements used to assess whether aplacementshouldbepassedorfailed,andthereisnoguaranteeitwillbepossibleorappropriatetorearrangeorgrantadditionalplacementdays.

4.2.6RecordKeeping

All NHS trusts and NHS funded services make it a requirement to keepcontemporaneousnotesofeverycontactwithclients.SystemswillvarylocallyandTraineesshouldgettoknowthelocalsystemofrecordkeepinganduseit.UndertheAccess toHealth Records Act (1990) andData ProtectionAct clients are generallyentitled tomakea formal request tosee theirclinical recordsandTraineesshouldmakeanynotesandwritereportswiththisinmind.SupervisorsandTraineesshoulddiscusstheTrust’spolicyfortakingnotesoffthepremises(e.g.toanotherclinic).Ingeneralwewouldregarditasgoodpracticenottotakehealthrecordstoyourhome.

Information about clients that are required for Programme Assignments may becopied from the client’s file and taken out of the clinic but only if suitablyanonymised. See Confidentiality and Consent section for further details. AnyinformationwhichTraineesrequirefromelectronicorpaperrecordsmustbeaccessedbeforetheendoftheplacement,asTraineeswillnotnormallyhavetherighttoaccessrecordsaftertheplacementhasfinished(duetonolonger involvedinpatientcarewithintheservice).

4.2.6.1ClinicalReportsandCommunication

At the beginning of the placement, Trainees need to be acquainted with arecommendedformatforlettersandreportsthatmeetslocalserviceneeds.Trainees

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should be encouraged to write reports which are appropriate to the intendedaudience(whetherthisisaprofessionalcolleagueoraclient),avoidjargon,distinguishclearly between fact and opinion, and provide consistent clarity of expression.Supervisorsshoulddiscussspecificdetails regardingexpectationsregardingreportsand letters with Trainees. This includes timescale, frequency and style. Traineesshould name the Placement Supervisor when signing client notes or letters (e.g.,Trainee Clinical Psychologist working under the supervision of XXX, ClinicalPsychologist).

Supervisorsmustsupervise/checklettersandreportsasamatterofcourse,andtheyshouldbecountersignedbytheclinicalsupervisor.Pleaseensuresufficienttimeisallocatedtowardstheendoftheplacementfortheadditionalletter/reportwritingthatisoftenrequired.

4.2.6.2 Trainees making entries in Client Notes (including electronicrecords)TraineesneedtocheckandcomplywithTrustpolicyonentriesinpatientnotes.Thiswillmeanthatnotesmustberecordedinatimelymanner.InanumberofTrusts,itisexpectedthatentriesbyaTraineewillbecountersignedbytheSupervisor.Ifso,arrangementsforthisneedtobeagreedandimplementedbytheSupervisoriftheyareawayonannualleave.Additionallythereneedstobeconsiderationoftheprocessfor recording and communicating clinical information in time critical situations.Allsuchpracticesneedtoconformtolocalpolicies.

4.2.6.3RecordingItisexpectedthatarrangementsaremadeforTraineestomakeaudiorecordingsofclinicalsessionsonaregularbasisaspartoftheplacementcontract.Theseareavitallearningtool,bothforTraineestolistentothemselvestoaidself-reflectionandself-monitoring and for Supervisors to provide feedback based on direct access to theTrainee’swork. It isalsoexpectedthattheserecordingsshouldbeusedinat leastsomeoftheCaseDiscussionsessions.Traineesmustseekconsentfromclientsinorderto recordsessions (seeconsentandconfidentiality section). Traineesmustensurethat theyuseappropriateencryptedmemorysticksasdetailedby theplacement’sTrustpolicywithregardtothisactivityandensuretheyfollowtherelevantNHSTrustdataprotectionpolicies.

4.2.7RaisingConcerns

IftheTraineebecomesconcernedaboutanyaspectoftheplacementoriftherehasbeenacriticalincidentthenthereisaformalUEAcriticalincidentreportingprocedureinplaceforTraineeswhichmustbeadheredtoatalltimes.TraineesandSupervisorsare bound by the BPS code of conduct and have a duty to challenge professional

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misconduct,buttheProgrammerecognisesthatduetothepowerimbalanceintheTrainee-Supervisorrelationship,itisoftendifficultforTraineestoexecutethisduty.For concerns about the Supervisor’s Fitness to Practice or about misconduct onplacement,TraineesshouldalsotakethistotheirAdvisorortheSeniorClinicalTutor.

CriticalIncidentReportingThefollowingdocumentsareaccessedviaBlackboardGuidelinesforTraineesoncompletingIssueofConcernformIssueforConcernReportFormforTraineesFlowchartforassessingCriticalIncident

Furtherdocumentsandinformationregardingreportingconcernsisprovidedinthefollowingdocuments:

ReportoftheMidStaffordshireNHSFoundationTrustPublicInquiry(FrancisReport)

NHSEmployerswebsiteRaisingconcernsatwork(Whistleblowing),RaisingConcernsCommunicationToolkit

TopTipsforReportingConcerns

HCPC-Raisingconcernsintheworkplace

PublicConcernatWorkWebsite(TheWhistleblowingCharity)

Whistleblowinghelpline

Trainees and supervisors should also note that the Senior Clinical Tutor and theProgrammeDirectormustbenotifiedassoonaspossibleifaplacementreceivesanypatient-safetyrelatedfeedbackfollowingareviewbyexternalagencies(e.g.followingaCQCvisit).Wewillbe inabetterpositiontosupport traineesandensureclinicalsafetyifoutcomesprovidedverballyinthecourseofaninspectionaresharedpriortothecompletionofthefinalreport.

Inanycase,itissensibletohavealowthresholdofconcernforcontactingUEAsothatanypotentialdifficultiescanbetackledatanearlystage.

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4.2.8EvaluationofPerformanceonClinicalPracticePlacements

Thereareanumberof reviewmeetings that takeplace throughout theplacementbetweenTrainees,ClinicalPracticePlacementSupervisorsandtheTrainee’sAdvisor.These include Initial Placement Meetings, Mid Placement Reviews and End ofPlacementMeetings.ItisimportantthateithertheTraineeand/orSupervisorraiseanyconcernsregardingtheplacementduringthesemeetingsiftheyhaveany.PleaseseeTableofClinicalPracticePlacementMeetingsfordetails.

4.2.8.1GeneralPrinciplesClinical Practice Placements form an integral part to a trainee’s learning, and areconsideredasassessedpiecesofwork,contributingtowardatrainee’sdevelopmentas a Clinical Psychologist, and also their progression towards a doctoral levelqualification.

In order to maintain high standards, and to ensure that all trainees are able todemonstrate they are able to operate safely and effectively as a qualified ClinicalPsychologist,itisnecessarytohaveaprocessbywhichplacementscanbepassedorfailed.Thesupervisor’sresponsibilityistomakeanappropriaterecommendationattheendoftheplacementastowhethertheplacementispassed,orwhethertorefertheplacementtotheboard.

Supervisors should be familiar with the specific criteria for passing and failingplacementssetbytheProgramme.Inaddition,supervisorsshouldbefamiliarwiththeappealsproceduresthataredetailedintheAcademicHandbook.

Minimumstandardsareexpectedinorderforaplacementtobeconsideredpassed.Theseinclude:

• A competence requirement. The trainee must have demonstrated therequiredcompetenciesasagreeduponwithintheirinitialplacementmeeting,MPR, and on-going clinical supervision (see 4.2.5.2 Cumulative TrainingRecords(ACELogbookandExcelCompetencyLog)).

• Anattendancerequirement.Thetraineemusthavemettherequirementsofminimum attendance at the placement (see 4.2.5.3 Minimum PlacementDays).

• Aworkloadrequirement.Traineesmusthavecompletedadequatepiecesofclinicalworksetbytheirsupervisor(see4.2.5ClinicalWorkload).

ShouldaSupervisorhaveconcernsaboutaTrainee'sprogressintermsofcompetency,attendanceorworkload,andtheseareprovingproblematictoresolveafterdiscussionwith theTrainee, then the Supervisor should seekhelp at anearly stage from the

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Trainee'sAdvisorand/ortheSeniorClinicalTutor.IdeallyanysuchconcernswouldbediscussedbeforetheMidPlacementReview.

Inaddition,behaviouralconcernsobservedornotedonplacementwillberespondedtoappropriatelyanddealtwithininlinewithapplicablepolicies.Thiswillinvolvethesupervisorprovidingclearfeedbacktotheadvisoraboutthenatureoftheconcern,soappropriateactioncanbetaken.Formattersrelatingtoprofessionalmisconduct,thematterwillconsideredbytheProgramme’sFitnesstoPracticeCommitteeand/orbytheseniorcourseteam,actingintheirrolesasDelegatedLineManagersforCPFT.Thismeansthatsuchmisconductcanhaveimplicationsforbothacademicprogress,aswellasatrainee’semployment.SeealsoUniversityRegulation14.Meetingsmaybeheldjointlyunderbothsetsofpolicies/procedures.ItisvitalthattheSupervisorcontactstheTrainee’sAdvisorand/ortheSeniorClinicalTutorshouldtheyhaveanyconcernsabouttheTrainee,forsupportandadvice.WewouldnormallyarrangeforamemberoftheProgrammeTeamtobepresentattheendofplacementreviewundersuchcircumstances.

4.2.8.2FailingaPlacement:CriteriaandProcess

Thesecriteriashouldbeappliedinaccordancewiththeflow-chartat4.8.17Flowchartfor process of passing/failing a placement. This section will consider the specificprocessifissueswithworkload,competencyorattendance.

• Failingaplacementbecauseofcompetencyissues

Monitoringofprogressiontowardsmeetingtherequiredcompetenciesshouldformpartofon-goingclinicalsupervisionandassessmentinthecompetencylog(4.2.5.2CumulativeTrainingRecords(ACELogbookandExcelCompetencyLog)).

If it becomes apparent that trainees are struggling to develop appropriatecompetencies,thenattheMidPlacementReview,orearlierifappropriate,alearningplanwillbeputintoplacetosupportthestudent,whichwillbemonitoredthroughoutthe remainderof theplacement. In consultationbetween the trainee, advisor andclinicalplacement supervisor, learningobjectiveswillbeagreedandcompletionofthesewithinadefinedtimescalewillbeidentifiedandmeasured.

If the trainee does not respond (sufficiently) to the learning plan, or additionalconcernsdevelop,thentheSupervisor'sEndofPlacementEvaluationFormshouldbecompleted accordingly, making a recommendation that the placement is failed.Particularattentionshouldbepaidtothequalitativecommentsgivenintherelevantsection(s) and to sensitive discussion of the issueswith the Trainee. The Advisorshouldbeinvolvedintheendofplacementevaluationinthesecircumstances.

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Inordertoassesswhetherthelearningplanhasledtoimprovement,itmaybehelpfultoconveneaseparateandadditionalendofplacementreview.Thiswouldagainbeattendedbythesupervisorandadvisor.

Incasesofmisconduct,whilstseparateprocedureswouldbefollowed,itisnotedthatinmanycases,concernsonplacementwhichwereseriousenoughtoactivatesuchpolicies may also have implications for the assessment of relevant placementcompetencies.Thus,suchissuescan(andshould)betakenintoaccountifappropriateintheevaluationofaplacement.

Additionally, it is noted that although the decision of a supervisor to recommendfailing a placement should generally not come as a surprise to a trainee, it isacknowledged that theremay be occasionswhere this is not possible. Thismightincludeinstanceswhenaseriousconductissueisraisedlateintheplacement,whereoralpresentationsareofunexpectedpoorquality,wherefeedbackfrompatients/staffwithina service received later inaplacement indicates thatearlier appraisalsof atrainee’scompetencywereunreliablymade,orwhereattendanceissuesonlyemergelate inplacement.This isnotanexhaustive list.Supervisorsare remindedthat theprocessofpassingor failingaplacementactsasa criticalassessmentofminimumclinicalcompetenciesforsafe/effectivepracticeasaqualifiedpsychologist,andthecoursewouldthereforenotexpectaplacementtobepassedifthesecompetenciesarenotmet.

• Failingaplacementbecauseofworkloadissues

Traineesarerequiredtocompleteaminimumnumberofpiecesofwork(4.2.5ClinicalWorkload).Placementsshouldnotbepassedifsuchworkhasnotbeencompleted.Thecompletionofasufficientquantityofclinical workis importanttoensurethattraineesareexposedtoasufficientnumberofclinicalexperiencestoallowthemtopracticeeffectivelyasclinicalpsychologists.Ifsufficientpiecesofworkhavenotbeencompletedbytheendofplacement,theplacementshouldnotbepassed.Discussionsabout workload should form part of the process of monitoring within clinicalsupervision.Traineesstrugglingtokeepupwiththeworkloadareencouragedtoseekhelpandsupportfromtheirsupervisoratanearlystage.Theymayalsodiscusstheseissueswiththeadvisor.Atanystagewhereasupervisorhasconcernsaboutworkloadthey should raise these initially with the advisor/Senior Clinical Tutor. Earlyidentificationofworkloadissuesshouldleadtoanactionplanforresolution,withafocuson trying to support the trainee inmeeting theworkload requirement. SuchissuesshouldalsobediscussedatMidPlacementReview.

• Failingaplacementbecauseofattendanceissues

Pleasesee4.2.5.3MinimumPlacementDays.Issueswithattendanceshouldalwaysberaisedasearlyaspossible–bothwiththetraineeandalsowiththeadvisorand

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seniorcoursestaff.Theflowchartat4.8.17Flowchartforprocessofpassing/failingaplacementincludessomeverylimitedscopeforflexibilityintryingtore-allocatedayswherethereisasmallshortfall.Thiswillbemostlikelytobeavailableincaseswheretraineeshavenothadlowattendanceonplacementsbefore,andwhereattendanceproblems have been communicated to course staff well in advance. However,ultimatelytraineesmustbeawarethatnotmeetingthe80%requirementisonitsownsufficientbasisforaplacementtobefailed.

• ProcessofFailingaPlacement

Ifthesupervisorrecommendsthataplacementisfailed,thefailurewillbediscussedat the next available exam board. If a failure of a placement would result indiscontinuationofthecourse,thenarepresentativeoftheemployingtrustisinvitedtotheexamboard.

WheretheBoardofExaminersdeterminesaplacementistobefailed,itmaypermitrepetition,providedalwaysthat:

1) nomorethanonefailedplacementmayberepeatedthroughouttheProgrammeasawhole;and

2) two failed placements either at first assessment or reassessment represent anoutrightfailureofthecourse.Thismayhappeninoneoftwoways:

Placement A is failed at first attempt and is then failed at second attempt (Re-assessment).Or,PlacementAisfailedatfirstattemptbutpassedatsecondattemptRe-assessment)butthenafurtherPlacementisfailedatfirstattempt.

Whererepetitionisallowed,theBoardofExaminerswillspecifyparticulargoalsthatneedtobeattained.

4.2.8.3TraineeEndofPlacementEvaluationFormTraineesarealsoaskedtoprovidefeedbackabouttheclinicalpracticeplacementandSupervisor on the forms provided. This should be done after the Supervisor’sassessmentiscompleted,inordertohelpreduceanypowerimbalance.

It a mandatory requirement that Trainees complete the Trainee's Evaluation ofPlacement and Supervision form as fully as possible. Not only does it act as animportant quality control, the process of giving feedback is an essential andprofessional skill that needs to be developed. This completed form is used by theclinicaltutorteamwhenconductingplacementauditsandinformationisfedbacktorelevantTrustServiceLeads.

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4.2.8.4SubmittingEvaluationofClinicalCompetenceformsEvaluation of Clinical Competence formsneed to be returned to the ProgrammeAdministrationTeamwithintwoweeksoftheendoftheplacement.ThisincludesSupervisorEndofPlacementEvaluationForm,TraineeEndofPlacementformandsignedACELogBookprintout.Forfinalthirdyearplacements,allEvaluationofClinicalCompetenceformsmustbereturnedbeforetheendoftheplacementintimefortheBoardofExaminers.DateswillbenotifiedbytheProgrammeSecretary.

4.2.8.5AssessmentsRelatingtoClinicalPracticePlacementsAbriefoverviewofassignmentsrelatedtotheClinicalPracticePlacementrequiredofTraineesduringtrainingisprovidedhere.

FullinformationonallassignmentscanbefoundintheAcademicHandbookandtheResearchHandbook.

One case report of 5000 words must be submitted during the first year of theProgramme,andaClinicalPracticereport(5000words)istobesubmittedinthethirdyear.Inaddition,attheendofeachclinicalplacementSupervisorswillprovidetheProgrammewithaTraineeEvaluationReportandTraineeswillberequiredtomakeanoralpresentationbasedontheirclinicalworktomembersoftheacademicteam.Oneoftheseoralpresentationswillbereplacedbyawrittenrecordedprocessreport.

We have recently introduced a new developmental format for assessing thedevelopmentofclinicalcompetences.Theformatadoptedisonewherewewishthetraineetoadoptaperspectiveof learningfromexperienceandbecomingawareofindividualised learning needs. These formative assessments are called ObjectiveStructuredClinicalExaminations(OSCEs). ThefirstyearOSCE(endoffirstteachingblock in the first year of training near the start of placement one) is designed toprepare the Trainee for their first clinical placement and assesses the Trainee’scompetence in assessment, intervention, clinical decision-making and use ofsupervision. The second year OSCE (end of second year teaching) focuses uponcompetencesinleadershipandsupervisiontopreparetheTraineefortheirspecialistplacements and life after qualification. The aim of the OSCEs is to provide theProgrammeTeamwiththeopportunitytoassesstheTrainees’skills‘invivo’andalsotoensuretheTraineeshaveafeedbacktotaketotheirplacementinrelationtothisassessment to enable clinical skill development. OSCEs therefore will feed intoLearningObjectivesfortheTraineetosatisfyoverthecourseoftheirplacementandduringtraining.TheLearningObjectivesaredevelopmentalandaffordtheTraineeanopportunity to develop an individualised targeted focus on enhancing clinical andresearchcompetenceandknowledge.

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4.2.9ClinicalSupervision

4.2.9.1GuidelinesonClinicalsupervision

4.2.9.1.1ContacttimeSupervisors are required to provide at least 60 minutes of formal, scheduledsupervisioneachweekprotectedfrominterruption.Wherepossible,Supervisorsareencouraged to offer Trainees 90 minutes of formal supervision each week. Firstplacementsandspecialistplacementsmayrequire longercontactbetweenTraineeandSupervisorandmoresupervisiontime.Itisalsoexpectedthatthereare3hoursofinformalsupervisionorcontactopportunitiesavailableperweek.

4.2.9.1.2SharedSupervisionandSupervisionCoverArrangementsWhereaplacementmakesuseofsharedsupervision,(i.e.,morethanoneSupervisor),therewill be a designated primary Supervisor whowill take responsibility for theplanningandcoordinationofthatTrainee’splacement,supervision,andliaisonwiththeProgrammeTeam.ThesecondarySupervisorwillneedtomeetwiththeprimarySupervisorregularlytodiscusstheTrainee’sworkandifpossibleshouldattendthemid-placementreview.Whereaplacementmakesuseofteamsupervision,individualsupervisionmustcontinuewithanamedClinicalSupervisor.A Supervisormay occasionally delegate individual supervision sessions to anothercolleaguebutshouldcoordinateandmonitortheoverallplanofindividualsessions.Supervisors are asked to arrange for appropriate cover from a suitably qualifiedcolleagueintheeventofannualorotherleave.

4.2.9.1.3ContentofClinicalSupervisionIndividualsupervisionmustprovideopportunitiestodiscusspersonalissuesimpactingon clinical work, professional development, overall workload and organisationaldifficultiesaswellason-goingcasework.Theuseofaudiorecording isparticularlyhelpfulandshouldberegardedasanessentialpartofplacementsandsupervision.Supervisorshaveacrucialroleincontributingtotheintegrationoftheacademicandpracticalaspectsof theProgramme. Theyshoulddiscuss literaturerelevanttotheclinicalwork in hand and suggest suitable reading to the trainee. In general theyshouldhelptraineestolinktheorytopracticeintheirclinicalworkbasedonevidencebased theoretical models of psychopathology and interventions recommended inNICEguidelines.Constructivefeedbackthroughouttheplacementisafundamentalpartofgoodsupervision.ItcanoftenbehardtogiveaTraineefeedbackaboutaspectsof her/hisworkwhich are poor or unsatisfactory, but it is important to create anatmospherewherethiscanbedoneconstructively,sothattheTraineecanbehelpedto improve. ShouldSupervisorsandTraineeswish tousea supervisioncontract toguidesupervision,someexamplescanbefoundhere.

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4.2.9.1.4SupervisionStyleTraineesshouldgivesomethoughtastowhatbemosthelpfulfromsupervisionandhowbesttoobtainthis.TraineesareencouragedtothinkabouttheirownperspectiveandtodiscussthiswiththeirSupervisor.SupervisionstyleswillbeflexibleaccordingtotheexperiencesoftheTraineeandtheSupervisorandnegotiatedaccordingtotheneedsoftheTrainee.AsTraineesprogressthroughtheProgramme,theyarelikelytostarttodevelopmoreofaviewpointontheirpreferredsupervisionstyle.Supervisorswill bring their own ideas and a discussion regarding supervision style/format isencouragedwithinthefirstfewweeks.WhereTraineesandSupervisorsfindthattheyhavedifferentorientationsandinterests,theyshoulddiscussthesedifferencesandattempt to resolve any differences early on. If Trainees or Supervisors have anyconcerns regarding supervision style, this should be discussed with the Trainee’sAdvisor.

4.2.9.1.4QualificationsofSupervisorsAllTraineesshouldnormallybesupervisedbyaClinicalPsychologistwhohasatleasttwoyears'experience,afterbeingregisteredasaClinicalPsychologistbyHCPCoradesignated individual of equivalent clinical experience. More recently qualifiedClinicalPsychologistsorotherappliedpsychologistsparticipating inteamorsharedsupervisionmay be involved in supplementing supervision in limited areas, at thediscretionofthemainSupervisorandwiththeagreementofthePlacementTeam

4.2.9.1.5SupervisorWorkshopsAllSupervisorswhoarenewtoUEAornewtosupervision(i.e.,newlyqualified)areexpectedtoattendthetwodayUEANewSupervisorsworkshopthatrunsannuallybefore supervising aUEA Trainee. The Programmewill also organise two or threeregularsupervisionworkshopstotrainSupervisorsinmethodsofsupervision,thesewillbedesignedwiththeneedsofnewaswellasexperiencedSupervisorsinmind.Supervisorsareexpectedtoattendworkshopsonsupervisiononaregularbasis.TheProgrammekeepsaregisterofwhoattendstheseworkshops.

4.2.10ClinicalPracticePlacementGovernance

4.2.10.1ClinicalPracticePlacementAgreementsTheProgrammeiscontinuouslyreviewingallclinicalpracticeplacementagreementswithallrelevantstakeholders.UEAexpectthatthequalityofpracticeplacementsismaintainedinaccordancewiththestandardsofeducationandtrainingandguidelinesof the HCPC and the accreditation criteria of the BPS, and that stakeholders willcooperatewithcollaborativeeducationauditsofplacements.Additionally,theTrustwillprovidereasonableaccesstoitsownlibraryservicesforTraineesonplacement,duringthenormaloperatingtimesoftheTrust’slibrary.

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4.3ConfidentialityandConsent

4.3.1Consent

It isnecessaryforTraineestopresentanonymiseddetailsoftheirclinicalworkinanumberofdifferentways.ThisincludesCaseDiscussiongroups,andinanumberoftheassessments, includingOralPresentations,CaseReportsandRecordedProcessReports. It is essential that clients are asked for their consent for this, and havecapacitytograntit.AconsentformisprovidedonBlackboardforclientstosigntogiveconsentforTraineestousetheir(anonymised)data.TheformisageneralonethatmaybeusedforthispurposeoradaptedtosuittheneedsoftheTrustwheretheplacement is taking place or the clients concerned. The content here should bephotocopiedontoheadednotepaperfortheTrustinwhichtheplacementistakingplace.Acopyoftheformshouldbeplacedintheclient’scasenotes.

4.3.1.1InformedConsentandCapacitytoConsentTraineesneedtoensurethattheyobtainvalidinformedconsentwheneverengaginginclinicalworkwithaclient.Whatthislookslikeinpracticewillvaryfromplacementtoplacement,butataminimumshouldensuretheclienthasaclearunderstandingofwhyyouaremeetingthem,isclearthattheydonothavetomeetyou(particularlyimportantforaclientsubjecttoprovisionsoftheMHA),andcandeclinetoansweranyquestionsatanytime.Whenconductingassessment,aclearrationaleneedstobe presented to the client, and ideally they should be presentedwith a range ofpossible outcomes. If clients do not have capacity to consent, then a capacityassessmentneedstobemadebythetrainee–inconjunctionwiththeirsupervisor–astowhethertheclinicalworkislikelytobeinthebestinterestsoftheclient.Thisjudgementismadeonthebalanceofprobabilities,andtypicallyusesabalance-sheetapproachasadvocatedintheMentalCapacityActCodeofPractice.Iftherearedoubtsaboutcapacity,thesemustberesolvedbeforetheinterventionisoffered.Inadditiontodirectclinicalwork,clientsneedtohavecapacitytogivevalidconsentfortheiranonymiseddatatobeusedfortrainingpurposes,andfortheirsessionstobeaudiorecorded.Ascapacityis issue-specific, it ispossible–forinstance–thataclientmayhavecapacitytoconsenttotreatment,butlackcapacitytoconsenttobeingaudiorecorded.

4.3.2Confidentiality

During clinical practice placements, Trainees will be engaging in work which isconfidential in nature. Trainees are reminded of the CPFT policies regardingconfidentiality and Information Security, theBPS Codeof Ethics andConduct, andrelevantlegislation.Breachesofconfidentialitycanconstituteadisciplinaryissue.

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4.3.2.1ConfidentialityinrespectofspecificassignmentsPlease also see the guidelineson confidentiality andanonymity in theAcademicHandbook(2.4.6).

None of the following should be named in submitted assignments or during casediscussiongroups:

- Clientnames,dateofbirth,NHSnumber,identifyingfeatures- Carer/familymembernames,dateofbirth,identifyingfeatures- NHSTrusts- Hospitals,wards,departments- Client’slocation- Client’sethnicity(pleasedonotbetoospecific)

ClientdataisprotectedundertheDataProtectionAct1998.Therefore,inclusionofanyotherclientinformationwhichmightidentifytheclientisprohibited.

Further information on the management of confidentiality can be found in thefollowingdocuments:

• HCPCConfidentialitydocument• FacultyofHealthpolicy regarding themanagementofbreachesofconfidence in

worksubmittedforassessment(seeBlackboardforthisdocument)

4.3.2.2HowtoprotectclientdataUsePseudonyms

Traineesmustchangethenameofclients(andanyassociatedfamilymembersorprofessionals)inassignmentsandforcasediscussion. For assignments, inform the reader thatpseudonymshavebeenused(eitherinthebodyofthetextorusingafootnote).

AnonymisingAppendices

Whenincludingclientletters/formulationsinappendices,itisnecessaryforTraineestoeither;

1) Delete and replace client data electronically (if thedocument is electronic). Try using the “find andreplace”toolforthis;howeverbecarefultocheckthatallentriesarechanged.

2) Photocopy original documents, blank out clientinformationusingablackmarkerpen/Tipp-Exandthenre-photocopy to adequately obscure the informationfromview.

Trainees must double check that any final documentproducedusingthesemethodsdoesnotincludeanypatientidentifiabledetails.

ClientConsent Inordertouseclientdata(eveninananonymisedform),itisnecessary forTrainees to completea consent formwithanyclientwhosedetailswillbeincludedinapieceofworkforthe

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Programme.This includes casediscussion,oral examinationsandwrittenassignments.

Store datasecurely

EnsurethatanydigitalrecordingsofclinicalsessionsarestoredwithinapasswordprotectedencryptedformatasdetailedbytheTrust,andnotstoredontherecordingdevice,inadherencewithlocalpolicies.

Anonymise yourDiary

Donotwriteclientnames,addressesordetailsinanydiaryornotebookwhichistobetakenoutoftheworkplace.Useinitialsinstead.Diariesshouldberetainedandsecurelydestroyedinlinewithrelevantpolicies(e.g.HealthRecordsManagementPolicy; InformationGovernancePolicy; InformationSecurityPolicy)

4.3.2.3DepartmentofHealth(DOH)GuidelinesTheDepartmentofHealthCodeofPracticeforConfidentialitysetsoutstandardstoensure that client information is handled fairly, lawfully and as transparently aspossible. SeeDOHNHSCodeofPractice for further information regardingRecordsManagement.

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4.4HostEmployment

4.4.1TermsandConditionsofService

Funded trainees are host employed as Trainee Clinical Psychologists byCambridgeshireandPeterboroughNHSFoundationTrust(CPFT)atBand6(Agendaforchangepayscales). FundedtraineeshaveacontractofemploymentwithCPFTwhichmeansthattheyareexpectedtocomplywiththetermsoftheircontract,andfollow all Trust rules, policies and procedures. Payroll and expenses matters arecontracted out to Serco. Trainees must liaise directly with Serco regarding suchmatters.PleasenotethatthePGRstaffarenotemployedbyCPFTandhaveonlyanadministrativeroleinhandling,forexample,claimsforexpenses,andprocessingofP forms. Trainees experiencing problemswith any aspects of this system shouldraisetheissuewiththeSeniorClinicalTutorinthefirstinstance.It is generally expected that a Trainee’s pay increases annually on an incrementalbasis. At the first incremental point there is a “foundation gateway”. As long asprogress is satisfactory then the incrementwill be paid from thebeginning of thesecondyear(pleaseseeprogressionrulesinAcademicHandbook).ProgressontheProgrammewillbereviewedintheappraisalprocessagainsttherelevantsectionsoftheKnowledgeandSkillsFrameworkandin linewithNHSTermsandConditionsofService,whichmaybringvariationsandlimitationsonthisprocess.WhenTraineesareonaclinicalpracticeplacementinaTrustotherthanCPFT,theymustact“asif”theyareemployedinthatTrustandfollowtheirrules,policiesandproceduresalso.TheroleofaclinicalpracticeplacementSupervisoris,togetherwiththeteammanager,toprovideanappropriate inductiontotheplacement includingtheTrust’spoliciesandprocedures.TraineesneedtoadheretotheHCPCcodeofconduct,performanceandethicsasthisistheregulatorybodytowhichtheywillbeapplyingformembershiponcompletionoftheprogramme.SeealsotheHCPCGuidanceonconductandethicsforStudents.

It is important to note that all Trainees are students registered with UEA on theDoctorateinClinicalPsychologyandarethereforeexpectedtoadheretoallUniversityRegulations, including the General Regulations for Students and the specificregulationsrelatingtotheircontractandtheProgramme.TraineesareaccountabletoboththeUniversityandtheTrust(s)inallmattersrelatingtoacademic,clinicalandresearchwork.Assuch,shouldClinicalPracticePlacementsSupervisorshaveanyconcernsaboutaTrainee’sworkorconductitisvitalthattheycontact the University to discuss these concerns. The University will also informSupervisorsofanyconcernswhichmayimpactupontheplacement.

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Foranyqueriesaboutemploymentmatters,pleaseconsult theUEAdedicated linemanagerseitherPeterBeazleyorKenLaidlaw.

4.4.2LineManagementandClinicalGovernance

SupervisorsandTraineesareencouragedtoconsulttheTrainee’sadvisorforanyday-to-daymattersrelatingtotheProgrammeorClinicalPracticePlacements.

Formorecomplexemploymentorplacementissues,pleasecontactDrPeterBeazley,whoisresponsibleforday-to-dayTraineelinemanagement.Wherethereareissuesthatneedfurtherconsultationorconsideration,Peterwillliaisewithoneoftheotherseniormembersofthecourseteam.

Intermsofclinicalgovernance,theTrainee’sClinicalPracticePlacementSupervisorneedstoprovidesupervisionwhichmeetsBPSrequirements.PlacementmeetingsandassessmentsofclinicalworkatUEAarealsousedforgovernancepurposes.

4.4.3FitnesstoPractise

ThefollowingextractistakenfromtheHealthCareandProfessionsCouncil’sbrochure

“Whatisfitnesstopractise?

Whenwesaythatsomeoneis‘fittopractise’wemeanthattheyhavetheskills,knowledgeandcharactertopractisetheirprofessionsafelyandeffectively.However,fitnesstopractiseisnotjustaboutprofessionalperformance.Italsoincludesactsbyaregistrant which may have an impact on public protection, or confidence in theprofessionortheregulatoryprocess.Thismayincludemattersnotdirectlyrelatedtoprofessionalpractice.”

TheSchoolhasa“FitnesstoPractise”(Professionalism)Committeethatcoversall programmes with a practice placement component. This covers the ClinPsyDProgramme,MBBS,andthepostgraduateDiplomasinCBT.TheSeniorClinicalTutor,Dr Peter Beazley, is the Programme representative on the Fitness to PractiseCommittee.IfanymemberofstafforaclinicalSupervisorhasanyconcernsaboutaTrainee’s fitness topractise–either through lifeeventsor ill-healthaffecting theirworkorbecauseofconcernsaboutpossibleprofessionalmisconductorunsuitability(seeGeneralRegulationsforStudents,regulation14)–thiswillbereportedtotheProgrammeExecutiveTeamand ifnecessarydiscussedattheMEDProfessionalismCommittee.Anevaluationof theconcernswillbemadeandanappropriateaction

PleaseseetheCPFTwebsiteforallthedocumentsthatguidepractice

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planimplementedandmonitoredwhichwillbedecidedbytheProgrammeDirectorandbothDeputyProgrammeDirectors.

TheProgrammeExecutiveTeamwillmakeadecisioninrelationtofitnesstopractiseinconsiderationofthefollowingdocumentsregardingcodeofconductandethics:

• HCPCStandardsofConduct,PerformanceandEthics• HCPCGuidelinesforConductandEthicsforStudents• BPSGenericProfessionalPracticeGuidelines• CPFTDisciplinaryPolicyandProcedure• CPFTCapabilityPolicyandProcedure

4.4.4Appraisal

AppraisalmeetingsareconductedonanannualbasisduringthespringtermwiththeTrainee’s Advisor. The Appraisal meeting aims to review progress, acknowledgesuccesses, and identify any learning needs and objectives that may need to beaddressedovertheremainderoftheprogramme.Theyalsoexplorecurrentcareerdevelopment. Trainee progression will be evaluated using a variety of sources ofinformation: placement reports; coursework results; professional conduct onplacementandteachingdays;andtheirClinicalLogbook.Traineesare required tocomplete theappraisal formprior to themeetingwhichmustreachtheAdvisoraminimumofoneweekinadvanceofthemeeting.TheformcanbefoundonBlackboard.

4.4.5LeavePolicy

4.4.5.1AnnualLeave:EntitlementTraineesareentitledto27daysannualleaveperyearplus8bankholidays.Traineeswithatleastfiveyears’NHSserviceareentitledto29days(TraineesshouldcontacttheProgrammeAdminTeamifthisappliestothemwithrelevantdocumentshowingNHSstartdate).Theannualleaveyearrunsfrom1stAprilto31stMarch.Thecourseteamencouragetraineestotaketheirfullallowanceofannualleaveasitis a significant opportunity for R&R. Trainees should normally have appropriateopportunitytoplanannualleavewithinplacement,andthereforecannotcarrythisacrosstothenextleaveyear.WhileCPFTpoliciesmayaffordthisopportunity(limitedto one week’s contracted hours) at the Line Manager’s discretion, this is only incircumstanceswhere the employee has been prevented by service demands fromtaking their leave in full.Approval is required fromtheSeniorClinicalTutor in thisinstance.

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4.4.5.2AnnualLeave:RecordingTraineesarerequiredtoreportalltypesofleave.TraineesreceivetheirnewannualleavecardsfromtheProgrammeAdminTeamatthestartofeveryacademicyear.Allleavemustbeauthorisedwithanappropriatesignature;thisisPlacementSupervisorforplacementdayswithacounter-signaturefromtheTrainee’sAdvisorandTrainee’sAdvisorforUEAteachingdaysandstudydays.TheleavecardmustbehandedintothePGRofficeattheendofeachplacementinatimelyfashion.TheadminteamwillrecordalltheleavetakenbytheTrainee,includingthepercentageoftheirattendance(pleasenotethatitisthetrainee’sresponsibilitytomonitorplacementattendancetoensurethatisdoesnotfallbelowminimumplacementdaysforeachplacement).

4.4.5.3AnnualLeave:PlanningTraineesareadvisedtoplantheirholidaysinadvanceandensuretheyusealltheirannualleavetomaintainwell-being.Traineesmustdiscussplanstotakeleavewiththeir Clinical Practice Placement Supervisor/s and give them as much notice aspossible.Thisisamatterofnegotiationandnotanexpectationthatallrequestswillbeauthorisedautomatically.Weadvisetraineestosplittheirleaveevenlyacrosstheleaveyearwherepossible.Toensurethattraineeshaveampleopportunitytouseandplantheirannualleave,the80%attendancerequirementforanyplacementwillbecalculated after half of a year’s leave entitlement is deducted from the availableplacementdays.

Anydaystakenasholidaymustbedeclaredasannual leave(includingstudydays).Thereforea1weekholidayrequires5daysofannualleavetobeusedthatincludesplacementandstudydays.

HandyTip:“Ifoundithelpfultoplanaweekofannualleavebetweenplacements.ThebreakhelpedmewiththetransitionbetweenplacementsandIfeltmorerefreshedatthestartofthenextplacement”

4.4.5.4AnnualLeave:TeachingDaysTrainees are not permitted to take leave during block teaching and on any otherteachingdays.ItisrecognisedthattheremaybeexceptionalcircumstanceswhenaTraineemayneedtotakeannualleaveonateachingdayandinsuchspecialcases,the Traineemust contact Dr Peter Beazley ([email protected]) by email clearlydetailingthecircumstancessurroundingtherequest.Pleaseattachacopyoftheemailtrail toyour leavecard, ifthe leavehasbeenauthorised,forcountersigningbytheadvisor.

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4.4.6SicknessAbsence

IfaTraineeisunwellandunabletowork,theyneedtoinformtheFMHPGRServiceTeamonthefirstdayofsicknessanditisalsoimportanttoadvisetheTeamwhenyoureturn to work. In addition, Trainees must also inform their Clinical PracticePlacementSupervisoriftheyareunabletoworkonaclinicalpracticeplacementday.TraineesarerequiredtocompleteaP6form(obtainablefromBlackboard)foreveryperiodofsicknessabsenceandreturnthisformbacktotheFMHPGRServiceTeam.A self-certificate is required from the first day of sickness to the seventh day ofsickness.Longerperiodsofsickleaverequireadoctor’scertificate.Uponreturntowork,traineesarerequiredtocompleteaReturntoWorkInterview.Ifonlyplacementdayshavebeenmissed,thiscanbecompletedbythePlacementSupervisor.However,arecordoftheReturntoWorkInterviewshouldbesubmittedto the Advisor, who will be the central and coordinating person responsible formonitoringsicknessabsence.InanyothercasetheReturntoWorkInterviewshouldbecompletedbytheAdvisororSeniorClinicalTutor.TheReturntoWorkInterviewcanbeconductedbytelephoneifagreedbythetrainee.ShouldtheAdvisor’smonitoringofsicknessabsenceleadtoanyoftheshortorlongterm‘trigger’pointswithintheSicknesspolicybeingactivated,itistheAdvisor’sroleto followthisupwith the trainee, to reviewandmonitorongoingsickness,and tomakeOccupationalHealthreferralsifnecessary.InsuchcasestheSeniorClinicalTutormay also be consulted. The SCT will also be involved if management of sicknessabsenceproceedstothe‘formal’stageoftheSicknesspolicy.Failuretoprovideproperreportsonsicknessabsence(e.g.,dateoffirstdayoffsick,date of return to work) or provide the required documentation may lead todisciplinaryaction.PleaseseeCPFT’sCombinedLeavePolicyforfulldetails.

4.4.7StudyLeaveandPPDBudget

IfTraineeswishtotakestudyleavetoattendaconferenceorworkshopetctheyneedtoseekapprovalfromDrPeterBeazley(LineManager)andProfessorKenLaidlawinadvancebycompletingoneoftherequestforms(availablefromtheEFBpigeonholesoronBlackboard)andattachingdetailsoftheProgramme.Pleasenotethatstudyleave can only be requested on a placement day if it will not affect minimumplacementdaysonplacement.

Eachtraineehasupto£150eachacademicyeartospendonpersonaldevelopment,e.g.conferences,personaltherapyetc.Thismustbespentwithintheacademicyearandcannotbecarriedovertosubsequentyears.Theacademicyearrunsuntil30thSeptembereachyear.

InorderfortheexpensetobepaidyoumustcompleteaTraineeRequestforFundingform(availableonBlackboard)andsubmitittotheAdminTeam.Theformwillthen

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besenttoPeterBeazleyforconsideration.TheAdminTeamwillemailyoutoconfirmwhathasbeengranted.Youarethenfreetopayforthepersonaldevelopmentandclaimforit.

ClaimsforPPDexpensesmustbesubmittedby8:30amon1Octoberattheverylatest.If theclaim is submitted later than this, itwillbe returnedand the traineewillbeunabletoclaimfromthatacademicyear’sbudget.Pleasebearthisdeadlineinmindparticularly when completing PPD close to the end of the academic year: quicksubmissionoftheclaimisvitaltoensurepayment.

Inanyevent,aswithtravelexpenses,claimsneedtobesubmittedasearlyaspossibleinordertoavoidbreachingtheSerco/CPFT3-monthdeadlinebetweenanexpensebeingincurredandtheclaimbeingreceived(bySerco).Aswithtravelexpensesweencourageyoutosubmitanyclaimsassoonastheexpenseisincurred.

WestronglyurgeyoutoconsiderwhatyouwouldliketodoearlyintheacademicyearandsubmityourTraineeRequest forFunding form ina timelymanner.Anydelayscouldleadtoyourclaimbeingsubmittedlateandnotbeingpaid.PleasenoteyoucansubmityourclaimthemonthyoupaidforthePPD,youarenotrequiredtowaituntilyouhaveattended.

4.4.8OtherLeave

Traineesmaybeeligibletotakeothertypesof leave,asdetailed intheCPFT leavepolicy.Howeversuchrequestswouldalsoneedtobeconsideredintermsofacademicguidelines.Forallothertypesofleave,arequestshouldbemadebyemailtoDrPeterBeazley (Senior Clinical Tutor) and Professor Ken Laidlaw as Head of DepartmentstatingthereasonandthiswillbeconsideredinlinewithCPFTandUEApolicy.

Inallcases,pleasenotethattheprogrammedoesnotofferapart-timestudyoptionandmaintainsastrictpolicyofplacement-teachingsynchronization.

4.4.9DrugandAlcoholPolicy

ThefollowingguidanceistakenfromtheCPFTAlcoholandDrugPolicyandGuidanceforStaff:

“CPFTiscommittedtopromotingthewellbeingofallitsemployeesandrecognisesthatdependenceormisuseofalcoholanddrugscannotonlyaffectthehealthbutimpactonattendance,workperformanceandrelationshipswithcolleagues”Traineesneedtoabidebythefullpolicy.Insummary,theconsumptionofalcoholordrugs duringworking hours orwithin scheduled breaks (paid or unpaid) is strictlyprohibited. Failure to observe any of the standards of conduct relating to theconsumptionofalcoholordrugsmay leadtodisciplinaryactionand/orafitnesstopracticeinvestigation.

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4.4.10SocialMedia

TraineesaredrawntotheCPFT‘ProfessionalandPersonalBoundaries’policywhichprovides guidance on this topic. In addition trainees are drawn to the BPSSupplementaryGuidanceontheUseofSocialMediaandtheHCPCFocusonStandards-SocialNetworkingSites.

4.4.11EqualityandDiversity

CPFT documentation relating to Equality and Diversity can be found on theDocuments that Guide Practice page on the CPFT website. The trust and theuniversity have a strong anti-discriminatory ethos and take the issue seriously.Trainees who feel that they have been discriminated against are encouraged toapproachtheirAdvisor,SeniorClinicalTutor,ortheProgrammeDirector.

4.4.11.1TraineeswithaDisabilityIfyouhavedisclosedadisabilityorspecificlearningdifficultyonyourapplicationtotheUniversityandor toOccupationalHealth,youcannotrelyonthisdisclosuretoalert the department to any adjustments that you might need. Trainees with adisabilityareencouragedtomakecontactwiththeirLineManager(DrPeterBeazley)andtoregisterwiththeDeanofStudentsOffice(DOS)asearlyaspossible.TheUEADeanofStudentsDisabilityTeamoffersarangeofservicesandaimstoassiststudentsto realise their potential. Disability services are available to studentswho have aconditionthathas‘asubstantialadverseeffectontheconductofdailylife’(disabilityas definedby the Equality Act.2010). Servicesmay include assessmentof specificlearning difficulties and recommendations of reasonable adjustments. The DOSdisability teamcanalsoprovide informationabout theDisabilityLiaisonOfficer forPostgraduateStudentsinMED.

TraineeswithdisabilitiesareencouragedtodiscussthesewiththeirAdvisorandLineManager during Induction in order that support may be put in place. Furtherinformation regarding support forTraineescanbe found in theUniversitySupportSystemssectionofthishandbook.

4.4.12TravelExpenses

NHS Terms and Conditions of Service state that Trainees are only reimbursed theactual costs of expenses incurred wholly, exclusively and necessarily in theperformanceof thedutiesof theiremployment. Pleasenote thata trainee’sbasechanges andbecomes the clinical practiceplacement’s address for eachof the sixplacements.Atraineecannotclaimforexpensesbetweenhomeandbase;norcan

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theyclaimforparkingexpensesattheirbase(traineeswhoareonaplacementwherepaidorpermitparkingisavailableareencouragedtomakeenquiriestoseekpermitparking).CPFTrequeststhataP3iscompletedbythetraineestatingthechangingofplacementaddressandthedatesoftheplacementeverytimethere isachange inplacement. The P3 needs to be submitted to the Programme Admin Team forauthorisationbyyourlinemanager.Claimsaresubmittedelectronicallyandshouldbemadewithinonemonthoftheexpensebeingincurred(i.e.,claimsfortheperiod1stto30thAprilwillbepaidintheMaysalary).Originalreceiptsarerequired.Creditcardvouchersarenotacceptableasasubstituteforareceipt.

Allexpensesmustbeclaimedwithinthreemonthsoftheexpensebeingincurred.PleasenotehoweverthatthistimescalereferstothedatetheformissubmittedbythePGRofficetoSerco(anactivitytowhichthePGRofficeonlyhaveonedayamonthallocated),hencetheimportanceofmakingclaimsonatimelybasis.

PleasenotethatwhilstthePGRofficeareresponsibleforprocessingclaimsfortraveltheyhaveonlyverylimitedtimeavailabletocommittothistask.ThereforetraineesarestronglyencouragedtogettheirexpenseclaimstothePGRofficewellbeforethePGRdeadlinesstatedonBlackboard.Failuretosubmitclaimsfortravel in linewithPGRdeadlineswillmeanthatSercosubmissiondeadlinesarelikelytobemissed.

FulldetailsofthepolicyandproceduresforclaimingexpensesareavailableintheTravelClaimssectiononBlackboard.

HandyTip:

“Completeyouron-lineexpensesasyougoalong(setasidesometimeeachweekforthis),theyareanightmaretodoifyouleavethemtopileup!”

4.4.13StudyDays

Traineesareeligiblefor1-2studydaysperweek,dependingonresearchandotherrequirements throughout their training. For more details, please see placementoverviewtable.Traineesareexpectedtoworkfromhome,atalibraryoratUEAonstudydays,andshouldbecontactablebyemailortelephone.Studydaysmayalsobeusedtocollectresearchdata.Pleasenotethat“home”isaTrainee’sregisteredUKaddress held on UEA records and that Trainees are responsible for keeping theiraddressuptodatethroughtheirUEAevisionaccount.

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4.4.14IncomeTax

Ifyouwishtoclaimtaxreliefonworkrelatedexpenditure(e.g.,booksforthecourse,BPSmembership)youwillneedtocontacttheappropriateTaxOfficeand/orcompleteaTaxReturn.Detailsareasfollows:

Address: HM Revenue and Customs

CambridgeshireAreaCambridgeHouse47ClarendonRoadWatfordHertfordshireWD171HN

EmployerReference: 126/KZ23110Individualtaxreference: Trainee’sNationalInsuranceNumber.4.4.15HealthandSafetyatWork

4.4.15.1TheUniversity.StaffandTraineesneedtobeawareoftheUniversity’shealthandsafetypolicies.TheGeneralRegulationsforStudents(whicharegiventoallTraineesonregistration)setoutthegeneralprinciplescoveringhealthandsafetywithintheUniversity.

4.4.15.2CambridgeshireandPeterboroughNHSFoundationTrust.TraineesareemployeesofCPFTandarethusalsorequiredtoconformtotheTrust’spoliciesonHealthandSafetyPolicy.

TheTrustalsoprovidesanOccupationalHealthServicewhichincludes:

Pre-employmentchecks

Accesstoanoccupationalhealthnursewithonwardreferralasappropriate

Acheckonfitnesstoreturntoworkafter“serious/prolongedabsence”

Adviceoninoculations

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4.4.16Insurance,LiabilityandCourtReports

InrespectofNHSwork,anyclaimbyapatientortheirfamilyarisingfromtheworkofanemployee(e.g.,fornegligence)willnormallybemadeagainsttheemployerofthestaffmemberconcerned(CPFT).Duringclinicaltraining,workiscarriedoutunderthesupervision of a qualified psychologist and the employer and insurer of thatpsychologistmayalsocarryaliability.

Pleasenote,theSupervisor’sinsurancedoesnotcoveraTrainee,andtheemployer’slegalrepresentationwillnotbeaimedatprotectingtheinterestsofemployees(e.g.Trainees).Therefore,Traineesmaywishtohavetheirowninsurancetoprovidelegalcoverinthecaseofadispute.SomeProfessionalindemnityinsuranceprovidersofferdiscountsforTraineesand/orBPSmembers.Twofirmsthatfrequentlyadvertise inBPSpublicationsareTowergateandHowden.ThecostsshouldalsobetaxdeductibleandpleasecontactHMRCforfurtherinformation.

ItisinappropriateforTraineestotakeonreferralsfromsolicitors,toappearasexpertwitnesses, orworkprivately (even in cases theyhave seenaspart of their clinicalwork).ItisexpectedthattraineeswouldrefusereferralsfromoutsidetheNHS(e.g.fromSolicitors)forsuchwork.Itshouldbenotedthatemployers’liabilityonlycoversworkdoneunderthecontractofemployment.Theremaybesomesituationsinwhicha trainee is, however, required to attend court in relation to previouswork done.TraineesshouldseekadvicefromtheSeniorClinicalTutorinthiseventuality.

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4.5PersonalandProfessionalDevelopmentandSupportSystems

4.5.1SourcesofProfessionalSupport

Trainingasaclinicalpsychologistisemotionallyandacademicallydemanding.Duringtraining,andlaterasaqualifiedclinicalpsychologist,itisimportanthelpandsupportaresoughtwhennecessary.

Traineesareencouragedtobeawareoftheemotionalandphysicalimpactoftheirownpracticeandtoseekappropriatesupportwhennecessary,withgoodawarenessofboundaryissues. TraineesneedtoconsidertheNHS6CsandtheNHSvaluesinrelationtotheirworkingpractice,andconsiderwhentheirabilitytoadheretothesemaybecompromised.

Trainees have a responsibility to discuss with their Clinical Practice PlacementSupervisor, Advisor and/or Line Manager if there are circumstances (health, lifeevents, etc.) that are having effects on their capacity to work effectively. 'Workeffectively' applies to all aspects of their job: academic, clinical and research. Inprofessionaltermsthisisamatterof“fitnesstopractise”andistakenveryseriouslybytheProgramme,theSchoolandHCPC.

One significant source of support can be found through the various groups andfaculties that make up the BPS (British Psychological Society). The BPS is theprofessional body representingpsychologists at government and strategic levels.MembershipprovidestraineeswithaccesstotheDCP,aswellasspecialisttraineeevents,forumsandinformation.MembershipoftheBPSatthisstagecanalsoactasawayofsupportingtraineesinthetransitiontoqualifiedstatus.ThecourseactivelyencouragesalltraineestojointheBPS,ifnotalreadymembers.

To help ensure trainees can access appropriate support and self-care, there are anumber of additional supportmechanisms in place, discussed below. Trainees areexpectedtouseandaccesstheseserviceswhereappropriate.

4.5.2ProgrammeSupportSystems

Trainees are able to seek support from the Programme Team, their allocatedProgrammeAdvisor,peers,andClinicalPracticePlacementSupervisors.Traineesalsohave access to Personal Support Tutors (PSTs), Personal and ProfessionalDevelopmentGroups,andadditionalUniversitysupportsystemsandTrustSupportSystems.

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4.5.2.1AdvisorsAllTraineesareallocatedanAdvisor,amemberoftheProgrammeTeam,responsibleforadvisingtheTraineeandmonitoringtheirworkthroughouttraining.Theydothisthroughregularmeetings includingappraisalmeetingsandmid-placementreviews.ThereareexpectationsthatTraineesmeetwiththeirAdvisoratleastoncepertermbutbetween these timesAdvisors canbe contactedby telephoneoremail and/ormeetings can be arrangedwhenever necessary. Trainees are advised to be over-inclusiveandtomakeregularcontactwiththeirAdvisor.IfaTraineefeelstheirAdvisorisnotprovidingadequatesupportorthattheyneedtochangetheirAdvisor(foranyreason), they shoulddiscuss thiswith theProgrammeDirector, The SeniorClinicalTutor,ortheirYearTutor.

TheAdvisor:

• IsthefirstpointofcontactfortheTraineeforallqueriesabouttheProgramme• MonitorstheprogressoftheTraineeonallcomponentsoftheProgramme• Oversees theTrainee’sacademicandclinicalworkandassists in fostering links

betweenclinicalandacademicwork• Isresponsibilityforidentifyingparticulartrainingneeds• Providessupport

TheAdvisorisresponsiblefor:• MeetingregularlywiththeTraineeatUEA.• Conducting Initial Placement Meetings and Mid Placement Reviews with the

Trainee and the clinical practice placement Supervisor(s). This role may beconductedbytheLocalAreaTutor.

• ConductingyearlyAppraisalMeetings(detailedunderAppraisalsection).• Providing feedback on a draft of one assignment prior to submission for

assessment. ThisneedstobenegotiatedwiththeAdvisortoallowtimefortheAdvisortoreadthedraftandprovidecomments.Feedbackondraftsofworkwillnormally be returned within two weeks. The role of the Advisor is to providefeedback, not to edit the work. Please see the Referencing and Plagiarismguidelines for further information. Advice is not given on whether it will pass;decisionsonpass/failaremadebyexaminers.

• Advisorscanprovidegeneralguidanceonotherassignments,suchasdiscussionsregardingthesuitabilityofacaseforuseinacasereport.

• Traineesmayalsorequestfromadvisorsastatementinsupportoftheirstudentsin the event that an extenuating circumstances form is submitted to theExtenuatingCircumstancesPanel.

• Advisors canbeconsulted forgeneraladviceandclarificationofmarkingpointsshouldaTraineeberequiredtomakeamendmentstoapieceofworkpriortoaresubmission.

• TobetheUEAlinkwithclinicalSupervisorsintheconductoftheservicerelatedprojectswhicharenot linked to the thesis. TheAdvisorwill be responsible for

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ensuringthat theServiceRelatedProjectcanbeconductedwithinthetimeandresourcesavailable.

HandyTip:“Makethemostofyouradvisor,andthechanceforthemtoreadoverapieceofyourwork.Ididn'tthinkaboutthismuchduringthecoursebutinhindsightcouldhavemadebetteruseofmyadvisor.”

4.5.2.1.1AdvisorStandardsThere will normally be six Advisor meetings per year: one per term, two mid-placementreviewsandoneappraisalmeeting.Guidanceonthecontentofadvisormeetings is included in theAppendices. Meetingsareunlikely tooccurmorethanonceamonthexceptforlimitedperiodsduringacrisis.Advisorsarenotinapositiontoprovidetherapybutcanadviseonhowtoaccessadditionalsupport.Advisorswillrespondtocommunicationswithintwoworkingdaysofreceivingthem.Pleasenotethatmanymembersofstaffarepart-timeatUEAandthetwoworkingdaysarecalculatedwithregardtotheirwholetimeequivalentemploymentwithUEA(seetheProgrammenoticeboardandonBlackboard). IfaTraineeexperiencesanacuteeventthatrequiresurgentinterventionandrequirestocontacttheirAdvisor(oranothermemberofProgrammestaff)theyareadvisedtotelephonethePGRofficedirectly rather than using email, since the lattermay not be seen by the Advisorimmediately. The PGR Programme manager or his designate will contact anappropriatememberofstaff.AdvisorswillkeeprecordsofmeetingsandwillsignoffanyleavedaysthatfallonUEAorstudydays(whichalsoneedapprovalasperSection4.4.5.4AnnualLeave:TeachingDays).Advisorswillinformtheiradviseesaboutperiodsofannualleaveorothertimeswhentheywillbeunavailableforextendedperiods.

4.5.2.1.2ConfidentialityguidelinesforAdvisormeetingsInexchanginginformationaboutindividualTrainees,theProgrammeoperatesona“needtoknow”basis.TheProgrammeteamdiscussTraineeprogressregularlyattheProgramme Team Meetings in order to monitor individual support needs and toensure optimal support is in place or may be modified as necessary. Therefore,informationaboutTraineesmaybeexchangedwithotherstafforwithclinicalpracticeplacementSupervisorsifthisseemsrelevanttotheTrainees’academic,researchorclinicalperformance,normallywiththeknowledgeandagreementoftheTrainee.

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IfyousharepersonalinformationwithyourAdvisorthatyoudonotwanttobesharedwith the Programme Team, please make this clear to your Advisor. Personalinformationirrelevanttoatrainee’semploymentorstudywillnotbeshared,unlessthereareothergoodreasonsfordoingso(seebelow).However,thecoursepromotesanethosofopennessandself-reflection,andfurtherhasresponsibilitiestoensurethewelfare and safety of staff and service users, and that all trainees maintainprofessional standards on placement. Broadly, this means that much informationrelevanttoatrainee’shealthandwellbeing,andprogressonthecourse,willbeveryrelevant to the course’s ability to effectively support trainees and maintainprofessionalstandards;andthereforewillbesharedappropriatelywithcoursestaffandplacementsupervisorsinvolvedontheprogramme.Thiswillusuallybedonewiththeknowledgeandagreementofthetrainee,andtraineeswillusuallybesupportedinmakinganysuchdisclosuresthemselves.Howeverthismaynotalwaysbethecase(ifatraineerefuses,buttheadvisorjudgesthatwelfareorriskconcernsoutweightheright toprivacy, theadvisorwouldbeexpected to share such informationwithoutconsent).

ThereareatleastthreespecificsituationsinwhichAdvisorsmaydiscloseinformationgivenbytraineeswithoutconsent.Theseinclude:• AnyriskofharmtotheTraineeoranotherperson.• Needingtoseekadditionalprofessionaladviceorsupportfromacolleague.• Apossibilitythatprofessionalmisconducthasoccurred.

4.5.2.2YearTutorsEachcohortisallocatedaYearTutor,whoremainswiththecohortthroughthethreeyearsoftrainingwherepossible.TheroleofaYearTutorincludes:• Facilitatereflectandreviewmeetings(seeProgrammeHandbook)attheendof

eachtermandtorevieweachteachingblock.• Provideageneralchannelofcommunicationbetweenthecohortandstaffgroup.• DiscusswithsecondyearTrainees’plansfortheteachingstreamoptionsforthe

thirdyear.

4.5.2.3PersonalSupportTutors(PSTs)PSTsareavailabletoallTraineesforadditionalsupport,andareallocatedonanopt-inbasis.TheseareClinicalPsychologistsintheregionwhowillnotbeaclinicalpracticeplacement Supervisor for that Trainee. Therefore, theywill notbeworking in theTrainees’basearea.ItishopedthatTraineesfeelsabletodiscusspersonalissuessuchas concerns about the Programme or academic workload, difficulties in thesupervisoryrelationshiporon-goingdifficultpersonal lifeeventswiththeirPST. Ingeneral, practical and coursework related matters should be raised with theProgrammeTeam,however,Traineesmayfindithelpfultoreceivesupportandadvice

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from a person who will not be involved in examining them or evaluating theirperformance.

PSTswouldnotprovidepersonaltherapyforTrainees.Theycould,however,beinapositiontoprovideadviceonothersourcesofhelpifnecessary.In the main, PSTs will not make any contact with the Programme team unlessrequestedtodosobytheTrainee.However,theremaybespecificoccasionswhenthePSTwillfeeltheneedtodosowithouttheTrainee’sconsent.TheseareifthereisriskofharmtotheTraineeoranotherperson,ifthePSTneedstoseekadditionalprofessionaladviceorsupportfromacolleague,ifthereisaFitnesstoPracticeissue,orwherethereisapossibilitythatprofessionalmisconducthasoccurred.

4.5.2.4PersonalandProfessionalDevelopment(PPD)GroupsTheProgrammeprovidesregularpersonalandprofessionalsupportgroupsforeachyeargroupthatTraineescanchoosetoattend.ThefunctionofthegroupsisbroadlytoofferasupportiveenvironmenttoTraineestoenablethemtoprocessexperiencesand issues thatariseduring theProgramme,andtoprovideanopportunity to talkabouttheimpactoftheProgrammeandofclinicalworkonotherareasofTrainees’lives.AlthoughTraineesmay join thegroupsatany timeduring the threeyearsoftraining, it is expected thatonceTraineesdo so, theywillmakea commitment toattendthegrouponaregularbasis.

Themainaimsofthegroupsare:

• Todevelopopencommunicationandtrustbetweenmembersinordertocreateanenvironmentwhereallfeelabletoexpressthemselves;

• Torecognisethatclinicalpsychologytrainingisachallengingprocessandtofoster a culture in which it is acceptable to acknowledge strengths andweaknesses;

• Toincreaseawarenessofpersonalissuesandtheirimpactonourselvesandourwork;

• Toreflectonpeople’sdevelopmentasprofessionalpsychologists;• Todevelopatoleranceofdifficultemotionsandofuncertainty;• To enable Trainees to provide mutual support for each other, and to

recogniseandrespectdiversity.

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4.5.3UniversitySupportSystems

4.5.3.1DeanofStudents’Office1TheUniversity-basedservicesareavailabletoallTraineesasregisteredUEAstudents.TheDeanofStudents’Office(DOS)offersawide-rangeofadviceandguidancetoanystudentwhowishestomakethemostoftheopportunitiesavailabletothemwhilstatUEAorwhoisexperiencingdifficulties.

TheUniversitywellbeingandmentalhealthservicesarebasedinDOS.Theseservicesareconfidential.Studentswithawiderangeofwellbeingdifficultiesaccessthisservicewhetheritbeforexamstressorforsupportforalongertermmentalhealthconditionsuchasaneatingdisorderorclinicaldepression.Theservicesharesgoodlinkstolocalservicesandcanofferin-housesupportincludingcounselling.

ThedisabilityteamisalsolocatedinDOS.Theysupportpeoplewithbroadrangeoflongtermphysicalhealthconditions,intellectualdisabilitiesandlearningdifficulties.Ifyouhavealongtermhealthconditionoraspecificlearningdisabilitysuchasdyslexiayoumaybeentitledtoapplyforreasonableadjustmentsandsupportwhileyouareastudent. You may be able to have a disabled students allowance and a needsassessment.IfyoufeelthismayrelatetoyoupleasecontactDOS.

Thewellbeinganddisabilityteamcanalsosupportstudentswhoaregoingthroughfitness to studyand fitness topracticeconcerns.TheDeanofStudents’officealsooffers support around a wide range of areas including money problems andinternationalstudentsupport.

The Learning Enhancement Team (LET) provide expert guidance on study skills,academicwritingandthemathematicalandstatisticalaspectsofcourses.Studentsdonotneedtobeacademicallystrugglingtoaccessthissupportbutcanuseittofurtherenhancetheirstudyskills.TheLETservicesareconfidentialandindependentfromanysupportofferedwithintheSchool.

TheDOSreceptiondeskandinformationteamistheinitialcontactforawiderangeofissues.TheywillbeabletomakeappointmentswiththerelevantservicewithintheDOS.

TheDeanofStudents’OfficeWebsite: http://www.uea.ac.uk/dos

Telephone: 01603592761

1We thank Dr Luke Jefferies (Mental Health & Disability Service, Wellbeing Team (Dean of Students' Office) University of East Anglia Norwich) for providing information about the DOS office for use in this Handbook.

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Location: The DOS building is located between the library and thestudentunionbuilding.

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4.5.3.2UEANightlineTheUEANightlineisaconfidentiallisteningservicefundedbytheStudents'UnionandrunbyUEAstudents. Callscanbemadebetween8.00pmand8.00amduringtermtime. UEAStudentscanaccessthisservice if theyare lonely,worriedor justneedsomeonetotalkto.

UEANightline

Website: http://www.uea.ac.uk/nightlineTelephone: 01603503504

4.5.4CPFTSupportSystems

4.5.4.1NHSOccupationalHealthServiceTheOccupationalHealthServiceisavailabletoTraineesintheircapacityasemployeesofCPFT.TheTrustOccupationalHealthserviceisdeliveredthroughacompanycalledOptimaHealth.TheOptimaHealthWebsiteexplains,“…servicesincludeabsencemanagement,casemanagement, health screening and surveillance, stress management, healtheducationprogrammesandhealthmanagementconsultancy”2TheSeniorClinicalTutorisabletoreferemployeestothisserviceifrequired.

4.5.4.2InsightConfidentialCounselling3CPFT also provide a service called InsightWellbeing atWork. InsightWellbeing atWorkprovideafree,24hourconfidentialcounsellinghelplinetosupportyouwithanypersonal orwork related issues that are causing you concernordistress. Calls areansweredbyqualified,experiencedcounsellorswhoareabletoprovideimmediatesupport or advice. Theywill alsoworkwith you to determinewhether youmightbenefitfromfurthersupport,whichcouldincludepre-arrangedcalls,guidedself-help

2 Quoted from the Working on Wellbeing Website: www.wwell.co.uk 3We thank Hannah Kerr (Wellbeing Client Manager, Insight Healthcare) for providing information about Insight Wellbeing at Work for use in this Handbook.

OptimaHealth(OccupationalHealth)Tel:08450941429Email:[email protected]:www.optimahealth.co.uk

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oracourseofcounsellingorothertherapy.Impartiallegalandfinancialadviceisalsoprovidedandcanbeaccessedthroughthehelpline.

4.5.5PersonalTherapy

TraineesmaychoosetousetheirPPDbudgettospendonPersonalTherapy(4.4.7StudyLeaveandPPDBudget)PersonaltherapycanhelpTraineestoraiseawarenessof personal issues which may impact on training or development as a therapist.Personal therapycanbebeneficialbyenablingTraineestoexperiencebeing in thepositionoftheclient.TraineeswishingtodothisshouldliaisewiththeirAdvisorinthefirstinstanceinorderthattheyaresatisfiedthatthisisanappropriateformoftherapyandthatthechosentherapistissuitablyqualified,thoughthechosenmodeoftherapyisatthediscretionoftheTrainee.Followingthis,Traineesarerequiredtocompletetherequestforms,includingdetailsofthetherapist4.6TransitiontoQualifiedStatus

The Programme aims to support Newly Qualified Clinical Psychologists followingtraining.Theethosoftheprogrammeistopromotetheregionalworkforceneedand,wherepossible,toencouragetraineestotakeemploymentwithintheregionfollowingqualification.

4.6.1ContinuedProfessionalDevelopment

4.6.1.1JointTeachingDaysNewlyQualifiedClinicalPsychologistsareeligible toattend the joint teachingdays(attendedbyallcurrenttrainees)fortwoyearspostqualification.

4.6.1.2CareerCentralSupportNewly Qualified Clinical Psychologists can access CareerCentral support afterqualifyingandforuptothreeyearsaftergraduation.VisittheCareerCentral Graduates Pageformoreinformation.

InsightWellbeingatWork

Tel:08000277844or03005550120

WellbeingPortalatwww.insighthealthcare.org/wellbeingatworkclickthe‘EmployeePortal’linkandenterthefollowingdetails:Username:[email protected]:insight-healthcare.

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4.6.1.3ContactDetailsFollowingCompletionoftheProgrammeTheProgrammeisrequiredtoprovidefeedbacktoHealthEducationEastofEnglandregardingdestinationofqualifiedClinicalPsychologists.ItisthereforearequirementthatNewlyQualifiedClinicalPsychologistsprovidedetailsoftheTrust/Organisationwhichtheywillworkfor,onceemploymenthasbeenfound.TheinformationwillbestoredonadatabaseatUEA.

4.6.1.4KeepinginTouchThe Programme Team like to keep in touch with Newly Qualified Psychologistsfollowingtheendofthecourse.NewlyQualifiedPsychologistsareoftenapproachedtoactasPersonalSupportTutors,andlaterasSupervisors.TheProgrammethereforeasksthatNewlyQualifiedClinicalPsychologistsprovideanemailaddressandapostaladdresstobeusedforcorrespondencefromtheProgramme.

4.6.1.5BritishPsychologicalSocietyMembershipThecourseactivelyencouragestraineestojointheBPSduringtheirtimeastrainees.Wewouldstressthatthisislikelytobeofparticularbenefittotraineesmakingthetransitiontoqualifiedstatus.

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4.7UsefulPoliciesandDocuments

4.7.1CPFTPolicies

CPFTPoliciescanbesearchedforontheDocuments that Guide PracticepageontheCPFTwebsite.

4.7.2ListofBPSGuidelinesReferredtothroughoutdocument

TheBritishPsychologicalSocietyWebsite

Additionalguidanceforclinicalpsychologytrainingprogrammes:Guidelinesonclinicalsupervision

PolicyGuidelinesonSupervisioninthepracticeofClinicalPsychology

GenericProfessionalPracticeGuidelines

FurtherlinkstoBPSliteraturecanbefoundinthisdocument:Additionalguidanceforclinical psychology training programmes: A guide to policy and good practicedocuments

Additionalguidanceforclinicalpsychologytrainingprogrammes:TheNHSKnowledgeandSkillsFramework(KSF)andclinicalpsychologytraining

Additional guidance for clinicalpsychology trainingprogrammes:TheTenEssentialSharedCapabilities

4.7.4Governance

HealthandCareProfessionsCouncilWebsite(HCPC).

NationalInstituteforHealthandClinicalExcellence(NICE)

HealthEducationEastofEnglandWebsite

4.7.5ProgrammeForms

ProgrammeformscanbeaccessedonBlackboard

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4.8Appendices

4.8.1WhatConstitutesaPieceofClinicalWork?

Apieceofclinicalworkshouldbepsychologicallybased(e.g.,usingtheory,researchevidence,researchskills).Theworkshoulddemonstratedevelopmentand/orlearninghow to develop as a clinical psychologist. The aim is to ensure that each Traineecompletesasubstantialamountofworkineachplacementinordertomaximisetheirlearningopportunities.Piecesofclinicalworkwillcontainamixofassessmentandinterventioncases,groupwork,consultancy/supervisionandsoon.

ClinicalWorktobedetailedintheElectronicLogBook

• Assessment(casesmaybebrieforextended)

• Therapycase(primaryorco-therapist;directorindirect).Caseswhereaclientdisengagescanalsobecounted.

• Caseconsultation(includingaformulation)

• Neuropsychologicaltesting(includingareport)

• Psychometrictesting(includingareport)

• JointworkingwheretheTraineetakesthelead

• Familytherapyreflectionteam(whentheTraineeisanactivememberoftheteam)

• Groupwork(e.g.,psycho-educational,skillsdevelopment,therapyetc)whereTraineeisaco-facilitator.Agroupcountsasonepieceofclinicalworkunlessthere are additional activities involved (e.g., assessments of individuals forsuitabilityorplanning/designingtheformatandcontent).

• Observations(e.g.,school,carehomesetting,functionalanalysisetc..)leadingtoaformulationand/orreport

• Audit

• Research

• ServiceEvaluation

• Teaching

OtherImportantExperiences(butdonotcountas“apieceofclinicalwork”)

• ObservingSupervisor/colleagues/groups

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• Observingreflectingteamsinfamilytherapy

• Servicemeetingsattendance

• In-houseinductionsortrainings

• Signposting/Brieftriageassessments

• DNA(inrelationtoproposedpiecesofwork)

• SRP

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4.8.2SupervisorInductionChecklist

TobecompletedbySupervisorspriortoaTraineestartingplacement

This is a ‘quick guide’ for Supervisors which includes some useful strategies inpreparingforaTraineetostarttheirplacement.Reviewwaitinglist

-PlanaheadinordertoorganiseasuitablecaseloadfortheTrainee.Trainees are expected to have a caseload of 6-8 pieces of clinicalworkatanyonetimewiththerequirementof12completedpiecesofclinicalworkattheendofcoreplacements,and6-8attheendofspecialistplacements.

Planassessments -ItisimportantthatTraineesgainassessmentskills,sopleaseensurethatassessmentsmakeuppartofaTrainee’sworkload.

Contactcolleagues -LetcolleaguesknowthataTraineewillbejoiningtheteam.EnsurethatcolleaguesknowtheroleofaTrainee.

Plananinduction

-HaveaclearinductionperiodforaTrainee-Prepare some information regarding services, personnel,mandatorytrainingetc.-Pre-book the Trainee on any relevant in-house trainingProgrammes.-Planan inductiontimetable for the first2-3weeksonplacement.Include initial supervisionmeeting, meetings with colleagues, anyplannedclientcontact, jointappointments,servicevisits) IncludealistofpeoplefortheTraineetoarrangetomeet.-ConsiderpreparinganinductionfilewhichTraineescanrefertoonplacement(includelocalservices,teammakeup,servicestovisit)

Planaspace EnsureTraineehasdeskspace,telephoneaccess,computeraccess,tea/coffee provision, clinic space, admin requirements, file andrecordkeepingetc.

Keep up to datewithProgrammeinformation

Familiarise yourself with the placement documentation andassessment requirements, all of which can be found in thishandbook, theAssessmentsHandbook, theProgrammeHandbookandtheResearchHandbook.

Planahead BepreparedtoprovidedetailsofyourleavedatestotheTrainee,andconsiderwhomightprovidecoverforsupervision.

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4.8.3TraineeandSupervisorClinicalPracticePlacementChecklist

TobecompletedwithplacementSupervisorduringthefirstthreeweeksofplacementHaveyou? Tick when

completeSharedyourpreviousrelevantexperiencesinthisfield?

Discussedanyhealth/disabilityissues?

Discussedlearningneedsfrompreviousplacement(placements2-6)

Completed supervision contract? Establish supervision times anddates,withatleastanhourperweekforformalsupervision(preferably90minuteswherepossible).DiscussavailabilityofSupervisorbetweenformalsupervisiontimes.

Plannedannualleave?IftheSupervisorisduetotakeanyannualleave,discussarrangementsinordertoensurethereissomeoneelseavailabletoprovidesupport.

Discussed deadlines/ course requirements during placement andplannedforthisindiary?

Discussedhowplacementwill fit inwithacademicwork required inplacement timeframe (e.g. planning to identify clients in order topreparefororals)

Discussed how the team is made up, and met/planned to meetmembersoftheteam?

Haveyoudiscussed? Locationofamenities(toilets,kitchen,communalspace)Ensure Trainee is shown around the building and finds photocopier, other office resources, refreshment facilities and so on.

Administration arrangements (file storage/procedure for notekeeping/letterwriting)Introduce Trainee to secretary and other key staff.

Arrangementsfortea/coffee/milk(ifapplicable)

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Systemforfiling,respondingtoreferrals,includingtimescale,makingappointments,sendingletters

Health and safety information, including arrangements forcommunityvisitsandout-of-hoursworking.

Dresscodeintheservice.

Regularmeetingsthatshouldbeattended.

Explain any idiosyncrasies about report writing in the placement.Establishhowreportsshouldbesigned.

The degree of independence expected from Trainees on thisplacement

Facilitiesareavailableandhowtousethem(e.g.,phone,secretarialsupport,systemfortea/coffee,library,computing)

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4.8.4ClinicalPracticePlacementMeetingsInformationTable

Ifatanystage,eithertheTraineeortheSupervisorisconcernedaboutanyaspectoftheplacementtheyshouldcontacttheTrainee'sAdvisor,theyeartutorortheDeputyProgramme Director (Clinical) as soon as possible to discuss the matter. This isespeciallyimportantifthereisapossibilityoftheTraineefailingtheplacementorifthesupervisionarrangementsareunsatisfactoryoriftherehasbeenacriticalincidentthat has occurred on the placement. Please also note that UEAmust be notifiedimmediatelybySupervisor/Trustifthereisanyadversecriticismbyexternalagencies(e.g., CQC). It is sensible to have a low threshold of concern for contacting theAdvisor,year tutororPlacementOrganisersothatanypotentialdifficultiescanbetackledatanearlystage.

4.8.4.1InitialplacementMeetingandPlacementContract

ClinicalPracticePlacement1

TheAdvisormeetswiththeSupervisorandTraineeatthebeginningofthefirst placement for an Initial Placement Meeting to agree a PlacementContract.Thisinitialcontactmaybebytelephoneratherthanface-to-face.Thisdiscussionwillcoverarrangementsforworkparticularlyrelatedtothespecialty, identifying particular aspects ofwork that the Trainee needs todevelop,andsupervisionarrangements.WherethereisteamsupervisiontheplacementcontractwillspecifywhatexperienceistobegainedwitheachoftheSupervisors.ThePlacementContractshouldbecopiedtothecourseadministrationteambytheTraineewithintwoweeksofthestartoftheplacementsothatthecontentcanbemonitored.

ClinicalPracticePlacements 2-6

In Clinical Practice Placements 2-6, the responsibility for agreeing theplacementplanrestswiththeTraineeandSupervisor(unlessthisisthefirsttimethataSupervisorhasprovidedaplacementonthecourse,inwhichcasetheAdvisorwilljointheInitialPlacementMeeting).InitialplacementmeetingscanalsoinvolvetheAdvisoriftheTraineehasanyparticularhealthconcernsorneedsAdvisorsupport.ThePlacementContractshouldbecopiedtothecourseadministrationteambytheTraineewithintwoweeksofthestartoftheplacementsothatthecontentcanbemonitored.

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4.8.4.2Mid-PlacementreviewClinicalPracticePlacements 1-6

TheTrainee, theirAdvisor, andall the relevantSupervisorsmeethalfwaythroughaplacementfortheMid-PlacementReview.Whereitisnotpossiblefor all Supervisors to be present, one designated Supervisor should seekviewsfromotherteamSupervisorsinadvancetobesharedatthemeeting,andfeedbackshouldbesharedfollowingthemeeting.It is expected that the Advisor conducting themid placement reviewwillmeet with the Trainee and Supervisor separately and then hold a jointmeeting.Thedateforthemeetingwillbesetnearthebeginningoftheplacement.Itis important that a date is set which leaves sufficient time forrecommendationstobecarriedout.Topicsfordiscussionsare:-

• Toreviewtheprogressoftheclinicalcontract• Togivemid-placementfeedbacktotheTraineeonher/hisclinical

work• ToallowtheTraineetocommentontheadequacyoftheplacement• To set targets based upon the above for the second half of the

placementandresolveanyproblemsidentified,inparticulartoplanhowtoovercomeanylackofmutualobservationofclinicalworkoruseofaudiorecordings

• To give mid-placement feedback to the Supervisor, on her/hissupervision.

Mid-placementqualitativefeedbackisessentialbothfortheSupervisorandtheTrainee.Supervisorsshouldtrytosetasidepositiveornegativepersonalfeelings about Trainees when making evaluations. Feedback should bedetailedandconstructiveanddesignedtohelpTraineesdeveloparangeofeffective and appropriate skills; thus, feedback should be critical but notwhollynegative.(Note:criticismalsoinvolvestheidentificationofpositives!)Followingthemidplacementreview,theAdvisorwillwriteasummaryofthediscussion on the standardMPR form and copy it to the Trainee and theSupervisor(s).AcopyofthisformwillalsobeplacedintheTrainee’sfile.Thiswillcontainasummaryofprogressintheplacementandanactionplantoresolveanydifficulties.

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4.8.4.3EndofplacementarrangementsClinicalPracticePlacements 1-6

At the end of the placement the Supervisor completes theSupervisor's End of Placement Form and discusses this with the Trainee.Trainees are also asked to provide feedback about the placement andsupervision on the forms provided. This should be done after theSupervisor’s assessment is completed. See Evaluation of Clinical PracticePlacementsSectionforfurtherdetails.

Clinical Practice Placement forms need to be returned to the ProgrammeAdministrationTeamwithin twoweeksof theendof theplacement. Thisincludes Supervisor End of Placement Evaluation Form, Trainee End ofPlacementformandsignedACELogBookprintout.Forfinalthirdyearplacements,allClinicalPracticePlacementformsmustbereturnedbeforetheendoftheplacementintimefortheBoardofExaminers.DateswillbenotifiedbytheProgrammeSecretary.

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4.8.5 Standards for Engagement with Practice Education (Placement)Providers

The following table has been adapted from Oxford Brookes (2012) Link LecturerStandards forAllPre-QualificationProgrammes. Itspurpose is toprovideageneraloverviewofhowdifferentprogrammestaffcanworktogethertowardsensuringhighqualityofprovision.Itsummarisesthevariousrolesandexpectationsofthedifferentstaffinvolvedinmonitoringappliedpracticeplacements.

Standards Criteria Evaluation/Evidence

1Foster andstrengthen thepartnershipbetween theuniversity andthe practiceplacementareas

Advisor

is familiar with agreedstructures for partnershipworking andcommunications

• keeps accuraterecords of all contactwith Trainee,Supervisor andplacementmeetings

Clinical TutorTeam/PlacementTutor

• provides Traineeswith the name andcontact details of theplacement Supervisorbefore placementsstart

• ensures telephonenumbers / email /contact details areavailable to Traineesand placementSupervisors

• ensures appropriatecontact numbers aremade available andaccessibleviawebsite/handbooks

Senior ClinicalTutor/DeputyProgrammeDirector(Clinical)

• InitialPlacementMeetings(1stplacement&anyotherwherethereisasignificanthealthorlearning need concern or if anewSupervisor)

• InitialPlacementcontract

• Mid Placement Review andreport Placement teaching &briefings(Trainees)

• Placementletters(Supervisors&Trainees)

• Blackboard/Programme &SupervisorHandbook

• Supervisorscanchosetobeamember of UEA Sub-Committee Meetings andProgramme TrainingCommittee

• NewSupervisorTrainingevent(annually for all newSupervisors or SupervisorsnewtoUEA)

• Placementaudit

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• identifies keyindividuals within theplacement providerand establisheseffectivecommunication &decision-makingprocesses

2 To contributeto thepreparationof Traineesforpracticeinconjunctionwith theProgrammeteam andplacementteam asappropriate

Advisor

• is fully conversantwith the Trainees’placementprofile

• andawareofthewayinwhich Trainees areinducted into theirplacementarea(s)

• is fully conversantwith all aspects ofTrainees preparationforpractice

• supports theTraineeand placementSupervisor in regardtoanydisclosurestheTrainee makes thatthey wish to sharewith the placementSupervisor

• monitors provisionand effectiveness ofTraineeorientation/inductiontothepracticeareabyplacementteam

Senior ClinicalTutor/Clinical TutorTeam/PlacementTutor

• organisesanddeliversTrainee preparationfor practice andtermly placementbriefings

• Advisormeetings

• Initialplacementcontract

• ACEonlineLogbook

• Appraisals

• Previous placementdocumentation (placement 2onwards)

• Standard induction trainingfacilitatedbyemployingTrust

• Midplacementreview/report

• Placement teaching (duringblock)

• Placementbriefings(termly)

• Specialistplacementmeeting

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• ensures content ofpreparation forpracticeiscurrentandmeets Trust, HCPC,BPS and universityrequirements

3 For all pre-registrationTrainees

Monitor andsupport theTrainees'progress andlearningexperiencewhilst onplacement

Advisor/PlacementTutor

• visits each Traineeand Supervisor aminimumofonceperplacement (generallyMid PlacementReview)

• is familiar with therelevant learningoutcomes for theplacement

• supportstheTrainee/placement Supervisorin relating availableopportunities in theplacementareatotheexpected learninggoals andassessmentcriteria

• is familiar with theprocesses forsupporting a Traineefailing in practicerelevant to eachProgramme

• provides additionalsupport whenproblems areidentified (by Trainee/ placementSupervisor), andreportstotheDeputyProgramme Director(Clinical)/ProgrammeDirector asappropriate.

• understand therelevantprocessesforincident reporting inorder to offerguidancetoTrainees

• Midplacementreview/report

• Initialplacementcontract

• Programme & Supervisorhandbook

• IssueofConcernprocedure

• Clinical tutor managementsupervision with SeniorClinical Tutor/DeputyProgrammeDirectorClinical

• Clinical Tutor monthlymeetings

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4 Support thepracticeeducators intheirassessmentofTrainees

Advisor/PlacementTutor

• promotes awarenessof how to access allrelevant resources toTrainees andplacementSupervisors

• providessupporttoallplacementSupervisors inapplying theassessment &moderationprocessesutilising tripartiteTrainee/ placementSupervisor / Advisor)meetingsasrequired

ClinicalTutorTeam

• ensures thatTrainee/placementSupervisors haveaccess to Programmespecific placementinformation

SeniorClinicalTutor

ensures adequateplacement Supervisortraining ismade availabletoplacementSupervisors

• ClinicalPracticeHandbook

• Placementdocumentation

• Initial placementmeetings/mid placementreviews

• Supervisortrainingevents–3timesayear

• Newsletter

5 Act as aresource forplacementlearning andas a link intotheUniversity

Advisor/LocalAreaTutor

• supports Trainees’reflection in and onpractice

Advisor & Clinical TutorTeam

• advise Programmeteams re: practicedevelopments whichimpact upon thecurriculum

• actsasa resource forthe practice area inrelation to

• CaseDiscussionGroups

• Personal and ProfessionalDevelopment Module &groups

• Curriculum Sub Committee(Supervisors&Trainees)

• Supervisortrainings

• CognitiveBehaviouralTherapyMaster Classes (Supervisoronly)

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Programmecurriculumdevelopment /changestoplacementpatterns

SeniorClinicalTutor

• supplies informationabout educationalprovision asappropriate

6 Contributewith PracticeEducationCo-ordinator /Director, totheidentification,developmentandmaintenanceof qualityplacements

Advisor/LocalAreaTutor

• contributes positivelyto enhancing thecapacity of practiceenvironments andutilising the availableexperiences in newandevolvingways

ClinicalTutorTeam

• positively contributesto the resolution ofchallenges to qualityandcapacity issues insupporting PracticeEducation Co-ordinators andPlacementareas

• seeksoutpotentialfornew placementopportunities (inpartnership withSeniorClinicalTutor/PEF’sasappropriate)

SeniorClinicalTutor

be aware of the PracticeEducation Providerprocesses for planningplacements

• work in partnershipwith the Practice

• Initial Placement Visits &contract

• Clinical Tutor monthlymeetings

• Additional placement visits ifrequired

• Clinical tutor managementsupervision with SeniorClinicalTutor

• Issues of Concern reportingandmonitoring

• PlacementAudits

• PlacementAvailabilityForms

• SeniorClinical tutor& clinicaltutorteamvisitstoSupervisorteam teams and local specialinterestgroups

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Education Providerstoactivelysupportthedelivery ofplacements

7 Contributetowardsqualityassurance ofplacementlearningprovision(PerformanceQualityAssuranceFramework)

Advisor, LocalArea Tutor&ClinicalTutorTeam

• involvement inundertaking andmonitoringplacementquality assuranceprocesses specific toProgrammerequirements and inpartnership withplacementcolleagues

Senior Clinical Tutor &ProgrammeDirector

• contribute andrespond asappropriate to theProgramme andplacement qualityassuranceprocesses

• share responsibilityfor addressing issuesof concern re:placement quality(with the PracticeEducationProvider)

• be familiar with thenumber of practiceeducators availableusing the information/ reportsonnumbersprovided by thePractice EducationProvider , and isconversant with dataprotectionguidance

• Placementdocumentation

• Logbookaudit

• Trainee end of placementform

• Supervisordatabase

• Placementaudits

• FMH placement groupmeetings

• Quarterly Strategic Reviewmeetings

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4.8.6 Additional guidelines for Completion of Clinical Practice PlacementPaperwork

The Supervisor End of Placement Evaluation Form is formally completed by theSupervisorat theendof theplacement,whentheTraineecompletestheTrainee'sEvaluationofPlacementFormandtheLogBook.Eachoftheseiscommenteduponandcountersignedbytheotherperson. This issimplyconfirmationthattheyhaveseenthefeedbackanddoesnotnecessarilyimplythattheyagreewithit.Signingthelogbook is, however, confirmation that this is an accurate record of the workundertaken. It is usually helpful to exchange forms in a final supervision session,helping to mark the end of the placement. The Supervisor’s End of PlacementEvaluationFormshouldbecompletedanddiscussedbeforetheTrainee’sEvaluationofPlacementForminordertohelpreducethepowerdifferentialingivingfeedback.

Bytheendofaplacement,thecommentsineachsub-sectioncanhelptohighlightthelearninganddevelopmentthathastakenplaceduringtheplacement.AttentioncanbedrawnmoreclearlytothestrengthsandneedsoftheTrainee,whichhelpsboththeTraineeandthePlacementOrganisertoconsiderhowtoplanthetrainingwhichfollows.

Because training is a three year process, it is clearly important for Supervisors toevaluateTraineesinthecontextoftheirstageoftraining.ThisistakenintoaccountbytheBoardofExaminersoncetheassessmentformhasbeensubmitted.

AnimportantconsiderationingivingfeedbackistherequirementforTraineestobeable to identify both strengths and learning needs in their work so that we cancollectivelyhelpthemtobuildontheirstrengthsandmeettheirneeds. EvenverygoodTraineeshavethepotentialtobeevenbetter,especiallyiftheycanmapoutanagendaforfurther learninganddevelopment. Ontheotherhand, iftherearerealdifficulties, it is extremely important to be able to address them quickly andappropriately.

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Doctoral Programme in Clinical Psychology

4.8.7PLACEMENTCONTRACT

(Please complete using the ‘Guidelines for Supervisors’ document as a guide. A word version is available on Blackboard) Trainee

Supervisor(s)

Advisor

Specialty Location

Placement Dates Placement Number & Description

1. Induction 1.1. Weekly plan (Please specify clinical, research & study time)

Day Morning Afternoon Monday

Tuesday UEA Teaching / Study Time UEA Teaching / Study Time

Wednesday

Thursday

Friday

1.2. Familiarity with Policies & Procedures (please discuss/alert Trainees to all areas below and tick to confirm appropriate action has been taken) Health and safety Fire regulations Induction file Note taking & report writing style in this service Arrangements for file management

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Ethnic and cultural diversity Client group Dress code Consent (including consent to be recorded)

2. Strengths and Learning Needs in relation to Core Competencies (Please

comment on strengths and learning needs in the following areas and how the placement will utilise strengths and address learning needs).

2.1. Professional autonomy and accountability (e.g. practicing within legal & ethical boundaries in a non-discriminatory & appropriately autonomous manner, understand & maintain confidentiality & obtain informed consent, exercise a professional duty of care, recognise the need for effective self-management or workload & the obligation to maintain fitness to practice.)

2.2. Professional relationships (e.g. ability to work in partnership with other professionals/support workers/ service users/carers & contribute to MDT working, understand the need of effective communication & appropriately communicate to a range of audiences.)

2.3. Identification and assessment of health and social care needs (e.g. ability to gather appropriate information, select appropriate assessment techniques and analyse/critically evaluate the information collected, be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models.)

Strengths

Strengths

Strengths

Learning needs

Learning needs

Learning needs

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2.4. Formulation and delivery of plans and strategies for meeting health and social care needs (e.g. ability to use research, reasoning & problem solving skills, make professional judgements based on appropriate knowledge & skills, formulate specific & appropriate management plans, monitor therapy & other actions safely & skilfully and maintain appropriate records.)

2.5. Critical evaluation of the impact of, or response to, own actions (e.g. ability to monitor & review the ongoing effectiveness of planned activity & modify it accordingly, be able to audit, reflect & review practice.)

2.6. Knowledge and understanding (e.g. demonstrate awareness & understanding of key bodies of knowledge relevant to the placement specialty, select or modify approaches to meet the needs of an individual, groups or communities, establish & maintain a safe practice environment.)

Strengths

Strengths

Strengths

Learning needs

Learning needs

Learning needs

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3. Clinical Work 3.1. List of clinical cases/work planned

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

(NB is there an adequate range of work, including number of cases)

3.2. Plan of Supervision – formal and informal contact time

3.3. Plan for mutual observation and listening to recordings

3.4 General comments about the placement (please provide a brief description/overview of the placement)

3.5 Strengths and limitations of the placement

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4. Key Goals based on Developmental Needs and Placement Strengths

5. Course Requirements/Assessment on Placement (Please tick those planned to be undertaken whilst on placement) Critical Appraisal Research Methods Case Report Taped Process Report Oral Case Presentations Service Research Project Literature Review Thesis Proposal Thesis Completion of Log Book

6. Other Relevant Information (e.g. periods of absence, other commitments etc)

7. Signatures (Please sign and return to the Course Secretary, ClinPsyD Programme, PGR Office within two weeks of the start of the placement) Supervisor(s) Signature

Trainee Signature

Date

Date

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4.8.8MID-PLACEMENTREVIEW–ADVISORFEEDBACK

(Please complete using the ‘Guidelines for Supervisors’ document as a guide) Supervisor(s)

Trainee

Advisor

Placement Dates

Date of MPR

Placement Number & Description

1. Review of Placement Contract 1.1. List of clinical cases/work to date (both ongoing, planned and completed)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.(NB is there an adequate range of work, including number of cases)

1.2. Supervision – formal and informal contact time

1.3. Supervision – mutual observation and listening to recordings

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1.4. General and Supervision – comments from Supervisor(s) and Trainee Supervisor(s) comments: Trainee’s comments

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2. Mid-Placement Review of Core Competencies (Please complete this section

using the placement contract and supporting document as your guide, circle best fit evaluation to date, please add a comment and elaborate in section 3 if appropriate.)

2.1. Professional autonomy and accountability (e.g. practicing within legal & ethical boundaries in a non-discriminatory & appropriately autonomous manner, understand & maintain confidentiality & obtain informed consent, exercise a professional duty of care, recognise the need for effective self-management or workload & the obligation to maintain fitness to practice.)

A. Strength B. Appropriate at this stage C. Requires specific attention D. Insufficient information to evaluate at this stage



Comments

Comments

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3. Summary of Strengths, Areas Requiring Attention and Targets 3.1. Strengths shown to date

Comments

Comments

Comments

Comments

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3.2. Areas requiring attention both on placement and from UEA assessments, including progress on SRP

3.3. Targets and requirements for second part of placement

4. Checks 4.1. Leave dates during placement

4.2. Any end of placement issues?

4.3. Advisor signature / Date

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4.8.9SUPERVISOR’SENDOFPLACEMENTEVALUATION

(Please complete using the ‘Guidelines for Supervisors’ document as a guide) Supervisor(s)

Trainee

Advisor

Placement Dates

Placement Number & Description

2. Evaluation of Placement 4.4. Number of pieces

of clinical work completed during the placement (and signed in log book)

4.5. Total hours of formal supervision

4.6. Model of supervision (e.g. CBT, Systemic, other)

1.4 Observation of Trainee’s clinical work by Supervisor

1.5 Observation of Supervisor’s clinical work by Trainee

1.6 Opportunity for listening to recordings of Trainee’s work

1.7 Please state if a formal rating scale has been used (e.g. CTS-R)

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1.8 Review of MPR goals (Please list the goals set at the MPR and give a brief outline of how these

have been met or highlight any areas of concern)

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2. Log Book Review Please review the Trainee's log book and tick the areas below for which competence has been demonstrated. 2.1. Age Range (years)

0-5 12-18 41-64 80+ 6-11 19-40 65-79

2.2 Range of cultural/ethnic/economic diversity

Limited variation Moderate variation High variation

2.3. Presentations

Acute Moderate Enduring Severe Mild

2.4. Causation

Organic Psychosocial Adverse life events (e.g. bereavement, physical disability, physical illness)

2.5. Special needs

Challenging behaviour Intellectual impairment Communication problems

2.6. Focus of work

Individuals Groups Families Organisations Carers

2.7 Service Systems

High dependency: In-patient (acute) Day Services Residential (long term) Primary health care Out-patient clinic Agencies outside NHS Community team

2.8. Modes/types of work

Direct work Indirect work through staff/carers Multidisciplinary team work Experience/observation of service development or planning

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2.9. Models Behavioural Systemic CAT CBT Psychodynamic

3. End of Placement Evaluation of Core Competencies (Please complete this section using the placement contract, MPR form and the ‘Guidelines for Supervisors’ document as your guides) Circle/highlight best fit evaluation to date. Please document any concerns in the Comments section and in section 6.2 (key areas for development.) 3.1. Professional autonomy and accountability (e.g. practicing within legal & ethical boundaries in a non-discriminatory & appropriately autonomous manner, understand & maintain confidentiality & obtain informed consent, exercise a professional duty of care, recognise the need for effective self-management or workload & the obligation to maintain fitness to practice.)

E. Strength F. Appropriate at this stage G. Requires specific attention H. Concerns – refer to Board of Examiners


A. Strength B. Appropriate at this stage C. Requires specific attention D. Concerns – refer to Board of Examiners




A. Strength B. Appropriate at this stage

Comments

Comments

Comments

Comments

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C. Requires specific attention D. Concerns – refer to Board of Examiners





4. General Comments 4.1. Supervisor(s) comments

4.2. Trainee's comments on accuracy of feedback 4.3 Trainee signature to confirm that this feedback has been discussed with them by the Supervisor(s).

Trainee Signature:

Comments

Comments

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Date:

5. Overall Evaluation 5.1 Overall Evaluation Please circle/highlight either 'Satisfactory' or 'Refer to Board of Examiners' as appropriate (NB In order to refer a Trainee to the Board of Examiners, any concerns need to have been discussed with the Trainee's UEA advisor prior to the end of placement)

Satisfactory / Refer to Board of Examiners 5.2 Supervisor(s) signature / Date

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4.8.10Supervisor’sEndofPlacementFeedback

SUPERVISOR’S END OF PLACEMENT FEEDBACK Trainee Placement Number & Description

6. Summary of Strengths and Areas for Development (NB This section will be passed to future Supervisors for their information so that they are aware of the Trainee’s future developmental needs.) 6.1. Key strengths shown to date

6.2. Key areas for development

6.3 Supervisor(s) signature / Date

6.4 Trainee signature / Date

7. Feedback to UEA Training Course 7.1 Supervisor’s Feedback to UEA Training Course(please let us know what your views are of the UEA course, the support offered to yourself as a Supervisor and to the Trainee, and any other comments or suggestions you feel are relevant).

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7.2 Reporting of Incidents (please inform us below of any Quality Assurance, internal investigations or service related matters that have arisen during the Trainee’s placement).

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4.8.11ContentofAdvisorandAppraisalMeeting

The following is a guide to the content of Advisor/Appraisal meetings (includingclinicalpracticeplacementmeetings)throughoutthedurationoftraining.TheAdvisorMeetingAgendaformcontainskeyissuesforAdvisorMeetings.Year-specificguidanceisalsoprovidedinthissection.

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4.8.12AdvisorMeetingRecord

Agenda

Date: TraineeName:

CoreAgendaItems

• AcademicIssues(teaching,assignments)• Clinical practice placement issues

(consult logbook to identify areas fordevelopment)

AdditionalAgendaItems

Any other business(personal/other)

ItemsDiscussed(Pleaseuseadditionalpaperwhererequired)

AgreedActions:

Action Bywhom

Signatures

Trainee:

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Advisor:

4.8.13ListofFirstYearMeetings

TeachingBlock/AutumnTermAdvisorMeeting

• Discuss contracts for Advisor/Advisee relationship (e.g., confidentiality, give overview ofAdvisor’srole)inteachingblock.

• Discussearlyissuesre:teachingandclinicalpracticeplacements(includingcontract,logbookandTrainee’sannualleave).

• ConfirmInitialPlacementMeetingdate.

InitialPlacementMeeting(earlyNovember)

WithTraineeandSupervisor:

• DiscusssupervisioncontractandrespondtoquestionsaboutUEA,supervisionandclinicalpracticeplacementsfromSupervisor.

• ArrangeMidPlacementReviewwithTrainee• Reviewfirstterm’steaching.• Discussclinicalpracticeplacement.• DiscussAcademicissues.• AOB(e.g.,personal/other).

MidPlacementReview(Dec/January)

SpringTermAdvisorMeeting

• IsanInitialPlacementMeetingneededforsecondclinicalpracticeplacement?• DiscussOralPresentation.

SummerTermAdvisorMeeting(couldbeatInitialPlacementMeetingifthisisrequired)

• Discussplacementtransition• ArrangedateforMidPlacementReview• Discussfeedbackfromfirstclinicalpracticeplacementandlogbook.

Appraisalmeeting(May/June)

• Appraisal including logbook - Review of clinical practice placement/academic, andprofessional/personaldevelopment.

MidPlacementReview(July)

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• Discussannualleavearrangements/availabilityoversummer.• Discusssecondyearclinicalpracticeplacements(areIPMsnecessary?)

4.8.14ListofSecondYearMeetings

AutumnTerm

TeachingBlock/AutumnTermAdvisormeeting• ClinicalPracticePlacementissuesincludinglogbook&feedbackfromclinical

practice placement two, Mid Placement Review date for clinical practiceplacementthree,feedbackfromOralPresentation.

December/

January

MidPlacementReview

SpringTerm Advisormeeting• ArrangeInitialPlacementMeetingforclinicalpracticeplacementfour(if

required).

May/June Appraisalmeeting

• Appraisal including logbook - Review of clinical practiceplacement/academic,andprofessional/personaldevelopment.

• Thesisprogress

SummerTerm

Advisormeeting• AdvisortogiveTraineesomeideaofyouravailabilityoverthesummerand

discusstheirA/Larrangements.

July MidPlacementReview

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4.8.15ListofThirdYearMeetings

Teaching/AutumnTermAdvisormeeting

• ArrangedateforMidPlacementReview(iflongthinclinicalpracticeplacementthiswillbelater),feedbackfromclinicalpracticeplacementfour.Reviewlogbook.

Mid Placement Review for Clinical Practice Placement 5 (December/January for Standardclinicalpracticeplacements)

SpringTermAdvisormeeting

• Clinicalpracticeplacementissues.• Academicissues.• Jobapplications.• AOB(e.g.,personal/other)MidPlacementReviewforYearLongClinicalPracticePlacements5and6(April/May)

SummerTermAdvisormeeting(May)

• AOB(e.g.personal/other/annualleave).• Clinicalpracticeplacementissues.• Appraisal including logbook - Review of clinical practice placement/academic, and

professional/personaldevelopment,post-qualificationjobs.

Appraisalmeeting

• Academicissuesincludingthesisprogress/Viva.• Discusspost-qualificationjobs,CPDneeds.• GiveAdviseesomeideaofyouravailabilityoverthesummer

MidPlacementReviewforPlacement6(StandardClinicalPracticePlacements)

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4.8.16SupervisionContract

Atthisstage,itisnotarequirementforSupervisorsandTraineestodevelopaformalsupervisioncontract,howevershouldeitherpartyfeelthatthiswouldbehelpfulfortheplacement,guidanceisprovidedbyotheruniversitiesintheirhandbooks.Pleasesee:

OxfordUniversityHandbook

and

EdinburghUniversityHandbook

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4.8.17Flowchartforprocessofpassing/failingaplacement

Hasthetrainee(orbyendofplacement,willthetrainee…)

• Metrequiredcompetenciesofplacement• Completedsufficientclinicalwork

• Met80%minimumplacementattendancerequirement

Yes

Placementcanbepassed

Competenciesandworkloadmet,butbelow80%

attendance

Canadditionaldaysforplacementbesatisfactorily madeup - forexampleby:

• Additionaldaysbeforeendofplacement• Additionaldaysaddedontolaterplacement(e.g.specialistplacement)

No– traineedidnotmeetrequired

competencies,orcompletesufficient

clinicalwork

SupervisormustreferplacementtoboardYes No

InvolveSeniorCourseTeam

Consider:• Individualcircumstancesandevents• Previousplacementattendance• Impactonsubsequentplacements

• Impactontrainee• Impactonprogrammeoftraining