Guidelines for candidates assembling KSA material for ... · Widely Recognised Accreditation | High Quality CPD | CBT Register UK Registered Office: Imperial House, Hornby Street,

Guidelines for candidatesassembling KSA materialfor course entry

This document provides guidance for candidates who are applying for a place on a BABCPLevel 2 Accredited Course including IAPT HI PG CBP courses

The guidance explains the rationale for, and direction for how to evidence, at the point ofinterview, how you meet the core Knowledge, Skills and Attitudes (KSA) criteria for evaluationby the Course KSA Selector

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Introduction

BABCP Level 2 Accredited PG Diploma in CBP courses are required to take responsibility for formally assessingcandidates’ suitability for further training in CBP.

Level 2 Accredited courses, including IAPT HI courses are not under obligation to allow entry onto their courseindividuals who they deem unsuitable to undertake further training in CPB. They are, however, entitled toaccept candidates who they assess to be suitable, who do not have a relevant recognised Core Professionaltraining or qualification.

If electing to accept candidates onto their course who do not have a recognised relevant Core Professionaltraining or qualification, the course undertakes to provide evidence of a formal and robust process of selectionwhich considers the candidates’ previous training and experience to assess suitability for the CBP trainingprovided on the course.

These candidates are considered to be ‘KSA Candidates’; the term used to describe those individuals who meetthe core Knowledge, Skills and Attitudes criteria, equivalent to a recognised relevant Core Professional trainingor qualification.

A course selector can decide whether the KSA candidate should meet all of the KSA criteria on entry to theircourse, or whether they sufficiently meet the criteria so that by the end of the training, they will have met all ofthe criteria. Should there be a shortfall in meeting the KSA criteria on entry onto the course, the course isobliged to undertake to provide training, or facilitate relevant training opportunities to meet any shortfall thecandidate might have, so that on graduation from the course, the candidate can evidence having met all KSAcriteria.

It remains the responsibility of the course to evidence that it has formally assessed KSA candidates as havingmet all KSA criteria before graduation.

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Your Responsibility as a KSA Candidate

As a KSA Candidate, you will be responsible for providing KSA Evidence, usually in the form of a Portfolio, ofhow you meet the KSA criteria, in lieu of a relevant recognised Core Professional training or qualification.

This is a significant piece of work, which should be seen as a useful personal reflection and summary of yourhistorical training and experience, which has contributed to your acquisition of the foundation of knowledge,skills, attitudes, competencies and experience that underpin all psychotherapeutic work, and thereforeevidence that you are suitable for further specialist CBP training at PG level and work as a CognitiveBehavioural Psychotherapist.

It is worth noting that whilst this might seem to be a substantial task, this provides you with an opportunity toevidence that you are suitably qualified to access training that would otherwise not be available to you in theabsence of a relevant recognised Core Professional training or qualification. Were you to have undertaken oneof those Core Professional trainings, it is likely that you would have been required to undertake tasks orassignments which would have necessitated work similar or equivalent to assembling the KSA Portfolio.

An individual meeting the relevant recognised Core Professional qualifications or trainings will usually haveundertaken a first degree or foundation course, followed by Post Graduate level of study. It is thereforereasonable to expect that someone evidencing how they meet the KSA criteria should demonstrate equivalentlevels of knowledge, skills, attitudes, competencies and experience.

At the point of interview for a BABCP Level 2 Accredited PG Diploma in CBP, including IAPT HI PG Diploma inCBP, you are required to provide the Course KSA Selector with a Summary of how you meet the KSA criteria. Atthis point, you are not required to provide supporting evidence, but should be aware that if you are offered aplace on the course, you will be required to provide a complete KSA Portfolio which evidences how you meeteach of the criteria.

For further information, refer to the Guidelines for Assembling and Assessing KSA Portfolios and Evidence forCourse Assessment document, which provides detailed guidance for assembling and evidencing your KSAPortfolio, and is available from the Course KSA Selector

How to summarise information for your interview

You are required to provide the Course KSA Selector with a detailed summary of how you meet the KSAcriteria, prior to interview.

You have been provided with two template documents:

• KSA2 Self-statement

• KSA6 Clinical Experience Record

For the KSA2 Self-statement, you should complete a separate statement for each of the 13 KSA criteria, whichexplains how you have met the criteria. Refer to the ‘Self-statement’ requirement (found in the section Self-statement Guidance later in this document).

A Self-statement provides the opportunity to make a full summary of the following information:

• How the knowledge, skill and/or attitude was learned and acquired, for example where the training and/orexperience was undertaken, through what trainings, in what work settings etc.

• Briefly, what knowledge and/or skill was learned or acquired

• A critical appraisal of how this knowledge and/or skill applies to psychotherapeutic roles

• Illustrative example/s of the application of the knowledge and/or skill which demonstrate some criticallearning from the outcome

You are not required to attach evidence at this time.

For the KSA6 Clinical Experience Record, you should provide details of your relevant mental health andpsychotherapeutic clinical experience, which equates to at least two years full-time work in these areas.

These should be completed electronically in Word, saved (important because you will need them again later),and sent to your Course KSA Selector

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Below you will find two examples of a Self-statement, an example of a Clinical Experience Record, and for each ofthe 13 KSA criterion, an explanation of the criterion and a description of the requirement for your Self-statement.

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Example

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The Lead Organisation for CBT in the UKBritish Association for Behavioural& Cognitive Psychotherapies

CORE KNOWLEDGE, SKILLS AND ATTITUDES EVIDENCESELF STATEMENT

Applicant/Candidate Name Mark Peters

KSA Criterion Category KNOWLEDGE

Criterion Item Number & Name 1. LIFE STAGES AND HUMAN DEVELOPMENTS

Applicant Self-statement Attesting to Criterion

I grew up among a family of teachers - both Primary and Secondary - and had an interest in humandevelopment from relatively early on in life. The first in-depth piece of work I completed on the subjectwas a Child Development project, undertaken while working towards AS level English in 1995.

I continued to develop my awareness of life stages and human development on the Counselling Diplomacourse (2001-2), when I studied the approaches of various schools of thought on Personality Development- from infancy to adulthood - including the Humanistic (Person-centred) perspective and overviews ofboth the Psychodynamic and Behavioural theoretical stances.

Whilst studying towards my BSc Health Psychology (2004-6), a core module covering developmentalapproaches was undertaken in year two. The module introduced the concept of human developmentfrom a neo-natal perspective, across the lifespan to include gerontology, death and bereavement. Withindevelopmental or lifespan paradigms, the premise is that differing variables affect different people indifferent ways at certain stages in life. Not only seen as a biological process, but as a psychological processoccurring on a continuum. Furthermore, human development occurs at all points across the lifespan(Batles et al., 1980; Baltes et al., 1977; Honzik, 1984). Knowledge was assessed by a 2,000 word courseassessment, a Q methodology report of attitudes and behaviours, in addition to an end course unseenexam (results attached this section).

More recently the Certificate in Cognitive Behavioural Therapy I attended in 2008 outlined theory ofcognitive development from early childhood onwards, as a basis for problem formulation. I also learnedabout young people's issues relating to CBT: we debated young people's suitability for CBT and discussedtailoring self-help and psycho-educational materials for children and adolescents. Finally, we addressedformulation for young people, service provision for clients aged 16-18 and Adult Mental Health serviceprovision.

I have also acquired knowledge through my working roles and placements by means of undertaking thetraining in, and subsequent conducting of varying risk assessment tools. I have received awarenesstraining in the OASys risk management tool, full training in the Historical, Clinical and Risk (HCR20) tool,the Violence Risk Scale (VRS), the Static 99, RM2000 risk assessments. The Structured Assessment of Riskand Treatment Need (SARN). All of these tools consider developments throughout an individual’s life, fromearly development, such as family background, educational history, relationship developments, mentalillness, and personality development.

Throughout my employment with HM Prison Service at NAMED PRISON, I was required to complete in-depth and extensive life formulations and conducted in excess of 20 initial assessments with prisonersdeemed suitable for Dangerous and Severe Personality Disorder (DSPD) Services. I was also significantlyinvolved in the delivery of a number of treatment programmes as a Primary Therapist, delivering HandlingConflict, Creative Thinking, Problem Solving, Psycho-education and Psychodrama sessions; all of which

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Example

Applicant Signature Mark Peters

involved the need to acquire in-depth details surrounding the individuals life, from birth to the present,via means of self disclosures, collateral evidence, time lines, and life maps. I also completed assessmentssuch as the Psychopathy Checklist revised (PCLr) and the International Personality Disorder Examination(IPDE) which looks at the prevalence of behaviours and characteristics over the individual’s life.

Application of knowledgeIn my current role working for the NHS in Forensic Mental Health, I am also required to conduct initialassessments with patients which require an in-depth consideration of their entire life history, from earlydevelopment, onset of mental health difficulties and current presentation. This knowledge has informedmy practice as I am aware of the numerous factors influencing human development on an individual,interpersonal and inter-relational level. I undertake assessment of service users utilising a biopsychosocialapproach, primarily assessing functional ability/impairments, psychological and social factors which maybe barriers to returning to work, planning & supporting the rehabilitation process collaboratively, withagreed goals and interventions. This includes completing a history in terms of past and current issueswhich may be contributing to current mental health problems.

For example, I have recently assessed a service user, who disclosed she had always felt less important thanthe rest of her siblings, from early childhood. By obtaining this information we were able to discuss herbeliefs and assumptions in relation to her current relationships.

Evidence attachedNot required for Course Entry application stage of process

ACCREDITATION




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Example

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CORE KNOWLEDGE, SKILLS AND ATTITUDES EVIDENCESELF STATEMENT

Applicant/Candidate Name Karen Jones

KSA Criterion Category ATTITUDES

Criterion Item Number & Name 12. SELF EVALUATION AND REFLECTION

Applicant Self-statement Attesting to Criterion

I have developed a high level of self-reflection, acquired through various trainings and also throughinteractions with trainers, colleagues, supervisors, and clients. Specifically with clients I am aware of myown values and beliefs, especially in relation to implicit attitudes that may be transmitted non-verbally.

During my BSc Health Psychology research modules (2009-11), we were taught the importance ofremoving researcher bias from the outcome of a study, and this helped me to reflect on how, in the sameway as a therapist I need to attempt to remove personal bias and past experience when communicatingwith a client who may have a similar experience to my own. During my training and work as a GatewayWorker (2011-14), there was always an emphasis on ensuring that clients’ attitudes were respected,despite personal bias, and that having self-awareness of my own attitudes, beliefs, values and experiencesand how they might impact on my interaction with another person was paramount.

My most significant learning occurred as part of my 1 year Counselling Skills Certificate (2013), when I wasrequired to complete a personal reflective journal. People learn experientially, and by keeping a record ofreflections and evaluations, we are able to observe our weaknesses and strengths and make progressaccordingly. It is important to think about experiences in practice, viewing them as opportunities forlearning, in order to lead to better understanding of a situation. I was able to reflect on my responses todifferent clients and colleagues, and recognise how my own values in particular could impact on myrelationships. I recognise the importance of having an honest relationship with myself in order to stayaware of my internal processes. Often, we may be too close to a situation to see it objectively therefore athird party view is often beneficial. I have increasingly found Clinical Supervision a useful place tocontinue to develop self-awareness and undertake self-reflection.

I find that developing self-awareness and being able to self-reflect is an ongoing process, and I learn moreall the time.

Illustrative examples of exercising self-reflective capacity, or with self-awareness:

During my work as a Gateway worker, I assessed a woman who was experiencing chronic depression. Shecommented repeatedly during the initial assessment session, and even made a point of calling me laterafter the session, to say that she had for the first time in her life felt she had connected with someone(me), and indicated that she was particularly keen to continue contact with me, and not be referred toanother counsellor or psychotherapist. I had made use of self-disclosure in the assessment, brieflyexplaining that I had experienced something similar to her and therefore could empathise, which I laterreflected on in Supervision as an error of judgement, because although it was helpful to normalise for thisclient, it also bound us in an unhelpful way. Because I felt responsible for this, I also decided to work withher, when she was much better suited to CBT, and again I explored this in Supervision a couple of monthslater because I did not have the skills, nor was it within my role remit, to undertake long-term counselling,



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Example

and I eventually had to refer her on to CBT, which could have been damaging to the client, since trust wasa significant issue.

In an assessment, I found difficulty in engaging with a male client who demonstrated misogynistictendencies and was describing abuse to previous girlfriends. I found myself becoming very judgmental,due to my previous experience where someone close to me experienced spousal abuse. I quickly realisedthis was going to be a challenge, and took the case to supervision. With support I was able to look moreobjectively at the situation, and place my focus on formulating with the client why he was so abusive andwhere his attitudes to women came from. In this case a bad relationship with his mother andgrandmother made him feel this way about all women, and we were able to work together in acollaborative manner towards a change in beliefs and behaviour. Being objective did change my attitudetowards this client considerably.

Application of knowledgeIn my current role working for the NHS in Forensic Mental Health, I am also required to conduct initialassessments with patients which require an in-depth consideration of their entire life history, from earlydevelopment, onset of mental health difficulties and current presentation. This knowledge has informedmy practice as I am aware of the numerous factors influencing human development on an individual,interpersonal and inter-relational level. I undertake assessment of service users utilising a biopsychosocialapproach, primarily assessing functional ability/impairments, psychological and social factors which maybe barriers to returning to work, planning & supporting the rehabilitation process collaboratively, withagreed goals and interventions. This includes completing a history in terms of past and current issueswhich may be contributing to current mental health problems.

For example, I have recently assessed a service user, who disclosed she had always felt less important thanthe rest of her siblings, from early childhood. By obtaining this information we were able to discuss herbeliefs and assumptions in relation to her current relationships.

Evidence attachedNot required for Course Entry application stage of process

Applicant Signature Karen Jones

ACCREDITATION




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Example

ACCREDITATION


CORE KNOWLEDGE, SKILLS AND ATTITUDES EVIDENCERECORD OF RELEVANT CLINICAL EXPERIENCE

Training Body Named University

Applicant Name Karen Jones

Dates from-to

2000-2003

Employer

NamedCorporateOrganisation

Job Role

Team Leader,Full-time

Details of Experience

My work was mainly business development, but Ihad responsibility for employee motivate andsatisfaction for my team of 14, and this includedassessing and supporting their development needs,and also their personal circumstances whereappropriate; I had in-house training so that I couldprovide 'workplace counselling' to supportemployees with personal needs which affectedworkplace performance, which included mentalhealth problems.

2003-2010 Named MentalHealth Charity

ServicesDevelopmentAssistant,Part-time

I worked with the Services Development Managerto develop support, counselling and psychotherapyservices that the charity provided to users, and alsoto investigate and develop relationships with othersuitable services in the area, for signposting, whichincluded specialist bereavement counselling, drugand alcohol services, and condition managementprogrammes.

2010-2012 Named MentalHealth Charity

TraineeCounsellorPlacement, andCounsellor,Part-time

As part of my Counselling Skills course, I undertooka placement for 6 months, and provided Counsellingto x3 clients, using a Person-centred approach

On completion of my training I continued in thisrole, providing Counselling for two days per week

2012-2014 Named NHSTrust

GatewayWorker

I was emplyed initially in a training role, and thenemployed at band 6, assessing clients referred byGPs and Secondary Care services, providing guidedself help and brief Counselling, and referring toCounselling, CBT, Psychodynamic Therapy, CAT, DBT,and signposting to other external helpingprofessions services



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Record of Relevant Mental Health and Psychotherapeutic Clinical Experience (page 1 of 1)

Applicant Signature Karen Jones

Knowledge

1. Life Stages & Human Knowledge of life stages and human development, includingDevelopment understanding life-span development cycles during infancy,

childhood, adolescence, adulthood and old age

Self-statement

• Please provide a Self-statement attesting to evidence of youracquisition of learning about life stages and human development

Knowledge

2. Health & Social Care Knowledge of the delivery and legislation of health and socialApproaches care through statutory and non-statutory bodies both national

and local

For example:

• Mental Health Act/Mental Capacity Act

• National Services Framework/New Horizons

• NICE Guidelines

• Social care policies

• Human rights legislation

• Data protection, access rights and confidentiality laws

• Statutory and non-statutory codes of conduct

• Variations of available services, for example IAPT, stepped caremodels

• Models of service delivery

Self-statement

• Please provide a Self-statement attesting to evidence of yourexposure to and developed awareness of key and currentlegislation, including at least two illustrative examples of theapplication of this knowledge

Knowledge

3. Psychopathology/ Demonstrate an accurate understanding of psychopathologyDiagnostic Skills and problem definitions

For example:

• Working knowledge of systems of classification, diagnostic criteriaand tools, for example DSM, ICD, diagnostic and symptom reportquestionnaires

Self-statement

• Please provide a Self-statement by attesting to evidence of youracquisition of learning about psychopathology, diagnostic criteriaand tools, and the proven understanding and application of thisknowledge through at least two illustrative examples

Self-statement GuidanceCriterion Category,Criterion Number & Item

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Knowledge

4. Models of Therapy Knowledge of a variety of theoretical models of intervention

For example:

• Understanding the historical context and implications forintervention of at least four of the following substantivetheoretical models

• Cognitive/ Behavioural, including Roth & Pilling CompetencesFramework

• Biological

• Pharmacological

• Psychodynamic

• Humanistic / Person Centred

• Systemic and family

Self-statement

• Please provide a Self-statement attesting to evidence of youracquisition of learning about a variety of theoretical models, and theproven understanding and application of this knowledge through atleast two illustrative examples

Note: Illustrative examples are a mandatory element of the reference,countersigned self-statement, or self-statement . They must provideevidence of basic understanding of the models involved, as well asoutlining specifically where knowledge of the models was obtained.

Skills

5. Competency in Key Evidence of proven understanding of the importance of, and Relationship Skills competency in the application of key psychotherapeutic

relationship skills, such as active listening, warmth, empathy,trust, and rapport building

Self-statement

• Please provide a Self-statement attesting to evidence of youracquisition of key relationship skills, and the proven understandingand application of the knowledge and skills through at least twoillustrative examples


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Skills

6. Maintain & Manage Records Evidence of the acquisition of skills for maintaining andand reports managing formal and informal records and reports and other

professional documents, and understanding and skills necessaryto comply with legislative guidance, for example data protectionand freedom of information matters

Self-statement

• Please provide a Self-statement attesting to evidence of youracquisition of skills for maintaining and managing formal andinformal records and reports and other professional documents,and understanding necessary to comply with legislative guidance.Also attest to the your proven understanding and application ofthe knowledge and skills through at least two illustrative examples

Skills

7. Communication with Ability to maintain effective and appropriate communicationsServices & Colleagues with internal and external interested parties, including other

professionals at all levels, and non-professionals

For example:

• Ability to communicate both orally and in writing makingadjustments to suit target audience, for example speaking without‘jargon’ to non-professionals

• Ability to use common language when dealing with otherprofessionals

• Ability to maintain focus on relevant areas of interest so as tofacilitate processes helpfully

Self-statement

• Please provide a Self-statement attesting to evidence of yourability to communicate effectively at all levels, with internal andexternal parties, to maintain focus on relevant areas of interest soas to facilitate processes helpfully, demonstrated by at least twoillustrative examples

Skills

8. Awareness of Risk Demonstrate a high level of awareness of potential risks to andfrom clients, based on an ability to assess the probability of self-harm, suicide, hostility, neglect, violence, exploitation, and ofchild protection and vulnerable adult issues, with acommensurate knowledge of their responsibility to respond tothese

Self-statement

• Please provide a Self-statement attesting to evidence of youracquisition of knowledge of potential risks to and from clients, andof child protection and vulnerable adult issues, demonstrating acommensurate knowledge of your responsibility to respond tothese, by providing at least two illustrative examples


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Skills

9. Comprehension of Research Demonstrate critical skills in reading, analysing and discussingpublished research studies, understanding of the implications ofresearch and its application in the development of knowledgeand practice in helping and psychotherapeutic roles

Self-statement

• Please provide a Self-statement attesting to evidence of youracquisition of knowledge of the implications of research, itsapplication in the development of knowledge and practice, andcritical skills in reading, analysing and discussing publishedresearch studies. Also attest to your proven understanding of andinvolvement with the application of the knowledge and skillsthrough an illustrative example

Skills

10. Commitment to Practice in an ethically appropriate manner through Ethical Principles interpersonal, professional and academic relationships with

clients and colleagues, for example in respect of laws, rights,legislation, honesty and integrity, confidentiality, dignity,equality and diversity, fairness and respect, exploitation,boundaries etc.

Self-statement

• Please provide a Self-statement attesting to evidence of youracquisition of knowledge of ethically appropriate conduct, andyour proven understanding of and skill in the application of thisknowledge by providing at least two illustrative examples ofsuccessfully working through ethical dilemmas

Note: Illustrative examples are a mandatory element of the reference,countersigned self-statement, or self-statement. They should provideclear evidence of working through ethical dilemmas drawn directlyfrom clinical experience.

Useful reading: Bloch, S; Green, S 2009 ‘Psychiatric Ethics’ OxfordUniversity PressHope, T Ch 4 Ethics ‘The Oxford Guide to Surviving as a CBT Therapist.’2010 Oxford University PressSeedhouse, D 2008 ‘Ethics: The Heart of Healthcare’ 3rd ed WileyThompson, M 2010 ‘Understand Ethics: Teach Yourself’ McGaw, Hill


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Attitudes

11. Fitness to Practice and Evidence of personal suitability to working in a helping roleSuitable at a Personal Level Self-statement

• Please provide a Self-statement evidencing your fitness to practiceand suitability to be working in a helping role, including forexample CRB checks completed, no criminal convictions orprofessional judgements against you that would exclude you fromworking in a professional capacity, a statement that you have areasonable standing within the professional community, with thisclearly evidenced by giving illustrative examples that you are ableto appropriately form, maintain and end helping relationships, in away which holds to appropriate professional boundaries

Note: Additionally, the self-statement from the applicant mustconfirm that the applicant:

...is able to practise as an autonomous professional, exercising theirown professional judgement,

...is able to assess a situation, determine the nature and severity ofthe problem and call upon the required knowledge and experienceto deal with the problem,

...is able to initiate resolution of problems and is able to exercisepersonal initiative,

...knows the limits of their practice and when to seek advice or referto another professional,

...recognises that they are personally responsible for and must beable to justify their decisions

It is strongly recommended that in demonstrating the above theapplicant draws directly on reflective diary and/or other records ofpractice – utilising these to construct a reflective statement thatconcludes with a description of their contemporary practice andhow they have maintained fitness to practice as an appropriateperson


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Attitudes

12. Self Evaluation Capacity to reflect on and evaluate own values, priorities etc.and Reflection

Self-statement

• Please provide a Self-statement attesting to what evidence youhave that the Applicant/Candidate exercises self-reflective capacitywithin their work, giving consideration to their awareness of theirown values and internal processes, significance of prejudices,impact on others, personal skills and attributes and their limitingimpact where appropriate, evidenced by giving at least twoillustrative examples of the Applicant/Candidate acting in a self-reflective way, or with self-awareness, in their work

Attitudes

13. Has enquiring mind and is Receptive to scientist practitioner approach and empiricism,Receptive to Scientist including identifying problems and finding and applying Practitioner Approach evidence-based solutions

Self-statement

• Please provide a Statement attesting to what evidence you havethat within the Applicant/Candidate’s practice they demonstratecuriosity and a spirit of enquiry in collaborative working which hasemphasis on an evidence-based approach to both identifyingproblems and finding and applying solutions to them, not onlyterms of drawing from evidence-bases commonly used withinmental health, but their ongoing involvement in, and contributionto, the development of the evidence-base with other practitionersand professionals, evidenced by at least two illustrative examples



Guidelines for candidates assembling KSA material for course entry - May 2014

Documents

Guidelines for candidates assembling KSA material for ... · Widely Recognised Accreditation | High Quality CPD | CBT Register UK Registered Office: Imperial House, Hornby Street,