QUALIFICATION FORENSIC

FOR

EN

SICQUALIFICATION

in FORENSIC PSYCHOLOGY(Stage 2)

HANDBOOK for CANDIDATES (July 2021)

BPS.ORG.UK/QUALIFICATIONS

http://www.BPS.ORG.UK/QUALIFICATIONS

C O N T A C T U S

If you have any questions about the Qualification in Forensic Psychology (Stage 2), please feel free to contact the Professional Development Delivery Team.

Email: [email protected] Tel: +44 (0)116 252 9505

Our address is: Professional Development Delivery Team The British Psychological Society St Andrews House 48 Princess Road East Leicester LE1 7DR

If you have problems reading this document because of a visual impairment and would like it in a different format, please contact us with your specific requirements.

t: +44 (0)116 252 9523; e: [email protected].

For all other enquires please contact the Society on: t: +44 (0)116 254 9568; e: [email protected]

© 2021 The British Psychological Society

All rights reserved. No part of this publication may be reproduced or

transmitted in any form or by any means, electronic or mechanical,

including photocopy, recording or any information storage retrieval system,

without permission in writing from the publisher.

Handbook for Candidates (July 2021)3

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GYCONTENTS

1. WELCOME 5

1.1 Introduction 5

1.2 Eligibility for registration 5

1.3 Scope of forensic psychology 5

1.4 Training as an independent candidate 6

1.5 Aims of the QFP (Stage 2) 7

1.6 Structure and level of forensic psychology training 7

2. ABOUT US 8

2.1 Forensic Psychology Qualifications Board 8

2.2 Professional Development & Assessment Department 8

2.3 Assessor Team 9

3. ENROLMENT 10

3.1 Eligibility to enrol 10

3.2 Engaging a Co-ordinating Supervisor 10

3.3 Planning your training 12

3.4 Time requirements of supervised practice 17

3.5 Length of enrolment 17

3.6 Undertaking some of your training outside of the UK 18

3.7 How to apply to enrol 19

3.8 Monitoring progress 23

3.9 Fees and payment options 23

3.10 Interruptions from the qualification 24

3.11 Withdrawal from the qualification 24

4. PROGRAMME OF TRAINING AND SUPERVISION 25

4.1 Contact with your Co-Ordinating Supervisor 25

4.2 Additional Supervisors 25

4.3 Changing your Supervisor 26

4.4 Quarterly supervision plans 26

4.5 Updating your plan of training 26

4.6 Practice Diary 27

4.7 Competency Logbook 29

4.8 Ethics and professional conduct 30

4.9 Consent 31

4.10 Support for Candidates 32

4.11 Support for Supervisors 32

Qualification in Forensic Psychology (Stage 2) 4

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GY 5. ASSESSMENT 33

5.1 Deadline for submission 33

5.2 Extensions to submission deadlines 34

5.3 How to submit 34

5.4 Exemplar reports 37

5.5 Supporting evidence 39

5.6 Submitting work for assessment 39

5.7 Viva assessment 40

5.8 Outcome of assessment 41

5.9 Appeals and complaints 42

APPENDIX 1: CORE ROLES AND COMPETENCIES DEFINED 43

Core Role 1: Conducting psychological applications and interventions 43

Core Role 2: Research 47

Core Role 3: Communicating psychological knowledge and advice to other professionals 49

Core Role 4: Training other professionals in psychological skills and knowledge 54

APPENDIX 2: ILLUSTRATION OF POSSIBLE COMBINATIONS OF EXPERIENCES 57


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GY1. WELCOME

1 . 1 I N T R O D U C T I O N

The British Psychological Society (‘the Society’) is the learned and professional body, incorporated

by Royal Charter, for psychologists in the United Kingdom. The Society has a total membership and

subscribership of approximately 63,000, and is a registered charity. Under its Royal Charter, the key

objective of the Society is ‘to promote the advancement and diffusion of the knowledge of psychology

pure and applied, and especially to promote the efficiency and usefulness of members by setting up a

high standard of professional education and knowledge’.

The Society’s Qualification in Forensic Psychology (QFP) (Stage 2) is a route to eligibility for Chartered

membership of the Society and Full membership of the Division of Forensic Psychology (DFP).

We very much hope that you will find your time on the qualification fulfilling and rewarding.

This Candidate Handbook will provide you with full details about the competencies which you will

be expected to develop and the methods by which you will be assessed. It also includes information

about the key people you will have contact with during your enrolment. The handbook is designed

to supplement the Regulations for the Society’s Postgraduate Qualifications which you should read

carefully and adhere to at all times.

1 . 2 E L I G I B I L I T Y F O R R E G I S T R A T I O N

Practitioner psychologists are regulated by the Health and Care Professions Council (HCPC) and the

titles: practitioner psychologist and forensic psychologist are protected by law. This means that in

order to use one of these titles in the UK you need to be appropriately registered in the UK. The QFP

(Stage 2) is a HCPC approved qualification, which means that upon successful completion of the

qualification you will be eligible to apply for registration with the HCPC.

1 . 3 S C O P E O F F O R E N S I C P S Y C H O L O G Y

Gaining Chartered membership (CPsychol) and full membership of the Division of Forensic Psychology

(DFP) reflects the highest standard of psychological knowledge and expertise which demonstrates a

commitment to professional development and high ethical standards of practice, teaching and research.

Forensic psychologists work empirically and theoretically, i.e. they adopt a scientist-practitioner

perspective and have contributed to the development of research and assessment tools,

their implementation, and best practice guidance in legal contexts, including civil and criminal,

at home and internationally.

This combination of empirical base, theoretical understanding, and use of reputable guidelines

ensures they deliver research, interventions and other forensic services of the highest standard.

In conjunction with being equipped to teach or supervise peers, forensic psychologists aim to

create and sustain inclusivity and diversity across the domains in which they work. As with all

other professional psychologists, their work is subject to ethical, cultural and reflective practice in

collaborative supervision with other psychologists, to achieve service user engagement and goals with

particular populations and across diverse settings in dealing with particular problems.


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GY Training in forensic psychology is typically conducted in two stages to achieve the standards for

CPsychol and Full membership of the DFP: Stage 1 and Stage 2. The first stage involves completion

of a Society-accredited Master’s degree in forensic psychology. For the second stage, trainees can

follow the BPS ‘independent practice route’, leading to the Qualification in Forensic Psychology

(Stage 2). This route requires supervised practice of core forensic psychology competencies illustrated

by a portfolio developed across four core areas. The portfolio of evidence demonstrates the acquisition

of skills in relevant working contexts and with appropriate supervision. These are formally assessed

through examination of the submitted portfolio.

The training programme provides supervision in a range of skills and competencies that is applicable

across a wide range of forensic settings. Core competencies include assessment and interventions,

applied forensic research, development and implementation of policy, training other professionals,

and generic professional psychology skills. In addition to these core competencies, Forensic

psychologists in training may acquire a range of other skills such as managing and bringing about

change in thinking patterns during behavioural change interventions. Skills acquired during training

are theoretically based and highly transferable across a range of contexts. The same behavioural

change principles, for example, are applicable in settings as wide ranging as reducing the risk to the

public of offending to enhancing investigation processes and working with individuals and groups to

the benefit of self, wider communities and society.

Forensic psychologists are trained to a doctoral level in a range of applications. They can work

across a range of settings and with a range of problems. Settings can vary from large-scale prison

programmes, secure mental health services to individual or small group consultations. Forensic

psychologists work with a range of people, including those who have chronic difficulties, those at risk

of offending as a consequence of their behaviour, family members, victims, and the public affected

by crime, and so on. Interventions may be as varied as conducting group therapy programmes,

supporting community care interventions, assessment of risk to inform treatment needs and plans,

helping people manage substance misuse through self-change or assisting witnesses in court

processes or investigations. Forensic psychologists therefore may work directly with individuals or

groups, support other forensic professionals, or in other forensic areas such as the courts, security,

police and/or other law enforcement agencies or investigators. In addition to intervention skills,

forensic psychologists have high level research and consultancy skills that enable them to develop

appropriate and targeted research studies. These can range in scope from the analysis of outcomes of

a service provision to large scale publishable research. Forensic psychologists have made a significant

contribution to international research focusing on a range of issues relevant to psychological

applications linked to the criminal justice system using evidence-based practice to guide their

approaches as reflective science-practitioners.

1 . 4 T R A I N I N G A S A N I N D E P E N D E N T C A N D I D A T E

The Qualification in Forensic Psychology (QFP) (Stage 2) provides a route where you can acquire the

competencies necessary to become a safe, effective, ethical and autonomous practitioner in forensic

psychology, and is designed so that you can take responsibility for your own learning and training.

You will undertake the qualification with the support of the BPS Programme Team and your

Co-ordinating Supervisor.


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GYThe team are committed to ensuring that the QFP (Stage 2) allows you the flexibility to develop the

competencies (Core Roles) in your workplace setting(s) and submit work for assessment at a pace that

fits in with your access to opportunities and other commitments.

Stage 1 must be awarded before you can commence training towards the QFP (Stage 2).

1 . 5 A I M S O F T H E Q F P ( S T A G E 2 )

Upon successful completion of the QFP (Stage 2) you will:

• be an effective, ethical and reflective practitioner, who will engage in learning and development as

commensurate for independent applied psychology practitioners;

• be competent across the four core roles of forensic psychology;

• understand, develop and apply models of psychological inquiry for the creation of new knowledge

which is appropriate to the multidimensional nature of relationships between people; and

• be eligible to register with the HCPC.

1 . 6 S T R U C T U R E A N D L E V E L O F F O R E N S I C P S Y C H O L O G Y T R A I N I N G

The QFP (Stage 2) is a professional body award, designed around work-based learning, which

determines whether or not the required competencies have been demonstrated. It is predicated on

four Core Roles, which are broken down into competencies (see Appendix 1). You will demonstrate

the competencies through three consecutive portfolio submissions and final viva assessment, all

of which reflect your progress and proficiency over a typical timespan of between two and four

years, and demonstrate the acquisition of skills in relevant working context(s) and with appropriate

supervision. Throughout your submissions, you will receive developmental feedback in preparation for

your final submission and viva.


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GY 2. ABOUT US

The Qualification in Forensic Psychology (Stage 2) is administered by the Programme Team.

The Team consists of the Forensic Psychology Qualifications Board (FPQB) and the Professional

Development & Assessment Department.

2 . 1 F O R E N S I C P S Y C H O L O G Y Q U A L I F I C A T I O N S B O A R D

The Board consists of the following roles:

Chair

The Chair of the Board oversees all qualification matters, including enrolment and assessment,

advising the Board on policy and procedural updates, and ensuring that results are released within

the given deadline.

Chief Assessor

The Chief Assessor has oversight of the entire assessment process and manages a team of assessors

who assess the work you submit throughout your period of enrolment.

Registrar Team

The Chief Supervisor/Registrar Team (known hereafter as the Registrar Team) are responsible

for approving your Co-ordinating Supervisor and any Additional Supervisors, and reviewing your

enrolment application and any interim changes to your plan of training. The Registrar Team has

oversight of the supervisory process and remains separate from the assessment process at all

times. Along with the BPS office staff, they are also have responsibility for all communications with

you relating to the qualification and are on hand to help with any queries you have throughout your

enrolment.

Lead Assessors

The Lead Assessors are responsible for supporting the Chief Assessor and assessors. They lead and

support at vivas and run training workshops.

External Examiner

The Board also appoints an External Examiner to oversee the enrolment and assessment processes

and ensure that standards are maintained.

2 . 2 P R O F E S S I O N A L D E V E L O P M E N T & A S S E S S M E N T D E P A R T M E N T

The Professional Development & Assessment Department is formed of both a Delivery Team and

an Assessment and Awards Team. The role of the teams is to ensure the smooth running and

ongoing development of the Society’s qualifications. Your main point of contact with the Team

will be the Professional Development Delivery Officer.

Please find the Delivery Team email address here: [email protected]

You can find the Assessment email here: [email protected]

mailto:forensic.qualification%40bps.org.uk?subject=

mailto:assessments%40bps.org.uk?subject=


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GYIf you are unsure of who to go to, please contact the Delivery Team in the first instance, who

will be able to forward on your query to the most appropriate contact. You can expect the

Qualifications Administrator to do the following:

• support you throughout your training and help with any queries relating to the administration of

your training;

• co-ordinate any communication with the Board;

• process your enrolment form and payment; and

• process your assessments.

If you have any queries during the course of your enrolment, you may find that these are answered in

the Candidate Handbook or Terms & Conditions for the Society’s Postgraduate Qualifications, or on

the website. If not, please contact the Delivery Team who will be happy to help.

2 . 3 A S S E S S O R T E A M

The FPQB has a team of experienced assessors who are responsible for assessing submissions

to determine whether you have demonstrated the competencies. All assessors are Chartered

and Registered forensic psychologists. All assessors are trained prior to taking on the role, with

subsequent attendance at refresher training. Wherever possible, the same two assessors will assess

all of your submissions and your viva.


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GY 3. ENROLMENT

3 . 1 E L I G I B I L I T Y T O E N R O L

In order to be eligible to apply to enrol for the QFP (Stage 2), you will need to:

• be a current member of the Society with the Graduate Basis for Chartered membership (GBC);

• have been awarded a Society-accredited Master’s Degree in forensic psychology;

• be in a position to undertake supervised practice; and

• engage the support of a Co-ordinating Supervisor for the QFP (please see Section 3.2).

Although not mandatory, you are encouraged to engage in some level of practical work experience

prior to enrolling so that you have a good understanding of the nature and scope of forensic psychology

and your individual suitability for the role. This does not need to be in a forensic setting or within a

psychology service, specifically, but should allow you to develop core interpersonal skills such as

supporting or helping people. Developing a range skills and competencies linked to your role, and the

qualification, is advantageous prior to applying in order to ensure that during the period of enrolment

you are able to make the necessary progress in line with the submission track to which you are aligned.

You must maintain your membership of the BPS throughout your period of enrolment on the

qualification (see Section 3.11).

3 . 2 E N G A G I N G A C O - O R D I N A T I N G S U P E R V I S O R

Your main source of support will be your Co-ordinating Supervisor (CS) who has overall responsibility

for the entire supervision process. They will be your first point of contact to discuss your plan of

training and preparation for assessment. You must ensure that they are able to undertake the

necessary functions for the full period of your enrolment. If you do not already have a Co-ordinating

Supervisor in place, you can search for one using our Register of Applied Psychology Practice

Supervisors (RAPPS). This can be accessed on our website at www.bps.org.uk/rapps.

You should look for registrants specifically with ‘Qualification in Forensic Psychology’ listed in the

‘Supervision required’ section. This indicates that they are already approved as a CS, and they have

attended training for the role. In addition, they may have a degree of experience in supervising other

candidates through the QFP (Stage 2). Some registrants may have forensic psychology listed in their

domain but this does not necessarily mean that they are eligible to be a CS; although you can still

contact them to see if they meet the criteria below and are willing to undertake specific training for the

role. Alternatively, you may find a CS through your colleagues or professional contacts, and provided

that they meet the criteria below, you can propose them in your enrolment application.

Given the importance of the working relationship between you and your Co-ordinating Supervisor,

you may wish to make contact with more than one potential Co-ordinating Supervisor before carefully

considering who you wish to work with in this role.

Your Co-ordinating Supervisor must:

• be a Chartered psychologist;

• be a Full Member of the Division of Forensic Psychology (DFP);

www.bps.org.uk/rapps


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GY• be entered on the Society’s Register of Applied Psychology Practice Supervisors (RAPPS) and

recognised as a supervisor for the QFP (Stage 2);

• be registered with the Health and Care Professions Council (HCPC) as a forensic psychologist; and

• fulfil ongoing supervisor training requirements.

Supervisors must have completed all supervisor training modules before your enrolment application

can be approved, and they must attend a qualification specific workshop before you can submit your

first submission for assessment.

In order to ensure that all candidates receive an appropriate level of support from their Co-ordinating

Supervisor, there is a limit to the number of candidates that a Co-ordinating Supervisor can be

approved to take on at any one time. This is a maximum of four. Requests to exceed this may be

considered by the Qualifications Board, who would take into account the individual circumstances of

the Co-ordinating Supervisor to make their judgement.

Your Co-ordinating Supervisor is required to perform the following duties:

• support you in the completion of pre-enrolment documentation;

• take on a co-ordinating role in relation to the overall supervision process, especially where you

have one or more additional supervisors;

• offer support to additional supervisors in relation to the specific supervision that they will be

providing, ensuring that they understand what is expected;

• complete the required sections of forms relating to your enrolment and assessment;

• monitor your progress towards achieving the qualification including ensuring compliance with all

BPS requirements;

• to review progress against your chosen track and to work with you, and the Registrar Team, to

amend the track if this is required;

• provide guidance and support to you throughout the period of enrolment, including in relation to

opportunities relevant to satisfactory completion of the Core Roles;

• offer feedback and guidance on your written work prior to submission for assessment (please note

that this does not constitute a formal assessment of your work);

• support you in conducting the placement audit for each placement in collaboration with the

placement host;

• ensure that a risk assessment is undertaken at enrolment and, subsequently for any change of

setting;

• ensure that you understand what your responsibilities are and what process to follow in the event

that you need to raise a concern about the safety and/or wellbeing of service users;

• provide any support and guidance you require in the event that you need to raise a concern about

the safety and/or wellbeing of service users;

• provide you with information relevant to your training (e.g. academic, ethical, organisational,

professional);

• encourage you to reflect on your learning/practice, and to engage in creativity, problem-solving

and the integration of theory into practice;


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GY • maintain regular contact with you. Flexibility will be required at differing points such as when a

candidate is submitting work;

• listen to your views and concerns regarding your work in progress and offer appropriate advice;

• countersign your Practice Diary and oversee the collation of supporting evidence;

• complete the required sections of your Records of Completion and write the Supervisor’s

Report(s) required for inclusion in your Portfolio of Competence;

• complete the required sections of your quarterly reviews and competency logbook;

• monitor your fitness to practise and ethical standards while you are enrolled;

• engage in an annual self-appraisal process; and

• adhere to the Society’s Member Conduct Rules.

You will need to agree a contract with your CS before you apply to enrol. You are advised to ensure

that the contract includes details of all fees payable to your CS, along with how often contact will be

made and the method of communication. A copy of the contract must be submitted as part of your

enrolment application. A sample contract is available on the BPS website which you can amend to

suit your individual arrangements.

Please note that the BPS Office is unable to advise on fee setting or become involved in the contracting

process. Potential CSs may request references before entering into any arrangement with you.

CSs who do not continue to fulfil the criteria required for the role will no longer be approved to

supervise and their candidates will need to find a new CS. Please ensure that your CS has copies

of this handbook, the Terms & Conditions for the Society’s Postgraduate Qualifications, and all

correspondence between you and the Society, including all letters providing details of assessment

results.

The minimum level of contact between yourself and your CS is two hours per fortnight. Where your CS is

not supervising your work directly, you must spend the equivalent of an additional two hours per month

in contact with them. The two hours per fortnight would be spent with your Additional Supervisor(s).

You and your CS may agree that it is appropriate to engage the support of an Additional Supervisor

to help guide you through some aspects of your training. For more information on this, please see

Section 4.2.

3 . 3 P L A N N I N G Y O U R T R A I N I N G

3.3.1 The setting

All of your work should be within or linked to settings in which forensic psychology is applied. You are

able to undertake supervised practice towards the QFP if you are engaged in a paid or voluntary trainee

forensic psychologist related role within any of the example applied forensic settings below:

• prison services;

• probation services;

• rehabilitation units;

• secure hospitals;

• social services;

https://www.bps.org.uk/news-and-policy/member-conduct-rules


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GY• forensic care settings; and/or

• any other public, private and voluntary work as deemed appropriate by the Qualifications Board.

3.3.2 Areas of work

With the appropriate support and guidance, you will gain direct experience of the realities of professional

working in relevant contexts, develop practical skills and the ability to integrate theory into practice.

In ideal circumstances, forensic psychologists in training who work primarily with offenders and/or

victims of crime should experience a range of behaviours in a variety of settings.

We have provided a table (Appendix 2) which provides the possible combinations of experience and

shows the diversity of forensic psychology.

It is acceptable to aggregate coverage of Core Roles where several of these are likely to be involved

in a single work area but, as a general rule, a single work area can be used in fulfilment of two Core

Roles (either in full or in part). For example, one of your work areas selected for addressing Core

Role 1 (Conducting Psychological Applications and Interventions) might be carrying out specialist

assessments of people convicted of sexual offences. This project might be prepared for a parole

board hearing or another formal meeting and could, therefore, also be submitted for Core Role 3

(Communicating Psychological Knowledge).

Furthermore, no more than three pieces of evidence concerning the same behaviour or interest (e.g.

risk assessment, sexual offending, substance abuse etc.) will be approved. It is your responsibility to

ensure that this rule is adhered to.

If you are unsure whether you are able to demonstrate the required breadth of experience, please

contact us ([email protected]).

3.3.3 Preparing your plan of training

The Plan of Training that you submit at enrolment will outline the work you intend to undertake across the

four Core Roles throughout your period of enrolment.

The eight Exemplar Plans will cover the four Core Roles and will be used alongside the Plan of

Training to indicate how you will achieve the competencies set out in Appendix 1, and how you will

meet the minimum supervised practice requirements. You will also be required to demonstrate how

you will achieve the minimum number of days for the different Core Roles as outlined here:

• Core Role 1A: Forensic psychological assessments (minimum 45 days).

• Core Role 1B: Forensic psychological interventions (minimum 45 days).

• Core Role 1C: Directing implementation of applications/interventions carried out by others

(competency 1.6) (minimum 15 days).

• Core Role 2: Research (minimum 90 days).

• Core Role 3A: Providing psychological advice to aid the formulation of policy and its

implementation (competency 3.1) (minimum of 15 days).

• Core Role 3B & C: Communicating psychological knowledge and advice to other professionals

(minimum of 90 days).

• Core Role 4: Training other professionals in psychological skills and knowledge (minimum 45 days).

mailto:forensic.qualification%40bps.org.uk?subject=


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GY Your Practice Diary must account for the remaining 115 days practice not aligned to the exemplars

above. Each Core Role is defined by detailed competencies used by forensic psychologists. They are

relevant across a range of tasks, settings and client or target groups. The abstract way in which they

are stated makes them applicable within the variety of contexts in which forensic psychologists work.

These competencies can be used to guide planning, supervision and appraisal. The four Core Roles

are outlined in full in Appendix 1 together with their constituent competencies.

Some ideas that you and your Supervisor(s) may find helpful to guide you with respect to the

Exemplars are as follows:

• the responsibility for ensuring an appropriate range of experience and quality of work lies with

you and your Co-ordinating Supervisor, who may need to liaise with the placement host. Not

everything you do can be represented in the Exemplars. The whole period of supervision for a

Core Role is represented across the material contained in the relevant section of your Portfolio of

Evidence (i.e. Practice Diary and Competency Logbook);

• the convention of using the term Exemplar has been adopted to help identify them as more than

‘examples’ of the work which is being conducted, to represent them as distinct pieces of work

rather than inclusive of all work conducted and to distinguish them as a standard to be attained;

• each Exemplar is expected to represent a competent example of your practice, conducted to the

standard expected of a Chartered psychologist. Each Exemplar report should demonstrate the

majority of competencies for the Core Role, and all must be demonstrated across the Exemplar

Reports. All competencies must be signed off in the Competency Logbook;

• the Society’s Code of Ethics and Conduct should inform all the work you undertake as

psychologists in training. Candidates should also be aware of, and comply with, the Health and

Care Professions Council Standards of Conduct, Performance and Ethics. It is the responsibility

of your Co-ordinating Supervisor(s) to ensure that you do not undertake work for which you have

received insufficient preparation or training.

Your Plan of Training will need to satisfy the Qualifications Board that you understand what is required

and that you have plans in place to show how you are going to meet these requirements. You will be

helped in formulating your Plan of Training and exemplar plans by your CS and will need to include

details of the following:

• the areas of work through which the competencies will be addressed, with target dates for

completion for each competency;

• the types of evidence, which will demonstrate satisfactory performance within or across the

competencies;

• appropriate placement approval documentation for the site(s) at which the work-based activities

will be undertaken;

• any additional training/development activities which are required;

• any request for backdating of the Plan of Training, with appropriate supporting evidence;

• the name of your Co-ordinating Supervisor and any additional supervisors;

• the expected date of overall completion of your training;

• additional information proposing how these areas of work activity/responsibilities relate to the

competencies (it is not necessary to specify units);

https://www.bps.org.uk/news-and-policy/bps-code-ethics-and-conduct

https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/


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GY• an estimate of the percentage of total work time spent on each area of work activity/

responsibilities; and

• the total percentage of work time spent on core competencies overall.

Your Plan of Training should be carefully prepared with the flexibility to allow necessary changes.

Where practice outside of designated areas of work from the Plan of Training is encompassed in your

supervision you should indicate this in your Practice Diary.

Your Co-ordinating Supervisor should only accept that a role is relevant to your needs if they are

satisfied that the job description and information concerning opportunities for the development

and application of core competencies are an accurate description of your circumstances. They

should discuss any doubts about this with you in the first instance. If any persist, they should then

communicate these to your Registrar in writing.

Please note that when you apply for a job, you should make it clear to your potential employer that

you intend to undertake, or are enrolled for, the QFP (Stage 2). You should provide your line manager

with all necessary information and obtain their consent and co-operation with respect to your training.

An early meeting between yourself, your Co-ordinating Supervisor and an appropriate person in the

workplace is strongly advised.

3.3.4 Backdating

Your supervised practice will formally begin with the approval of the Plan of Training. However, this

may be backdated to encompass a maximum of six months prior to the point at which you submit

your application. If you wish to request backdating please indicate this on your enrolment application

ensuring that it is justified in your Plan of Training.

Any work undertaken during a backdated period must be supervised by a forensic psychologist who

meets the supervisor requirements (see Section 4.2).

Please note that:

• backdating does not reduce the overall length of enrolment or affect your enrolment track.

It is a means of enabling you to take into account work that you have already started but not yet

completed;

• backdating cannot be granted when a Plan of Training has been rejected at the first attempt, as

this would backdate into a period when the Plan was deemed to be unacceptable;

• you must have a Practice Diary in place covering the period of backdating which has been signed

by your Co-ordinating Supervisor; and

• your enrolment cannot be backdated into a period prior to the award of your MSc (Stage 1).

Should you wish to apply for a period of backdating you should outline this in the relevant section

of the enrolment form.

3.3.5 Core Role requirements

Each Core Role has specific requirements which should be taken into account when formulating the

plan of training and preparing for submission. Please see Section 5.4 for further details.


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GY 3.3.6 Accreditation of Existing Competence (AEC)

When preparing your enrolment and your Plan of Training, you may feel that you can already

demonstrate some of the competencies on the basis of prior work or postgraduate qualifications

achieved. If this is the case, you can apply for Accreditation of Existing Competence (AEC) using the

AEC Application Form available on the Society’s website.

The application for AEC must be submitted as part of the candidate’s application to enrol. AEC

applications submitted once enrolment has been approved cannot be considered.

Upon careful consideration of all evidence provided by the candidate, the Lead Assessor may agree

for the candidate’s existing competence to be used towards completing the Society’s qualification

but under no circumstances can prior experience and learning exceed 50 per cent of the overall

required assessments (see below). While considering the application, the Lead Assessor may request

additional information in support of the application. A final decision regarding AEC will be given at the

enrolment stage.

The following points should be noted:

• All work being considered for AEC should have taken place once Stage 1 has been awarded to

the candidate.

• The work must have been supervised by a Chartered psychologist who is a full member of the

DFP and registered with the HCPC as a forensic psychologist; the only exception that will be

considered is for Core Role 2 where the research has been supervised by an appropriately

qualified academic with doctoral level training.

• It is possible to apply for AEC for the whole of Core Role 2 and Core Role 4; a maximum of 50 per

cent of Core Role 1 (i.e. Part A or Part B) and Core Role 3 (i.e. Part B or Part C). Only 50 per cent

of the overall Core Roles can be awarded AEC.

• Applications for AEC should ensure the work submitted is equal/commensurate to that which

would be submitted during the qualification (e.g. two case studies for CR1 Part A or B).

• If your application for AEC is accepted, this will reduce your assessment load but will not lead to a

reduction in the amount of time you are required to be enrolled. This remains a minimum of two

years irrespective of any AEC that is granted.

Those wishing to apply for partial exemption from the qualification should note the following:

• a completed AEC form, signed by the applicant and the Co-ordinating Supervisor is required;

• an Exemplar Report, written in the format required in the assessment section of this Candidate

Handbook must be included; and

• an electronic copy of the supporting evidence.

AEC applications will be considered by a Lead Assessor at the point of enrolment as outlined above.

No resubmissions of the AEC application will be allowed. Where it is deemed that competency has

not been demonstrated through the AEC application, the candidate must demonstrate competency

through the Plan of Training.


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GY3 . 4 T I M E R E Q U I R E M E N T S O F S U P E R V I S E D P R A C T I C E

Your supervised practice must comprise at least two years full-time postgraduate experience (or its

part-time equivalent) up to four years, totalling approximately 460 days. This should include:

i. training and learning: independent study, planned training activities, other appropriate training

activities agreed with your CS, e.g. short courses, seminars, conferences, visits, secondments,

shadowing and observation, team/joint working and networking;

ii. early application of learning and development of competence guided by your CS and closely

supervised practice; and

iii. demonstrating competence: applied work with clients, including preparatory work, data collection,

needs analysis, observation work, design of evidence-based interventions, reflection on practice.

3 . 5 L E N G T H O F E N R O L M E N T

You can choose to enrol on a 2, 3 or 4-year track depending on whether you work on a full-time

or part-time basis and your access to relevant development opportunities. It is important to note

that this relates to the assessment points for your written submissions, and not the timeframe for

completion of the qualification. The assessment schedule is designed so that you submit work at set

points according to whether you are enrolled on a 2, 3 or 4-year track (see Table 5.1 in Section 5.2).

Following your final submission, you will also need to satisfy the assessors at a viva, and you will need

to bear this in mind when considering the overall timeframe for completion.

You must be either employed on a full or part-time basis in order to undertake the QFP (Stage 2)

and must be working a minimum of 0.5 WTE. However, this figure will only allow you to achieve the

minimum number of days of enrolment (460 days) and as such, candidates are encouraged to work

for a minimum of 0.6 WTE or more in order to give them some degree of flexibility.

Full-time is defined as a five-day working week for 46 weeks per year.

You can request to move from one enrolment track to another, subject to receipt of a suitable

updated plan of training and the Registrar’s approval. In some circumstances, it is possible that the

Qualifications Board will recommend that you switch to a different enrolment track based on the level

of progression and/or competence evidenced in your submissions, or if your submission deadlines are

extended for any reason.

As a recommended guide, the following information may assist in decisions regarding which track to start

on. This is based on knowledge about the successful completion of the QFP by previous candidates. The

Registrars are likely to enquire about any intended plans which do not fit these recommendations.

The two-year track is recommended for full-time candidates who have already worked in the relevant

forensic setting for a minimum of 12 months and have been able to attend training which is relevant

to their role (e.g. specific group-work training, risk assessment training). They will be in a role which

allows them to submit a clear Plan of Training, which covers all four core roles and it is realistic for

them to achieve all work in their current place of work. It is expected that candidates on this track are

undertaking work relevant for the QFP for five days per week.

The three-year track is recommended for full-time candidates who have already worked in the relevant

forensic setting for a minimum of 12 months and have been able to attend some elements of the


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GY training that is relevant to their role (e.g. specific group-work training, risk assessment training They

will be in a role which allows them to submit a Plan of Training which potentially covers all four core

roles but may deviate from the initial plan in certain core roles. It is expected that candidates on this

track are undertaking work relevant for the QFP for a minimum of 3.5 days per week.

The four-year track is for part-time candidates whose previous 12 month work experience may have

been in a different setting to their current setting. They may or may not have completed any training

that is relevant to their role. They will be in a role, which allows them to submit a Plan of Training

which potentially covers all four core roles but is likely to deviate from the initial plan in certain core

roles. It is expected that candidates on this track are undertaking work relevant for the QFP for a

minimum of 2.5 days per week.

If candidates do not submit their final submission within the maximum four-year timeframe they will

have failed to complete the qualification and their enrolment will be terminated.

Please see Section 3.11 for more information about interruptions in the qualification.

3 . 6 U N D E R T A K I N G S O M E O F Y O U R T R A I N I N G O U T S I D E O F T H E U K

The QFP (Stage 2) is intended and designed to assess competence to practice as a forensic

psychologist in the UK. You are expected to commence and undertake most of your training in the

UK. However, you may come across opportunities to undertake a period of training outside the UK.

If you are proposing a period of non-UK supervised practice at the point of enrolment, you must

complete the Application to complete Stage 2 training in a UK context. You will also need to provide

details of your plans for UK supervised practice so that the Registrar Team can be assured that you

will meet the requirement to undertake the majority of your supervised practice in the UK. If you

wish to propose non-UK supervised practice during the course of your enrolment, you must submit a

plan of training update, the Application to complete Stage 2 training in a UK context and appropriate

supporting evidence to provide the Registrar Team with sufficient detail about the nature and location

of the training and workplace support that will be available to you whilst overseas.

All requests are considered on a case-by-case basis.

Any period of training undertaken overseas must follow all regulations governing the QFP (Stage 2)

both in the Candidate Handbook and Terms & Conditions for the Society’s Postgraduate Qualifications.

This means that:

• all requirements regarding supervision as outlined in Section 4 will be adhered to;

• all work submitted for enrolment and assessment must be undertaken in the English language

unless other relevant legislation applies; and

• the Qualifications Board reserves the right to stipulate that trainees who undertake a period

of training overseas must undertake a further period of supervised practice in the UK as a

requirement of obtaining the QFP (Stage 2).

You should note that each country has its own laws and regulations over who can work or practise as

a psychologist. Before you commit to undertaking supervised practice outside of the UK please check

with the psychological society or association of that country.


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GY3 . 7 H O W T O A P P LY T O E N R O L

Enrolment on the qualification will be available at set points each calendar year.

The enrolment process consists of the following four stages:

• completion of a pre-enrolment meeting with the candidate, CS and line-manager;

• completion of an enrolment application;

• engagement of the candidate and CS in a virtual Registrar Review with a member of the Registrar

Team; and

• completion of the qualification induction process.

Each of the four stages is explained in more detail below.

Engage a Co-ordinating Supervisor. (Section 3.2)

Arrange the pre-enrolment meeting with your CS and line manager, and

record the meeting using the template provided. (Section 3.7.1)

Work with your CS to complete all required forms for your enrolment

application. (Section 3.7.2)

Submit your application to the BPS Office.

If your application is incomplete and/

or if there are any substantive issues,

it will be returned. You will need to

address the issues identified

and resubmit.

If your application is complete, you

will be invited to book onto a Registrar

clinic for your Registrar Review.

(Section 3.7.3)

Following the Registrar Review, the

Registrar will write to confirm the

outcome of your application, your

enrolment track and your

submission dates.

Complete the induction with the

BPS team once your enrolment

is confirmed.


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GY As part of the enrolment process, you will need to submit the application documentation detailed in

Section 3.7.2. This includes a Plan of Training. The Registrar Team must be satisfied that the Plan

of Training will allow you to demonstrate competence and be assured that you are personally and

professionally ready to meet the associated demands of this doctoral level qualification. Therefore,

readiness to start the qualification requires careful consideration and discussion with the prospective

CS at the pre-enrolment stage. It is imperative that both the prospective CS and the prospective line

manager are committed to supporting you throughout the whole period of your supervised practice.

If your application to enrol onto the qualification is not successful you will be provided with supportive

feedback from the Registrar. This will include areas of work that should be completed or worked on

before applying again at one of the set enrolment points.

3.7.1 Pre-enrolment meeting

Your CS and the Line Manager will be required to formally hold and record a pre-enrolment meeting

with you in which relevant information is discussed. The-pre-enrolment meeting should cover the

following topics/areas as a minimum:

• the time requirement for participation in the qualification and whether that can be achieved within

your role, including consequences of non-compliance;

• confirmation that you and the CS (and line manager if different) have read the Candidate

Handbook and Terms & Conditions for the Society’s Postgraduate Qualifications, and understand

your individual roles and requirements;

• confirmation that all understand the requirement to complete mandatory documentation (Practice

Diary, Competency Logbook, Quarterly Training plans);

• confirmation that the CS is registered on RAPPS (or has at least completed the eLearning

modules) and is a Chartered member of the Society and Full member of the DFP;

• confirmation that your current role allows you to engage actively in the qualification and work

towards competence in the core roles. Where there are gaps arrangements can be put in place to

meet them;

• confirmation that attendance at mandatory training will be supported;

• arrangements for Co-ordinating and additional supervision are in place. If the CS is external to

the organisation, plans must be clearly detailed regarding the regular communication with the

organisation; and

• confirmation of readiness for participation in the qualification including professional conduct i.e.

punctuality, safe-working practice, resilience, motivation, etc.

The notes of this discussion will be signed and submitted to the BPS as part of the enrolment

application. These notes can then be used to inform the supervision contract, which is also required

for enrolment. It is expected that the information discussed in the meeting can be referred to by all

parties throughout the duration of your training.

3.7.2 Submitting the enrolment application

Once the pre-enrolment meeting has taken place, you will need to submit your application to the BPS.

This consists of the following documentation:

1. enrolment form;


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GY2. Plan of Training, including your request for backdating if applicable (if this section is left blank, we

will assume that you are not requesting backdating);

3. record of your pre-enrolment meeting;

4. an application for Accreditation of Existing Competence (AEC), if applicable;

5. contract with your Co-ordinating Supervisor;

6. evidence of completion of a Society-accredited Master’s degree in forensic psychology

(a photocopy of the certificate signed by your Co-ordinating Supervisor whose signature will be

proof that they have seen the original);

7. a copy of your job description if not employed as a forensic psychologist in training;

8. two references (please see below);

9. copy of a current enhanced disclosure from the Disclosure and Barring Service (DBS) or, if

you are resident in Scotland, a Protecting Vulnerable Groups scheme record from Disclosure

Scotland, or Access Northern Ireland if you are resident in Northern Ireland. This must be dated

in the last two years or be from your current appointment;

10. health declaration form; and

11. payment details and/or a direct debit mandate.

Please remember it is your ethical duty to ensure your fitness to practice during the qualification.

When completing the health declaration, please inform us of additional support needs you

might have. We want to ensure all candidates are fully supported with any necessary reasonable

adjustments throughout the qualification. Please detail any reasonable adjustments you feel you might

need during your time on the qualification, particularly those that might have been in place elsewhere

that have been effective for you. This will then be discussed at the Registrar Review.

Your references should be completed using the form provided. One of your references needs to relate

to your academic training in forensic psychology (Stage 1), and the other to your practice. One of your

referees must be both a Chartered member of the Society and registered with the Health and Care

Professions Council.

A Registrar will then review these documents before inviting you to book onto a tele-clinic

appointment within two months for your Registrar Review (see Section 3.7.4 for further details).

Attendance at this appointment is mandatory.

Providing your application including your Plan of Training is in order, your enrolment will be backdated

to the point at which your complete application was received by the BPS Office. You will be required

to complete your induction training within six weeks of your enrolment date. The qualification outline,

roles of key personnel, core role requirements, expectations of the candidate’s performance and

conduct will be covered at this training.

All standard enrolment documentation can be found on the BPS website. Your application must be

submitted to the BPS electronically. If you are employed by the Ministry of Justice, please speak to

your line manager to access the Kahootz service. If you are not employed by the Ministry of Justice,

please submit your application via Hightail using the link on the BPS website.

Please note that all signatures must be dated no earlier than six months before the date your fully

completed application is submitted to the BPS Office.


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GY Please advise us as soon as possible of any disability that may have an effect on your training or

assessment whilst enrolled on the qualification, so that reasonable adjustments to the assessment

process can be discussed. Please see the Terms & Conditions for Postgraduate Qualifications for

further information.

All correspondence, including assessment results, will be sent to your email address held on the Society’s

database. Please remember to notify the Society promptly of any changes to your contact details.

3.7.3 Registrar Review

Provided that your application is all in order, you will receive an email acknowledgement and you and

your CS will be invited to a Registrar Review with a member of the Registrar Team within two months

of the full documentation being received. This is a mandatory part of the enrolment process.

The Registrar will use the Registrar Review to discuss any relevant information and establish which

track you will go on (2, 3 or 4 years). They will also discuss the plan of training, establishing whether

this will fit with the proposed track and also whether you have the requisite skills and experience to

allow them to engage with the qualification. They will also discuss whether you may benefit from any

additional support during your enrolment and/or assessment in light of any information disclosed on

your health declaration form.

Following the Registrar Review, the Registrar will write to you to confirm the outcome and your

enrolment. Incomplete application forms will not be accepted and will be returned to you for

completion prior to the Registrar Review being arranged. This may result in you needing to submit

your application at the next enrolment point.

The CS will have the opportunity at the Registrar Review to highlight any concerns/queries, which

they would like the Registrar to focus on during that discussion. However, the decision to propose the

candidate for enrolment lies with the CS, not the Registrar at this stage.

3.7.4 Induction

You are required to undertake an induction with the BPS Team within the induction period indicated

below:

Table 1: Induction periods.

E N R O L M E N T A P P L I C A T I O N P E R I O D

I N D U C T I O N P E R I O D

1–31 January 1 April–14 May

1–30 April 1 July–14 August

1–31 July 1 October–14 November

1–31 October 1 January–14 February

If you do not complete the induction process within this timeframe you will be suspended from

the qualification. Any supervised practice or other relevant work undertaken during a period of

suspension cannot count towards the qualification. Your enrolment track will also be affected.


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GYCandidates in this position will have another opportunity to complete the induction at the next

enrolment period, with three attempts at the induction process permitted before the enrolment

process needs to be recommenced from the beginning.

3 . 8 M O N I T O R I N G P R O G R E S S

If your Registrar has specific concerns about your progress at any time, or if you do not comply with

your personal submission dates as determined by your enrolment track, you will be required to book

a tele-clinic appointment to discuss this with your Registrar. Your CS may also be required to book a

tele-clinic appointment. Appointments will be used to discuss barriers to progression, relevant support

systems and to develop clear action plans with appropriate time-bound targets for you to work towards

submission of work for assessment. At this stage, you are likely to be moved onto a longer track if you

are not already on the maximum four-year track.

Failure to book a tele-clinic appointment when required may result in your enrolment being suspended.

Any supervised practice or other relevant work undertaken during a period of suspension cannot count

towards the qualification. Suspensions can be lifted, at the discretion of the Qualifications Board, when

satisfactory documentation is provided. However, if the period of suspension exceeds one year, the

candidate’s enrolment may be terminated by the Qualifications Board. There is a process of appeal

which is outlined in the Society’s Terms & Conditions for the Society’s Postgraduate Qualifications.

You are permitted to interrupt your period of training for a period of time. Please refer to the Terms

& Conditions for the Society’s Postgraduate Qualifications for further details. If you need to make us

aware of any particular circumstances which are impacting upon your training, please complete the

relevant form available from the BPS Office.

3 . 9 F E E S A N D P A Y M E N T O P T I O N S

Details of the current fees for undertaking the QFP (Stage 2) are available on our website. The fees

can be paid either in full, via bank transfer or by credit/debit card over the telephone.

Please note that some fees can also be paid by interest free direct debit. If you wish to pay by

direct debit, please contact the BPS Office.

Please be mindful that, depending on your chosen payment method, there may be additional

costs imposed by either your bank or credit card company. The fee must be paid in sterling.

You also need to be aware of additional costs that you may incur during your training which are

not set by the Society. These include, but are not limited to, supervision costs, travel costs (for

instance, to supervisory meetings, events and conferences) and professional indemnity insurance.

Please do not combine qualification fees with any other payments to the Society. Combining

payments could lead to delays in processing your qualification documents.


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GY 3 . 1 0 I N T E R R U P T I O N S F R O M T H E Q U A L I F I C A T I O N

You may request to interrupt your enrolment for any reason for a maximum period of 12 months by

completing the Interruption Form. If a further interruption period is required, please refer to the Terms

& Conditions for the Society’s Postgraduate Qualifications.

3 . 1 1 W I T H D R A W A L F R O M T H E Q U A L I F I C A T I O N

If you wish to withdraw from the qualification you must do this formally by writing to the office. Upon

receipt of your letter, your enrolment will be ended and your file closed.

NB: Before writing to withdraw please consider your options very carefully. Any candidate who

withdraws from the qualification will generally be eligible to re-apply but will normally have to

enrol and begin the process again (under the Terms & Conditions for the Society’s Postgraduate

Qualifications which are in force at that time).


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GY4. PROGRAMME OF TRAINING

AND SUPERVISION4 . 1 C O N T A C T W I T H Y O U R C O - O R D I N A T I N G S U P E R V I S O R

Throughout your enrolment you will have the support of your Co-ordinating Supervisor (CS) who will

oversee your training and development as you progress. They will be your first point of contact to

discuss any changes to your Plan of Training and your preparation for assessment and will perform

the full list of duties outlined in Section 3.2.

You are required to have at least monthly face to face meetings with your CS. Four of these meetings

must be used to complete the Quarterly Supervision Plan (see Section 4.4). Contact by other means,

such as telephone, email or video conference is permitted and a record should be kept of all contact.

Clear and detailed records should be maintained in the Practice Diary to document the application of

supervision to your practice, If supervisory meetings are taking place via telephone, video conference

or similar, it is imperative that confidentiality is maintained by ensuring that no-one else is in the

room during your meeting.

For details of minimum contact requirements, please see Section 3.2.

4 . 2 A D D I T I O N A L S U P E R V I S O R S

You can also choose to engage an additional supervisor to supervise specific areas of your training

(e.g. research, workplace support), who may also be able to provide access to the necessary breadth

of experience.

Your Additional Supervisor does not necessarily need to be a forensic psychologist (they could be a

clinical, occupational or educational psychologist, nurse specialist, social worker, programme officer,

Governor, Academic Researcher or medical practitioner). However, they must adhere to a code of

conduct enforced by a regulator or a generally recognised professional body of which they are a

member in good standing. They will also need to demonstrate that they have the skills required to

supervise your work. Your Co-ordinating Supervisor retains overall responsibility for your supervision

and any Additional Supervisor who is not a Forensic psychologist must be approved by the Registrar.

Your Co-ordinating Supervisor is responsible for supervising the majority of your work.

Please ensure that your Additional Supervisor is fully aware of your Plan of Training so that they are

able to provide you with the appropriate supervision. Your Additional Supervisor must be named on

your Plan of Training in order to be approved.

Your Additional Supervisor will be required to:

• liaise with your Co-ordinating Supervisor;

• provide you with direct supervision in a given area of work as per your Plan of Training;

• review your Practice Diary entries to ensure these accurately reflect the work undertaken under

their supervision, prior to being signed off by the CS;

• listen to your views or concerns about work in progress and advise as appropriate;

• model and teach practical competence through illustration, prompting and feedback;


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GY • encourage you to apply best practice and good communication; and

• appraise your effectiveness and provide positive and constructive feedback on your strengths and

areas for development.

4 . 3 C H A N G I N G Y O U R S U P E R V I S O R

You may find that, during your enrolment, you need to change your Co-ordinating Supervisor or

Additional Supervisor. This can occur for a variety of reasons, for example:

i. changes in circumstances for one or more parties; or

ii. supervisory relationship problems.

All changes of supervisory support should be kept to a minimum. These roles should be taken on only

after careful consideration of present and likely circumstances and of the responsibilities of the role.

You will need to inform the BPS Office of any proposed change to your supervisory arrangements.

In the event that you need to change your Co-ordinating Supervisor, your current Co-ordinating

Supervisor will need to ensure that your competency logbook and all other paperwork is up-to-date

before passing over the role.

4 . 4 Q U A R T E R LY S U P E R V I S I O N P L A N S

At each quarterly review, your supervisor should discuss your progress with you and update your

competency logbook (see Section 4.7). Here, the Co-ordinating Supervisor should ensure that they

work with you to review their development of competence to date and the range of experience (both

supervised practice and professional development activities) in which the trainee has engaged.

Together with the Co-ordinating Supervisor, you should agree your plan for the next three months to

ensure that you continue to make progress towards the overall plan of training. This is the quarterly

supervision plan. Quarterly supervision plans must be signed by you and the Co-ordinating Supervisor.

Such plans do not need to be submitted to the Society in advance, but should be documented in the

Practice Diary so that they can be reviewed as part of the assessment process.

A template for the quarterly training plan is available via BPS Learn.

4 . 5 U P D A T I N G Y O U R P L A N O F T R A I N I N G

Whilst it is expected that you make every effort to plan your training effectively at the outset, we

recognise that your own circumstances and/or those of your work environment may change in ways

it would not have been possible for you to foresee at enrolment. It is, therefore, acceptable to revise

your Plan of Training if your circumstances change.

In all cases, you should review your plan regularly (at least quarterly) with your Co-ordinating

Supervisor (CS). You must submit any changes to your Plan of Training to the Registrar Team and

have them approved before you can submit any work.

If you make a change to your plan of training which involves a change to your workplace setting,

you will also need to complete the Change of Setting form. The forms can be downloaded from

BPS Learn. Electronic signatures (scanned and inserted) can be accepted on the forms.

https://learn.bps.org.uk



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GYThe Registrar may request that you change some of the details and resubmit your request before it

is approved.

Completion of the period of supervised practice should not normally be delayed by a revision of the

Plan of Training, but the Registrar Team may grant an extension of this period if appropriate, subject

to a written request.

Reasons for amending your plan of training could include:

Changes to an area of work

If an area of work proves not to be achievable, you should try to find a substitute. The substitute area

of work should be as comprehensive in its coverage of units as the original. Where this is not possible,

coverage of the missing units should be met through formulating additional areas of work or by

extending existing units.

Coverage of units

Opportunities might arise to cover additional units from areas of work indicated in your Plan of

Training which you were not able to foresee at the start. For example, carrying out an evaluation of

a policy might give rise to a clear need or opportunity for promoting awareness of the actual and

potential contribution of applied psychological services in teaching and/or training. It may provide

a better way for you to cover this unit than one of the areas of work indicated in your plan. It is

reasonable for substitutes to be found for an area(s) of work, which indicated in the Plan of Training

appear not to be feasible.

Encountering difficulties in developing a particular competency

During enrolment, candidates may encounter difficulties in developing a particular competency(ies).

If this happens, the Registrar Team will be able to discuss with you/your supervisor what additional

support might help in developing the specific competencies which have been identified as

problematic. This should not result in your period of enrolment exceeding the four-year maximum.

Ultimately this responsibility lies with you and your CS and employer.

Issues which may arise on placement

Candidates may encounter difficulties while undertaking a particular placement. These difficulties may

relate to health and safety or welfare and wellbeing, which require some additional pastoral and/or

academic support. Please ensure that you liaise with your Co-ordinating Supervisor and/or Additional

Supervisor regarding any difficulties and if necessary, your Registrar can be contacted for support.

There is no requirement to send in an updated Plan of Training to address issues such as spelling

errors etc.

4 . 6 P R A C T I C E D I A R Y

Reflective practice is a key skill within forensic psychology. It is vital to supporting you develop the

skills and knowledge to becoming a safe, competent, ethical practitioner. Reflections in the Practice

Diary are the primary evidence of your competence. Therefore you are expected to continually reflect

on your all work as a Forensic Psychologist in Training (FPiT). You should reflect on your developing

competence across all four core roles. You should reflect on how theory and evidence inform


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GY your work. You should reflect on how professional standards and ethical practice have informed

the application and communication of the forensic psychology knowledge and methods you have

developed, implemented and/or maintained during your supervised practice.

You are expected to use an appropriate reflective practice model or framework to underpin your

reflections. Models and frameworks facilitate the provision of structured and deep reflections in

your submissions and help you to evidence the process you generally undertake when performing

your tasks. The induction training will outline some models that can assist but you might find other

frameworks to be useful too. Indeed, it is important that you critically appraise models of reflection

too, to further show your competence at the level of a practitioner psychologist.

In order to provide fuller reflections, you should consider what happened and what you did but also,

for example, what you felt like, what you learnt, how theory/evidence has informed and shaped your

decisions or actions and what you could have done differently, and the impact on your practice in

the future.

Reflecting with more cognitive and emotional depth on situations or events gives the assessors a

more comprehensive feel for your development. It is also important that you consider, and make

appropriate reference to the extant professional practice literature in your reflections.

FPiTs are required to evidence that they have reflected daily on their practice.

A sample Practice Diary template can be found on BPS Learn.

Your Practice Diary must cover/include:

• records of your supervision, including the quarterly plans devised with your Co-ordinating

Supervisor as well as supervision sessions with your Co-ordinating Supervisor or Additional

Supervisor; the Core Roles, and associated general guidance, addressed in supervision; and any

other aspects of your practice which were addressed;

• your reflections on your supervision, professional development and any major learning points.

• clear cross-referencing between each entry in your Practice Diary and the competency

descriptors (1.1a, 1.1b, and so on) relevant to the particular entry; and

• a cumulative reflective account of your learning as you progress through the qualification.

In addition, as the Practice Diary is primary evidence, it is advised that your Practice Diary includes:

• an indication of your role (i.e. ‘primary’ in which the work is primarily your own, ‘team’ in which

your work is shared directly with other psychologists or ‘observer’ in which you are sitting in for

training and development purposes);

• the nature of the task or instruction (including proposed action taken, additional procedural

details and client or target);

• outcome (including what was achieved);

• future actions to be taken (next steps and implications including any learning points);

• note of professional training undertaken;

• notes of relevant diversity issues; and

• notes of relevant ethical issues.



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GYPractice diaries are a means of reflecting on your practice and decision making and should therefore

be made available to your Co-ordinating Supervisor prior to each supervision session. They should be

signed off by your supervisor on a two-weekly basis.

Where you fall behind with the completion of practice diaries, you must notify your Co-ordinating

Supervisor at the earliest opportunity, and then let the BPS Office know. If this exceeds four weeks,

your Co-ordinating Supervisor should contact the Society and suspend your training until such a time

that you are preparing your practice diaries ahead of supervision sessions. This may impact upon

your enrolment and submission track and require you to move to a longer track.

Your Practice Diary must be presented as an ordered and legible document covering the whole period

of your supervised practice. Each page should be countersigned by both you and your Co-ordinating

Supervisor as a true record of your training. It may be requested that you bring the full Practice Diary

for inspection at your viva and as such it should be ready and available. However, relevant entries will

be included in your submissions.

Much of your work as a forensic psychologist in training will be done in isolation and through a mono-

disciplinary approach. This is common and will enable you to reflect on your work to evidence your

development and attain the level of competence required by the qualification.

It is also possible, and even likely in applied practice that you will work as part of a multi or

interdisciplinary team, including situations where other auxiliary forensic personnel are encountered.

Where you face situations in your training that involve inter-professional working of this nature, it is

entirely acceptable and appropriate to document these in your reflective diary to evidence the breadth

of your training experience and the learning undertaken.

4 . 7 C O M P E T E N C Y L O G B O O K

You are required to maintain a competency logbook throughout your entire period of training.

This provides details of your completion of CPD relevant to developing your competence. The log

enables you to audit the work that has contributed to your ability to meet the relevant competencies.

The Competency Logbook should be reviewed at a minimum of every three months with your

Co-ordinating Supervisor who should update and date the logbook with an assessment of your level

of developing competence. You and your Co-ordinating Supervisor should collaboratively monitor

and record progress against each of the competencies and then use this to inform your Quarterly

Supervision Plans. In addition, your Co-ordinating Supervisor should explicitly make reference where

appropriate to feedback from service users when commenting on your logbook entries.

The Logbook is a live working document. It should be submitted at each submission point, though

the content will merely be added to at assessment points 2 and 3. It is important to record and reflect

developing competencies for all areas and not only those required for the specific submission point.

Remember that the purpose of this document is to evidence your development towards the

competencies required for the safe, effective and autonomous practice of forensic psychology.

Each time your Co-ordinating Supervisor is satisfied that a competency has been demonstrated, to the

standard required for the safe, effective and autonomous practice of forensic psychology, they should sign

off the competency in the logbook. You should cross reference evidence of competence by indicating


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GY the dates where this is exemplified in the Practice Diary and, where appropriate, where this is located

in the secondary evidence. You should be mindful to choose the very best demonstrations of your

competence from the Practice Diary rather than listing all Practice Diary entries relating to the subunit.

A piece of work for a submission point is not ready for submission if all identified competencies have

not been signed off in the Competency Logbook and as such, you should plan your training to ensure

you are signed off as competent by the point of the relevant competency submission. If your Co-

ordinating Supervisor is not satisfied that a competency has been demonstrated which is required at a

specific submission point, they need to contact the Registrar Team to review your enrolment track.

A copy of the competency logbook can be found on BPS Learn.

4 . 8 E T H I C S A N D P R O F E S S I O N A L C O N D U C T

Whilst you are enrolled on the QFP (Stage 2), you are engaged in training which is aimed at furthering

your career as a professional psychologist. It is therefore integral to your training that you act, at all

times, in accordance with the standards of conduct expected by the Society.

Full details of the Society’s expectations of candidates’ conduct are outlined in the Terms &

Conditions for the Society’s Postgraduate Qualifications and you must abide by these throughout your

training. In brief, you are required to:

• remain a member of the Society, and understand and act in accordance with the Society’s

Member Conduct Rules, Code of Ethics and Conduct, and supplementary ethical guidelines;

maintain awareness and understand the implications of the HCPC’s Standards of Conduct,

Performance and Ethics;

• adhere to any professional or regulatory body codes of conduct which apply in the country in

which you are practicing;

• avoid all practices of misconduct, including academic misconduct (for example, plagiarism and

all other forms of cheating) and professional misconduct;

• take responsibility for many aspects of the administration related to your training e.g. ensuring

your Practice Diary is up to date;

• meet all deadlines, except where there are genuine extenuating circumstances that prevent you

from doing so;

• communicate professionally with all relevant personnel;

• ensure that your professional indemnity insurance is in place;

• take responsibility for knowing when your fees become due and make the necessary

arrangements for payment;

• make your status as a forensic psychologist in training clear to anyone with whom you have

contact in relation to your training, and ensure that you comply with any legal requirements

regarding your title as relevant to the country in which you are practising; and

• manage your time effectively.


https://www.bps.org.uk/news-and-policy/member-conduct-rules

https://www.bps.org.uk/news-and-policy/bps-code-ethics-and-conduct




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GY4 . 9 C O N S E N T

Being a forensic psychologist in training on the QFP (Stage 2) involves frequent consideration of issues

around consent and ethical decisions around consent. Issues around consent are intrinsic to the

assessment of submissions being assessed as competence demonstrated. Having respect for clients is

also intrinsic to BPS values, and both consent and respect are linked to being a responsible practitioner.

It is necessary to ensure that when engaging with stakeholders, whether these be forensic clients

or other professionals, that you explicitly communicate your status as a forensic psychologist in

training, what this entails and explicitly noting that all of your work can be discussed in various

formats with a supervisor.

Stakeholders and host organisations may have standards of consent that they wish their employees

to cover but it is important that clients know that as part of the qualification being completed by any

trainee, work will be submitted to the BPS to form part of their assessments.

Where work is to be discussed in supervision and submitted to the BPS for assessment (regardless

of the fact that it is anonymised), informed consent should be gained from the client prior to this

being submitted. This should also be evidenced in the submission; although you should not submit

any signed or completed consent forms that clients have completed as this would be a breach of

their confidentiality.

Specifically, when working with other professionals (i.e. for Core Roles 3 and 4), it is essential that

candidates are always open that they are completing a qualification.

This helps protect how data is handled and participation in a qualification is not something that needs

to be hidden. A respectful approach to all clients will raise standards and support the message that

receiving a service from a clinician who is supervised is safe.

There are many examples of best practice within the qualification. The principles to be applied are:

• Be transparent and open about your trainee status, be open that you are completing a

qualification and much of your work will form part of your assessment portfolio towards your

training.

• Be supervised, which safeguards your practice and ensures that the clients get the service they

deserve.

• Be as transparent with professionals as you are with other clients to whom you provide a clinical

service. When completing a training needs analysis for Core Role 4 or when writing reports for

Core Role 3 be transparent about who you are and how you are training.

• Ensure that you are GDPR compliant within your place of supervised practice.

• If you are using work in a different capacity towards the qualification, be clear that you are training

to be a forensic psychologist and that the work may have a dual purpose.

It is impossible to answer every specific consent scenario that candidates may find themselves in.

You should show you are exploring and considering the ethical dilemmas consent brings in your

supervision entries of the Practice Diary. It should become best practice when working with all clients

for you to introduce yourself and explain how you are training and what this entails.


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GY 4 . 1 0 S U P P O R T F O R C A N D I D A T E S

As well as receiving support from your Delivery Officer, you will also have access to the dedicated area

of BPS Learn for QFP (Stage 2) trainees, which includes all the documentation you need to help with

your training.

The Board organises candidate workshops which review the QFP paperwork and assessment

processes. They also provide an opportunity for you to discuss any queries that you have and meet

with fellow candidates.

In addition, you are welcome to book on to a Registrar Clinic to discuss any queries or issues which

arise during the course of your enrolment. Registrar Clinics are held virtually on a monthly basis with

members of the Registrar Team. Details of how to book these clinic appointments will be confirmed

upon enrolment.

As a member of the Society, you have access to BPS PsychHub, which is a searchable gateway to the

Society’s journals and books programme together with multimedia resources. It also provides access

to EBSCO Discovery Service and links to a multitude of other Society resources supporting research,

teaching and practice.

You are also encouraged to apply for in-training membership of the Division of Forensic Psychology.

Divisional membership will ensure you are part of the Society’s professional community of forensic

psychologists, both in-training and qualified. It will also give you access to the Division’s publication,

Forensic Update, as well as events arranged by the Division including the DFP conference. You can

find more information regarding the Division in Forensic Psychology, check the current in-training

membership fee and download an application form the DFP website.

The programme team work closely with the Division as part of a Stakeholder Engagement Reference

Group where there is representation across different stakeholder groups, including candidates.

The group meet at various points through the year to discuss and review feedback in relation to

QFP. Please contact your Division representative if you wish to feedback directly to this group or

Professional Development Delivery Officer if you wish to input into the work of this group.

4 . 1 1 S U P P O R T F O R S U P E R V I S O R S

The Board organises workshops for Co-ordinating Supervisors. These are face-to-face and online

workshops which review the paperwork and processes, and provide an opportunity for supervisors to

discuss any queries they may have and meet with fellow supervisors. Co-ordinating supervisors are

required to attend a workshop at least once every two years in order to remain approved.

If your Co-ordinating Supervisor needs help or guidance, they should contact the Registrar Team, via

the Qualifications Office, in the first instance. They can also book on to a Registrar Clinic to discuss

any queries.


https://bpspsychub.onlinelibrary.wiley.com

https://www.bps.org.uk/member-microsites/division-forensic-psychology


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GY5. ASSESSMENT

Assessment for the QFP (Stage 2) will take place at set points as outlined in your enrolment letter

and as detailed in Section 5.1. The assessment consists of a Portfolio of Competence and an oral

examination (Viva) relating to your portfolio. Your assessment will be conducted by two qualified

assessors appointed by the Qualifications Board and overseen by the Chief Assessor and Lead

Assessors. At each assessment point you will receive formative feedback to guide your development

and preparation for the next assessment point.

5 . 1 D E A D L I N E F O R S U B M I S S I O N

As stated in Section 3.7.2, your enrolment will be backdated to the point at which your full set of

documentation was received by the BPS Office, so that any relevant work that you undertake during

the application period can be counted towards the qualification. Your assessment points will then be

calculated as follows:

Table 1: Assessment points.

C A N D I D A T E S E N R O L L I N G O N A 2 Y E A R T R A C K

C A N D I D A T E S E N R O L L I N G O N A 3 O R 4 Y E A R T R A C K

E n r o l m e n t a p p l i c a t i o n p e r i o d

F i r s t s u b m i s s i o n p o i n t

E n r o l m e n t a p p l i c a t i o n p e r i o d

F i r s t s u b m i s s i o n p o i n t

1–31 January 1 April 1–31 January 1 October

1–30 April 1 July 1–30 April 1 January

1–31 July 1 October 1–31 July 1 April

1–31 October 1 January 1–31 October 1 July

Your full assessment schedule will be determined using the table below:

Table 2: Submission deadlines.

E N R O L M E N T P E R I O D

F I R S T S U B M I S S I O N D E A D L I N E

S E C O N D S U B M I S S I O N D E A D L I N E

F I N A L S U B M I S S I O N D E A D L I N E

2 Ye a r s 12 months 18 months 24 months



You will be required to submit an annual health declaration and a criminal records declaration form

at each submission point, prior to submitting your portfolio. The declaration forms will need to be

submitted via email to [email protected]. You will then be expected to submit your portfolio as

per the instructions below.

mailto:assessments%40bps.org.uk?subject=


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GY 5 . 2 E X T E N S I O N S T O S U B M I S S I O N D E A D L I N E S

If you require an extension, please discuss with your Co-ordinating Supervisor and complete the

Extension Request form for the Registrar to approve. Submission extensions will normally only be

granted if applied for at least one month prior to the submission deadline. For candidates on the two-

year track, the normal maximum extension to a submission deadline will be one month. For those on

part-time equivalent routes, the maximum will be two months. Your request for an extension must be

accompanied by an email of support from your Co-ordinating Supervisor and evidence to support your

request. Extensions will only be granted in extenuating circumstances (serious illness, family crisis or

force majeure). Extensions will not normally be approved if this extends your enrolment period beyond

the maximum of four years. Please refer to the Terms & Conditions for the Society's Postgraduate

Qualifications for further information.

If you find yourself struggling with the submission deadlines, please consult your Co-ordinating

Supervisor and you can contact the BPS Office to explore your options. All requests will be treated

with respect and in confidence.

5 . 3 H O W T O S U B M I T

Your portfolio comprises a range of records and evidence designed to demonstrate how you have

developed the competencies in accordance with your plan of training. Different types of evidence

are required for the Core Roles. In all submitted materials, appropriate measures must be taken to

maintain confidentiality and security, for example, deleting or disguising names of clients and other

identifiers, and you must provide evidence of informed consent (e.g. detailed notes in your PD).

You must submit the relevant documentation for assessment no later than your submission deadline.

The documentation required will depend on the type of submission. Further details can be found

below and in your enrolment letter. You can upload a maximum of 20 PDF files onto BPS Learn at

each submission point.

All submissions are blind marked. Your submission will be returned unmarked if you include

any information in any part of your submission which could identify you, as an individual, your

employer or placement provider, or your supervisor(s). This includes names, signatures and other

identifying information.

The requirements of each submission are outlined below. The first competency submission consists of

the following:

• Competency Submission Form (available from the BPS Learn);

• a contents page, listing the document titles in the order in which the submission should be read

and the electronic file name;

• Practice Diary; and

• Competency Logbook (with each relevant competency signed off by your Co-ordinating Supervisor)

and the page reference for the evidence (including references for your Exemplar Reports and

Practice Diary).

Please state the word count for any documents where a word limit is given. Specific requirements

pertaining to each Core Role are outlined in Table 3 below:




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GY

The second competency submission consists of the following:

• Competency Submission Form (available from the BPS Learn);

• a title page which includes your name and membership number, your Co-ordinating Supervisor’s

name and membership number, details of the competency submission being submitted for

assessment and the word count for any documents where a word count is given.



• Practice Diary; and

• Competency Logbook (with each relevant competency signed off by your Co-ordinating

Supervisor) and the page reference for the evidence (including references for your Exemplar

Reports and Practice Diary).

Specific requirements pertaining to each Core Role are outlined in Table 4 below:

Table 3: Core Role submission requirements at first competency submission.

P R I M A R Y E V I D E N C E S E C O N D A R Y E V I D E N C E

A l l C o r e R o l e s Practice Diary/Competency Logbook n/a

C R 1 Part A or B: Two assessment or intervention

case studies plus exemplar report

(max. 1500 words).

Any agreed secondary evidence

from the Plan of Training.

C R 2 Research Proposal (2.1) plus exemplar

report covering 2.1 (max. 500 words).



C R 3 Part A: Policy submission plus exemplar

report covering 3.1 (max. 500 words).



C R 4 n/a n/a



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For the final competency submission, you must submit the following:

• final Competency Submission Form (available from the qualification webpage);

• a title page which includes your name and membership number, your Co-ordinating Supervisor’s

name and membership number, details of the competency submission being submitted for

assessment and the word count for any documents where a word count is given.



• Competency Logbook with all competencies signed off by your Co-ordinating Supervisor and the

page references for the evidence (including references for your Exemplar Reports and Practice

Diary);

• a Practice Diary; and

• evidence to demonstrate the work undertaken for Core Roles 1, 2, 3 and 4 including all secondary

evidence as outlined in Section 5.7 and individual exemplar reports for each Core Role (see

Section 5.6).

Specific requirements pertaining to each Core Role are outlined in Table 5 below:

Table 4: Core Role submission requirements at second competency submission.



C R 1 Part A or B: Two assessment or intervention

case studies (which are different to

submission point 1) plus exemplar report

(max. 1500 words).



C R 2 Research paper (max. 9000 words) plus

exemplar report covering 2.2 and 2.3 (max.

1000 words).



C R 3 Part B: Demonstrations of each sub-

competency linked to agreed CR3 plan

of training plus exemplar report covering

3.2–3.6 (max. 1500 words).



C R 4 Training needs analysis report plus

exemplar report covering competencies

4.1 and 4.2 (max. 500 words).




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5 . 4 E X E M P L A R R E P O R T S

At the different submission points outlined in Section 5.4, candidates will be required to submit various

exemplar reports. This is a reflective report outlining the development of competence. At the final

submission point, an exemplar report is required for each of the individual Core Role submissions.

Reports which exceed the word limit will be returned unmarked. Word limits do not include

references, but do include any footnotes. The requirements for the Exemplar Reports are as follows.

Core Role 1

A report for Part A and a report for Part B, not exceeding 1500 words each, which includes the

following sections:

i. an introduction, of around 200 words or less, which briefly states the aims of the psychological

intervention or application;

ii. a methodology section, of around 300 words, which explains how the work was planned,

conducted and evaluated; and

iii. a discussion section where you discuss your reflections on the work, indicating the links between

theory and practice. This section should demonstrate that the work is evidence-based and include

references to psychological literature.

Table 5: Core Role submission requirements at third competency submission.



C R 1 Part A/Part B: Any amendments/additional

work requested at submission points 1 or 2.

Part C: One case study of directing others

plus exemplar report covering competency

1.6 (max. 500 words).



C R 2 Any amendments/additional work

requested at submission point 2.



C R 3 Part A/Part B Any amendments/additional

work requested at submission points 1 or 2.

Part C: One demonstration of each sub-

competency linked to agreed CR3 plan

of training plus exemplar report covering

competencies 3.2–3.6 (max. 1500 words).



C R 4 Any amendments/ additional work

requested at submission point 2 plus

Exemplar Report covering competencies

4.3–4.5 (max. 1000 words).




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GY The exemplar report for Part C, not exceeding 500 words which includes the following sections:

i. an introduction, of around 100 words or less, which briefly states the aims of the work presented;






Core Role 2

An exemplar report, not exceeding 500 words, covering competency 2.1 which includes the following

sections:

i. an introduction, of around 100 words or less, which briefly states the aims of the research;

ii. a methodology section, of around 150 words, which explains how the proposal was planned,

conducted; and

iii. a discussion section, of around 250 words, where you discuss your reflections on the proposal,

indicating the links between theory and practice. This section should demonstrate that the work is

evidence-based and include references to psychological literature.

Plus a second report, not exceeding 1000 words, covering competencies 2.2–2.3 which includes the

following sections:

i. an introduction, of around 150 words or less, which briefly states the aims of the project;

ii. a methodology section, of around 200 words, which explains how the project was conducted and

evaluated; and

iii. a discussion section, of around 750 words, where you discuss your reflections on the work,



Core Role 3

A report for Part A (Policy), not exceeding 500 words each, which includes the following sections:







A report for Part B and a report for Part C, not exceeding 1500 words each, which includes the

following sections:








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GYCore Role 4

A report, not exceeding 500 words, covering 4.1–4.2 which includes the following sections:

i. an introduction, of around 100 words or less, which briefly states the aims of the training to be

planned;

ii. a methodology section, of around 150 words, which explains how the training was planned,





Plus a second report, not exceeding 1000 words, covering 4.3–4.5 which includes the following

sections:

i. an introduction, of around 150 words or less, which briefly states the aims of the training to be

delivered;

ii. a methodology section, of around 200 words, which explains how the training was delivered,





5 . 5 S U P P O R T I N G E V I D E N C E

Your competency submissions must include supporting evidence relevant to the completion of each

Core Role. Such supporting evidence may include, for example:

• consultancy agreement;

• letters of engagement to confirm support provided;

• training manuals; and

• policy documents.

It is important to remember that while the assessors need to see best examples of your work across

the Core Roles, they do not need to see every piece of supporting evidence you can provide. It is up to

you, with the advice of your Co-ordinating Supervisor, to decide what supporting evidence to include

(and what to omit) to best represent your competence. The supporting evidence will be agreed on the

Exemplar Plan and agreed evidence must be submitted.

5 . 6 S U B M I T T I N G W O R K F O R A S S E S S M E N T

You must submit all relevant documentation for assessment no later than your submission deadline

which can be found in your enrolment letter. Detailed guidelines for the submissions and assessments

can be found in Section 5.4. You must submit your files in PDF format, via BPS Learn.

Where the forms ask for signatures, electronic signatures (scanned and inserted) can be accepted.

Materials received after the submission date will not be accepted unless an extension has been

authorised.



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GY All work submitted for assessment will become the property of the Society and will be stored securely

with your candidate record in accordance with The General Data Protection Regulation.

For pieces of work which have a word limit (for example, case studies and research reports), you

must clearly state the word count of your submission. Any work that exceeds the word limit or does

not have the word count specified will be returned unmarked. The list of references, headings, sub-

headings and secondary evidence are excluded from the word count, and all other text is included in

the word count (including any footnotes).

5 . 7 V I V A A S S E S S M E N T

You are required to undertake a viva voce and present an oral account of your period of supervised

practice. Following the submission of your final portfolio, and once the assessors are satisfied that you

have the potential to successfully fulfil the requirements of the qualification, you will be given a date

for your viva.

Please note that if you are unable to select a date from those offered to you, the viva date setting

process will be repeated which will result in a delay to your viva taking place.

The purpose of the viva is to confirm that you have achieved all the required competencies in the

course of your supervised practice. You might be asked questions about any aspect of your portfolio

or your supervised practice which is relevant to the demonstration of these competencies. You might

also be required to answer questions relating to any of the following:

• ambiguities in your portfolio;

• omissions in areas of coverage;

• weaknesses in the quality of the work; and/or

• factual, typographical and/or substantive errors.

The viva date setting process aims to ensure that the time between the final submission and viva is

consistent across candidates and not unduly long or delayed while ensuring that there is sufficient

time for the assessment, ratification and communication of your final submission to be completed.

The purpose of the viva is to confirm that you have achieved all the required competencies in the

course of your supervised practice.

The assessors (the same two people, where possible, who have assessed your work throughout your

enrolment period) thoroughly scrutinise your work across the four core roles, and their enquiry will

offer you the opportunity to showcase your competence and critically appraise your learning journey

during the qualification. The viva will last for no more than two hours, which gives the assessors time

to establish whether you are competent to be awarded the QFP (Stage 2) and practice independently,

or whether more evidence is required in specific elements of re-submission before the award of the

qualification can be made.

When attending the viva, you must present one of the following three forms of identification:

i. a current, valid passport;

ii. a current, valid photo card driving licence; or

iii. another form of identification including a photograph which has been approved in advance.


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GYWhile attending your viva, you must follow the instructions of the assessors at all times and act in

line with the general expectations of conduct outlined in the Terms & Conditions for the Society’s

Postgraduate Qualifications.

You will not normally be allowed to undertake the viva if you arrive without an acceptable form of

identification, and/or arrive more than 15 minutes after the start time of the viva, unless mitigating

circumstances have occurred on the day. If you are in this position, you may have to wait until the

next available opportunity to be assessed. If you find that you are unable to attend your viva due to

extenuating circumstances, you should contact us at the earliest opportunity.

If you do not attend the viva, but are unable to present extenuating circumstances for consideration,

then the Board will consider this to be a Competence Not Yet Demonstrated against the requirements

for submission and you will be advised accordingly.

The viva will be recorded for moderation and quality assurance purposes. Candidates are not

permitted to make their own recording.

5 . 8 O U T C O M E O F A S S E S S M E N T

5.8.1 First and second submissions

You will normally receive feedback on your competency submissions within three months of your

submission deadline (or the date at which your submission is received if an extension has been

granted). You will receive your feedback via BPS Learn.

Work submitted at submission points 1 and 2 will form part of the final portfolio. Where you have

been assessed as Competency Not Yet Demonstrated at either submission point, you will be asked to

submit additional evidence at Submission Point 3 rather alter the evidence contained in points 1 and

2. Where you have been assessed as Competency Demonstrated, you will not be required to conduct

any further work for the specific exemplar.

For further details on assessment, please refer to the Terms & Conditions for the Society’s

Postgraduate Qualifications.

5.8.2 Final submission

You will normally receive feedback on the written component of your final submission within three

months of your submission deadline (or the date at which your submission is received if an extension

has been granted). You will receive your feedback via BPS Learn. If the Board considers that your

submission does not meet the required standard, they might ask you to do one or more of the

following before inviting you to attend a viva:

• re-submit one or more pieces of work;

• supply additional evidence; and/or

• undergo a further period of supervised practice.

The Board will determine the new submission deadlines. You will have a maximum of two

resubmission attempts at submitting your final portfolio. If you do not meet the requirements by your

second resubmission you will not progress to viva and will be deemed to have failed the qualification.




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GY All decisions regarding viva outcomes are presented to the Qualifications Board for ratification.

You will be informed of your result in writing within one month of the meeting when the ratification

took place. If, after your viva, the Board considers that you have not met all the requirements to be

awarded the QFP (Stage 2), they might ask you to do any of the three things listed above and/or to

attend another viva. Resubmission timeframes will be directed by the Board.

5.8.3 Marking conventions

The overall outcome of assessment is one of the following:

• Competence demonstrated

• Competence not yet demonstrated

• Conditional pass

• Fail.

5 . 9 A P P E A L S A N D C O M P L A I N T S

For details of the appeals and complaints processes, please refer to the Terms & Conditions for the

Society’s Postgraduate Qualifications.

Table 6: Description of marking categories.

C o m p e t e n c e d e m o n s t r a t e d

The candidate has demonstrated the general level of performance

expected of a competent psychologist. It reflects a good match between the

candidate’s performance and their planned training objectives, where the

candidate will have undertaken an appropriate workload and carried out

the work competently, such that they are fit to practise independently and

autonomously as a practitioner psychologist.

F u l l c o m p e t e n c e n o t y e t d e m o n s t r a t e d

This may reflect some degree of concern over aspects of the candidate’s

performance. It may also reflect minor difficulties in several areas or a

major concern (not amounting to unprofessional or unethical conduct).

However, it may indicate serious concern about the candidate’s performance.

If major difficulties are described in more than one area specified by the

subheadings or if conduct is unethical then this category is used.

C o n d i t i o n a l p a s s This category will be used in cases where the portfolio contains

unacceptable presentational errors (e.g. substantial spelling/typing errors,

formatting problems or omissions and inaccuracies in references) that do

not have a substantive bearing on the submission. Such work will need to

be corrected and re-submitted before the final assessment decision can be

awarded. A further viva will not be required.

Failure to anonymise or insufficient anonymisation unless other breaches in

confidentiality would also fall into this category.

F a i l There is insufficient evidence that the candidate has been able to

demonstrate evidence of competence after the permissible three

submissions. The presentation of the portfolio is inadequate with many

errors and poorly organised material.


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GYAPPENDIX 1: CORE ROLES AND

COMPETENCIES DEFINEDEach of the individual Core Roles are outlined here along with the associated sub competencies.

C O R E R O L E 1 : C O N D U C T I N G P S Y C H O L O G I C A L A P P L I C A T I O N S A N D I N T E R V E N T I O N S

This Core Role is concerned with the cycle of assessment and intervention aimed at producing

changes in individuals, operational or organisational functioning. Typically, this involves identification,

exploration and formulation of relevant issues and objectives, planning, achieving necessary working

relationships, implementation and evaluation of efficacy. It can also involve the consideration and

direction of other personnel. It always involves drawing upon a multi-faceted base of knowledge and

skills in a systematic, analytical, responsive and ethical manner.

Exemplars of this Core Role may be derived from assessment and treatment of offenders (on

an individual basis or through implementing and supporting large-scale programmes); support

or treatment of staff; assistance with investigations (e.g. crime-scene analysis); organisational

consultancy work or operational research (e.g. investigation of factors undermining good order in a

prison and producing and implementing an action plan, improving the performance of a staff team,

reducing staff sick absence, or introducing a new selection system).

This Core Role can be defined more clearly by the following competencies. These overlap and some

can run concurrently. Relevant areas of work can embrace both assessment and intervention or focus in

depth on the assessment (application) phase of the cycle culminating in recommendations for future.

Competency 1.1: Establishing requirements for, and benefits of, applications/interventions.

Background work is necessary before any application or intervention is planned. The starting point

must be the initial identification and evaluation of the needs and expectations of the client(s) and

relevant others, and potential benefits of service delivery. This preparatory work should include a

review of existing research and theoretical literature and other sources of background information that

can assist in identification of potentially relevant factors, formulation and planning.

The candidate must have demonstrated the following:

a. Clear rationale for prioritising the work being requested/referred.

b. Determination of who has requested the work, why/for what purpose and whether the client’s

expectations can be met by means of the assessment/intervention.

c. Identification of and reflection on factors and influences which may influence the outcome of the

work, including consideration of cultural factors and protected characteristics.

d. Identification and prioritisation of a client’s needs/requirements using valid and reliable elicitation

methods.

e. Use of a range of information and data sources as part of background planning work.

f. Critical review of relevant literature to the referral (used to define the need and determine the

benefits of any psychological assessment or intervention). Demonstration of application of

literature to practice.


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GY g. Formulation (including consideration of cultural factors where appropriate) of working hypotheses,

aims and objectives.

h. Discussion and agreement of aims and objectives with relevant individuals, agencies or

organisations.

Competency 1.2: Planning of applications/interventions

A critical approach should be used to identify the most appropriate options and to enable systematic

and realistic planning. This includes a detailed specification of aims and objectives, and explanation

of the selection of methods for achieving these and a consideration of resources required and

constraints. It also includes identification of avenues for communication, monitoring and acting

upon feedback to maximise effectiveness, and a clear indication of how the attainment of aims and

objectives will be evaluated.


a. Outline of aims and objectives (including interim objectives) of the work planned. Consideration of

how these will be evaluated to determine if they have been met/whether the work has been effective.

b. Critical appraisal of potentially relevant methods, techniques or instruments, including consideration

as to the extent to which they represent the characteristics/culture of the client. Ensuring validity,

appropriateness to context and viability within resource constraints.

c. Collaborative working, including partnership working with other professionals and communities where

the trainee has limited knowledge/expertise of the client’s culture and community characteristics.

Agreement with client what work needs to be undertaken and why, ensuring suitability to need(s).

d. Agreement of appropriate timescales of sequence of proposed events and actions with client and

stakeholders.

e. Consideration of physical resources needed and their availability (e.g. accommodation, instruments/

materials, finance and interpreters).

f. Identification and agreement of roles of personnel (individuals, teams, agencies and organisations)

involved.

g. Identification and agreement of appropriate channels of communication with relevant others to enable

contributions where required. Including suitable feedback procedures within reasonable timescales.

h. Identification and development of appropriate monitoring systems to track progress and

determination of whether original aims and objectives have been met. To include monitoring of own

biases, with reflections on potential blind spots in relation to planning of methods and approaches.

i. Obtaining of/reflection on the process and monitoring of informed consent.

Competency 1.3: Establishing, developing and maintaining working relationships

Effective working relationships are necessary both with the client(s) and with other professionals,

agencies or organisations. Facets include initial contact skills necessary to secure confidence and

co-operation, agreement of working practices and responding to feedback or problems.


a. Acknowledgement of a referral/request to source and arrangement of contact with both clients

and other professionals within acceptable timescales. Including, where appropriate, arranging

contact with other professionals/communities to meet cultural needs of the client.


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GYb. Creation of an atmosphere to enable clients and other professionals to raise any concerns.

c. Provision of clear and accurate information regarding service(s) to be delivered (e.g. including

responsibilities and limits to confidentiality).

d. Use of appropriate communication/interpersonal skills when interacting with clients and other

individuals, agencies, professionals or organisations.

e. Development of effective working relationships within a theoretical framework and professional/

organisational codes of conduct. With explicit critical reflection as to the theory/evidence base and

professional codes of conduct underpinning the practice decisions.

f. Explanation and agreement of the demands of applications/interventions.

g. Agreement and implementation of regular reviews with client(s) and other professionals to

maintain effective working relationships and to obtain feedback on the application/intervention.

h. Identification of when a working relationship is at risk and evidencing action taken to agree a

constructive way towards preventing/overcoming rupture.

Competency 1.4: Implementing applications/interventions

This unit of competence is concerned with the processes necessary to carrying out the plan.

It includes delivery of the application/intervention, the making of adjustments, and record keeping.


a. Conduct, analyse and interpret pre-intervention investigations using valid and reliable methods.

b. Critical consideration of the results of pre-intervention work and making of necessary adjustments

to planned delivery.

c. Implementation of agreed plans within appropriate timescales and in line with the requirements of

ethical and safe practice and the organisation’s needs.

d. Collection of relevant monitoring data during an assessment/intervention and where applicable,

cultural considerations.

e. Analysis and comparison of monitoring data against aims and objectives.

f. Identification, agreement and implementation of necessary changes to the original intervention

plans in response to monitoring data. Including responding to issues arising promptly and

handling unintended deviations from the plan.

g. Recording of data arising from the application/intervention promptly and accurately.

h. Compliance of record keeping and documentation with legal and ethical obligations relating to the

protection of data and the individual.

Competency 1.5: Evaluating results of applications/interventions

It is essential to know whether delivery of the application/intervention has brought about desired

(or undesired) changes or whether an investigation has achieved its purposes. Measures should be

appropriate in design and implementation (evaluation of aims and objectives should be part of the

initial plan). Results should be interpreted and communicated accurately and clearly and used as the

basis for recommendations.


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GY The candidate must have demonstrated the following:

a. Definition and explanation of the purpose and scope of the evaluation.

b. Selection of appropriate evaluation methodology using a suitable theoretical framework that will

ensure the collection of relevant valid and reliable data. Including critical appraisal of selected

methods of evaluation from the pre-intervention stage in light of aims and objectives.

c. Determination of resources available to implement the evaluation and consideration of resource

constraints.

d. Analysis of data from multiple sources generated by the evaluation using valid and reliable

methods.

e. Presentation of conclusions and recommendations from the evaluation in a clear and accurate

manner and in a format most suitable to the recipient.

f. Discussion with relevant parties of conclusions and recommendations from the evaluation.

Competency 1.6: Directing implementation of applications/interventions carried out by others

There are many occasions when other staff (e.g. assistants, police officers, nursing or prison staff)

have responsibility for implementation of at least part of an agreed programme or procedure (e.g. in

treatment, monitoring or assessment). Here the role of the psychologist includes ensuring that staff

are competent to perform the work and that other resources are in place. The provision of support

and supervision can also include a ‘troubleshooting’ and conciliatory aspect.


a. Specification of supervisee competences, experience, knowledge and qualifications required to

deliver psychological work, including consideration of biases of the supervisor and supervisee and

what these mean for professional practice and CPD.

b. Identification of gaps in skills or knowledge of supervisee which require development and taking

action to develop those skills.

c. Consideration of relationship dynamics and positionality within the supervisor/supervisee relationship.

d. Negotiation with relevant parties to ensure that the required resources are available at the

appropriate time/quantities for the application/intervention to be effectively conducted.

e. Agreement and communication of roles and responsibilities with relevant individuals, agencies or

organisations (e.g. via supervision contract).

f. Assessment of the needs of the supervisee in relation to specialist support and/or advice (which

may include support in understanding individual/cultural/religious factors). Clear discussions and

effective communication of the nature and purpose of any specialist support needed.

g. Establishment of systems to provide specialist support to relevant individuals, agencies or

organisations at appropriate times during the intervention.

h. Anticipation of problems that may arise in delivering the planned support and development of

contingency plans for overcoming them.

i. Provision of clear and detailed information, advice and guidance to meet the needs of supervisee

based on their assessed need.

j. Continual appraisal of systems and procedures to ensure applications/interventions are conducted

by the supervisee ethically, competently, and within agreed timescales.


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GYk. Prompt and sensitive management of problems, complaints and grievances, including proposals

of solutions.

l. Prompt, sensitive and appropriate handling of problems lying outside the scope or competence of

those conducting the applications/interventions.

m. Implementation of conciliation and arbitration strategies to deal with disagreements about

practices, procedures and outcomes.

C O R E R O L E 2 : R E S E A R C H

This Core Role is concerned with the design, conduct, analysis and evaluation of applied

psychological research in forensic settings. Typically this involves the generation of ideas for specific

research, the formulation of testable research questions; the definition of parameters and resources

required for research; the planning, preparation and design of psychological research investigations

and the identification of appropriate research tools; negotiating for access and resources to conduct

research; the collection of data; appropriate analysis of research data and appropriate interpretation

and evaluation of results; the formulation of recommendations on the outcomes of research. It may

involve co-operation and collaboration with other professionals at each stage of the research process.

Examples include the development of psychological assessment tools or methods, the design and

evaluation of systematic treatment programmes, the design and evaluation of specific interventions for

particular client groups or individuals, identification and clarification of patterns or factors involved in

the functioning of organisations, groups or samples of individuals.

This Core Role encompasses the following competences. The contents of the units overlap

significantly with other Core Roles in several places. Whilst it is recognised that the candidate has

already demonstrated a level of research competence at postgraduate level (i.e. through completion

of a Society accredited MSc in Forensic Psychology), this may not have involved applied research,

which sometimes requires different or additional competence (as described below). Therefore,

for the Qualification, candidates must be able to demonstrate their competence in all aspects of

psychological research in applied forensic settings. The same competences apply to both qualitative

and quantitative research and candidates may undertake either types of research for this Core Role.

Competency 2.1: Designing psychological research activities

Extensive background work is necessary before any piece of psychological research is undertaken.

The starting point must be always be a detailed search and critical evaluation of the relevant research

literature in order to identify the research questions to be addressed. All aspects of the research

activity need to be planned in detail before data collection is initiated.


a. Identification of areas of application where research is required, including reflection on bias,

assumptions, reasons and interests in the research topic.

b. Search, summary and critical evaluation of relevant literature to identify perspectives, models,

issues and patterns that may inform research.

c. Definition and description of initial aims, objectives and scope of the proposed research.


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GY d. Discussion and agreement with relevant individuals and agencies of the aims, objectives,

methods, samples, roles, confidentiality levels and other considerations, including evidence of

detailed discussions with supervisors.

e. Identification of potential difficulties with the proposed research which may affect its design,

execution and dissemination and development of strategies to deal with identified issues.

This must include reflection on potential ethical issues.

f. Consideration of a range of relevant research methods and selection and justification of the

optimum methods which will produce objective, valid and reliable outcomes to the research

questions. If the candidate has developed novel methods or instruments, they have demonstrated

that they are valid and reliable, and they have explained why existing measures were not suitable.

g. Definition of research populations, a clear plan for which participants will be approached and why,

and determination of sufficient numbers of participants to ensure collection of valid and reliable

data. This may require power calculations and/or reference to the relevant literature (for example,

when undertaking qualitative work).

h. Preparation of a research design that will allow replication using accepted and appropriate formats.

i. Selection of appropriate analytical and interpretative techniques.

j. Specification of research questions (in all cases) and hypotheses (if needed, depending on the

type of research). These must be in an appropriate format (e.g. APA) and there should be a

description of variables, explanation of hypotheses, and consideration of whether hypotheses

should be directional.

k. Completion of the necessary documentation for the implementation of research designs in good

time for the start of the research, including obtainment of all necessary approvals from ethics

committees, individuals, groups and departments prior to implementing research designs.

l. Consideration around the development of an Equality Impact Assessment (EIA) and consideration

of how equality has been considered in the research design.

Competency 2.2: Conducting research activities

Once a psychological research study has been designed and agreed, a different set of skills and

competences are required to allow for the successful collection of objective, valid, reliable and

replicable data.


a. Negotiation and agreement with relevant others of access to participants and resources to

conduct research.

b. Effective communication of the roles and responsibilities of the individuals involved in

implementing the research, and provision of appropriate training where necessary.

c. Consideration of any special needs or additional requirements of participants.

d. Piloting of the research design, where appropriate, using representative sampling methods and

techniques, and use of the outcomes to adapt the study.

e. Implementation of data collection methods outlined in research designs while working within

appropriate security and ethical constraints.

f. Maintenance of appropriate levels of confidentiality at all times.


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GYg. Maintenance of data recording systems according to agreed formats and procedures specified in

research designs.

h. Identification and conduct of procedures to ensure the accuracy of recorded data.

i. Evidence of continuing reflection on the process of undertaking the research and discussion

about it in supervision.

Competency 2.3: Analysing and evaluating psychological research data

Competent performance across this unit requires Candidates to analyse, interpret and evaluate

research results, write up report findings and make recommendations, review the research process,

and review and evaluate current issues and research conclusions.


a. Consideration of positionality, power, difference and what this means for results and discussion.

b. Accurate use of the analytical methods specified in the research design.

c. Use of techniques to check the accuracy and reliability of the findings.

d. Review and interpretation of research results against the original research questions, using

relevant methods and procedures within the theoretical frameworks being utilised.

e. Presentation of research findings and relevant interpretations in a clear, structured and concise

way, enabling readers to understand how each research question has been answered and

whether research hypotheses (if applicable) have been supported.

f. Specification of the limits of generalisability of the conclusions and provision of recommendations

for future research based on current results and their interpretation.

g. Preparation of research reports in a structured, logical and coherent manner, following

an appropriate format (e.g. APA) and relevant guidance and ensuring that all sources are

appropriately acknowledged.

h. Submission of research reports written to a standard and format that would allow submission to an

appropriate peer-reviewed journal (submission for publication is encouraged, wherever feasible).

i. Identification of appropriate research dissemination methods, ensuring that the level and register

are suitable for the target audiences. Stakeholders (including participants where possible) should

be informed about the results and implications of the research within an appropriate timeframe.

j. Reflection and critical assessment of research outcomes and processes, discussion in

supervision, and identification of learning points for future research.

C O R E R O L E 3 : C O M M U N I C A T I N G P S Y C H O L O G I C A L K N O W L E D G E A N D A D V I C E T O O T H E R P R O F E S S I O N A L S

This core role is concerned with giving information, advice, guidance and feedback to personnel,

agencies and organisations to enable effective problem-solving and decision-making, formulation and

implementation of policy and practice. The emphasis is upon using appropriate communication skills

to exert a constructive and psychologically based influence within current systems. It is this emphasis

on communication that distinguishes it from Core Role 1, although in practice these Core Roles are

often complementary.


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GY Examples include: advising on aspects of investigation strategy, design of service delivery, regime

development, the planning of treatment or of operational initiatives; providing evidence to courts,

investigations, tribunals or review bodies; informing or giving feedback on the handling of patients

or prisoners.

Competency 3.1: Providing psychological advice to aid the formulation of policy and its implementation


a. Giving appropriate psychological advice and guidance on policy to ensure its integration with

relevant policy documents.

b. Review of existing policy documents to assess the appropriateness of their psychological content.

c. Giving constructive criticism within appropriate timescales on policy documents that do not reflect

accurately the needs of organisations.

d. Ensuring that advice and guidance given are based on appropriate psychological information and

evidence that supports the present and future needs of organisations.

e. Presentation of advice in an intelligible manner using a sufficient variety of media formats.

f. Identification and discussion of issues surrounding the implementation of policies with relevant

individuals and groups and making appropriate suggestions or changes.

g. Monitoring and evaluation of policy and its implementation from a psychological perspective.

h. Provision of feedback and recommendations from evaluations of policy implementation to relevant

individuals and groups using appropriate media, formats, organisational practices and timescales.

i. Obtaining necessary approvals for further changes to policy or implementation.

j. Consideration of the demographics of individuals in the organisation, ensuring that the policy and

advice given is inclusive.

k. Consideration of the policy alongside an Equality Impact Assessment (EIA).

Competency 3.2: Promoting awareness of the actual and potential contribution of applied psychological services

In a developing field, such as forensic psychology, there is often a need to promote awareness of

the contribution which the application of psychology can make. Practitioners should be alert to

opportunities, demands and be prepared to counter existing misinformation or misunderstanding.


a. Identification of opportunities to promote awareness of the benefits and value of applied

psychology.

b. Identification of demands and needs for Psychological services to play a role within the organisation.

c. Critical review of current literature (including reading on issues impacting on the organisation

and their employees such as systemic, institutional, historical and generational issues) in order

to stay abreast of developments in applied psychology and to establish their relevance to the

organisation’s existing needs.

d. Effective prioritisation of areas of promotional need to increase awareness where it is most needed.

e. Identification of instances of misinformation and misunderstanding of psychological principles,

practices and services and responding effectively to resolve these.


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GYf. Critical reflection on the perception of psychology services within the organisation as a whole.

g. Assessment and evaluation of feedback from relevant individuals and groups about promotional

activities and modifications to working practices, and responding appropriately by making

necessary changes.

Competency 3.3: Providing psychological advice to assist and inform problem solving and decision-making

Psychologists should be able to identify opportunities and requirements for providing advice on

specific matters. Such advice should be based on current, relevant and accurate information and

use of evidence. To maximise effectiveness this advice should be targeted, timed and communicated

appropriately and ethically with responsiveness to the needs and viewpoint of the client. In keeping

with good practice, the consequences of advice should be evaluated.


a. Recognition and use of opportunities to offer specific advice on psychological issues.

b. Identification of the key decision-makers who need to be advised about psychological

applications, interventions and developments.

c. Assessment of the purpose of requests for advice and the needs of the client.

d. Critical review of the literature and other data on which the advice is to be based.

e. Provision of advice based on current, relevant and accurate information about psychological

knowledge, principles and procedures.

f. Critical reflection that demonstrates how advice given specifically aided decision-making and

problem-solving with the use of objective evidence and reasoned arguments.

g. Identification and use of appropriate times when advice is likely to be of most benefit and critical

reflections on this process.

h. Identification and employment of appropriate strategies for monitoring and adjusting the content

of advice and its communication in response to feedback.

i. Establishment, maintenance and agreement of appropriate levels of confidentiality and security.

j. Presentation of advice in an intelligible manner using a range of appropriate media and formats.

k. Citation of sources and giving credit to others where required.

l. Understanding of the need for and acquisition of necessary approvals for the use of confidential

or copyrighted information.

m. Evaluation of the impact of the advice provided.

Competency 3.4: Preparing and presenting evidence in formal settings

Some psychologists spend a considerable proportion of their time in preparing reports for courts or similar

bodies (e.g. tribunals, inquiries, review boards, discretionary lifer panels). They are also called upon to

provide expert testimony. It is vital that such testimony is relevant, well prepared, accurate, justified by

the available information and comprehensible to non-psychologists. Psychologists need to be mindful of

conventions and the pitfalls that might await the unwary in adversarial or other formal contexts.


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GY The candidate must have demonstrated the following:

a. Identification of the purpose and scope of the report/evidence required. Reflections on how the

setting you are giving evidence in is a formal setting.

b. Collection of all relevant and necessary information and data from appropriate sources and by

appropriate means.

c. Conduct of appropriate testing, research, or interviewing where necessary. Responsivity to include

cultural/protected characteristics.

d. Evaluation, integration and structuring of collected information with due consideration of

alternative explanations or hypotheses, legal requirements and the needs of recipients.

e. Accurate reporting on the information and data collected, clearly differentiating between facts and

opinions and indicating limitations of the techniques and methods used.

f. Provision of conclusions and opinions which are clearly based on available information and data

and are within areas of the candidate’s personal expertise.

g. Discussion of the contents of reports and presentation of the evidence with a supervisor or referrer

as appropriate.

h. Reflections on how one’s presentation in formal settings is authentic whilst also upholding

professional standards and protocols.

i. Delivery of evidence in a manner that is audible, comprehensible and consistent with the contents

of the written report.

j. Answering questions truthfully, impartially and flexibly in language that is concise and

unambiguous.

k. Identification of any unclear aspects and seeking of clarification of unclear questions before

offering a response.

l. Provision of useful technical explanations when required which facilitate understanding of the

report by non-psychologists.

m. Provision of additional information and alternative explanations and ensuring that opinions

expressed are based upon information which is currently available.

n. Recognition of and taking appropriate opportunities to present or correct any testimony that might

mislead the court, panel, board, tribunal or enquiry.

Competency 3.5: Responding to informal requests for psychological information

Receiving informal requests for information is a sign that the psychologist is achieving integration

and respect. Such requests need to be dealt with appropriately; they need to be appraised and the

response should be made with an awareness of the needs and understanding of the client, possible

consequences and ethical considerations.


a. Assessment of the nature and scope of requests for information and the needs of the clients.

b. Critical consideration of requests received in terms of legal and ethical standards including issues

of confidentiality.

c. Exploration of the critical features of the context of any requests and consideration of those in

responses.


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GYd. Evaluation of requests received in terms of limitations of the candidate’s own knowledge and skills

and formulation of responses which consider this.

e. Due and sufficient consideration to how responses will be used.

f. Identification of instances when it is inappropriate for the candidate to respond and selection of

appropriate strategies to deal with these situations.

g. Identification of and reflection upon alternative responses and demonstration.

h. Reflection on a range of media and response styles and selection of ones that meet the needs of

the client.

i. Ensuring that all relevant points are covered in the response.

j. Provision of appropriate responses to a variety of specific questions.

k. Ensuring that responses maintain a clear focus on the topic of the request.

l. Ensuring responses are terminated/concluded appropriately.

m. Maintenance of accurate records of requests received and responses given.

Competency 3.6: Providing feedback to clients.

Giving feedback is a routine part of many applications/interventions in applied psychology. In the

context of this Core Role, feedback can be to a client, agency or organisation in the course of

consultancy work. It can also be to a member of staff who has been seen in a counselling or related

capacity or an individual (such as an assistant or member of another profession) who has been

involved in work under the direction of the psychologist. Feedback should be based on a clear

assessment of the needs of the client and should be delivered sensitively and comprehensively, with

planning, monitoring and evaluation.


a. Assessment of the needs of the client in relation to feedback in terms of the information required,

understanding and potential impact.

b. Structuring and organisation of the content of the feedback in a way which is appropriate to the

client’s needs and which demonstrates consideration of responsivity influences including cultural

considerations and protected characteristics in order to communicate information in a meaningful

way to clients.

c. Selection of appropriate media and formats for presenting feedback from a range of available

methods.

d. Preparation of materials to effectively facilitate the client’s understanding.

e. Identification and analysis of instances when it is inappropriate to give feedback and selection of

appropriate ways of dealing with these situations.

f. Monitoring and evaluation of the client’s understanding, assimilation and acceptance of the

feedback given.

g. Maintaining sensitivity to client’s needs in response to the feedback message.

h. Ensuring that all feedback is given within an appropriate timescale and duration in relation to the

client’s and organisation’s needs.

i. Reflection upon and evaluation of the feedback process itself including reflection on the

practitioner’s accountability for how the feedback was received.


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GY C O R E R O L E 4 : T R A I N I N G O T H E R P R O F E S S I O N A L S I N

P S Y C H O L O G I C A L S K I L L S A N D K N O W L E D G E

This core role is concerned with imparting to other professionals knowledge and skills where there

is an important psychological component. In addition, many psychologists work in settings where

improving job performance of other staff is a major part of their professional service.

Examples include: training in interviewing, stress management, interpersonal skills, analysing crime,

hostage awareness, research methods, psychological interventions.

Competency 4.1: Identifying and analysing needs to improve or prepare for job performance in specific areas

The starting point for any performance improvement strategy should be identification of needs. Needs

can be current (related to present areas of difficulty or shortcomings in job performance) or future

(as when staff need to be prepared for a new role, policy or practices). A range of factors which can

affect job performance should be considered (such as feedback and incentives systems in addition

to deficits in knowledge, skills or attitudes – the latter should not be assumed to be even a relevant

form of intervention). A performance improvement strategy should be formulated, recommended and

agreed accordingly.


a. Identification of actual and/or potential limitations/difficulties in specific areas of job performance of

a target group. Consultation with key decision or policymakers, target groups and relevant others.

b. Analysis of data relating to attainment of job performance objectives.

c. Analysis and assessment of relevant tasks required to do the job.

d. Analysis and assessment of situational/contextual influences (e.g. availability or lack of clear

standards for performance, selection of staff, monitoring and feedback mechanisms for effective

performance).

e. Assessment of recent or impending changes in relevant work demands, practices or policy.

f. Identification of any specific deficits in knowledge or skill.

g. Appraisal of the consequences of failure to address factors affecting job performance.

h. Discussion and agreement with key decision or policy makers, target groups and relevant others

of the desired outcomes and strategy for improving or preparing job performance.

Competency 4.2: Planning and design of training and development programmes

Where deficits in knowledge, skills or attitudes have been identified, training and development

programmes should be built around clear aims and objectives of learning and job performance

outcomes. Appropriate steps should be taken to promote and support application of learning to the

work environment. In preparing staff for non-routine specialised tasks, selection for suitability should

be considered. As ever, consultation and availability of resources should be taken into account.


a. Formulation and presentation of aims, objectives and desired outcomes of training and

development programmes based on identification of deficits, existing standards, actual or future

work demands and task requirements.


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GYb. Consideration as to how an equality statement will feature in the training and how it will be

actualised in the training, including how discriminatory behaviour/ comments will be addressed if

they arise.

c. Agreement of the content of programmes with key decision or policy makers, target groups and

relevant others.

d. Consideration of the responsivity needs of attendees and planning for these.

e. Evaluation of different training approaches and methods and selection of a combination to

enhance effectiveness/transfer to workplace.

f. Review of the availability of local resources such as accommodation, equipment and materials,

and time for release of members of target groups for training and development activities.

g. Evaluation and selection of appropriate training materials and media.

h. Production or adaptation of training materials to meet aims, objectives and characteristics of the

target group with due recognition of resource and time constraints.

i. Determination and agreement of selection criteria and procedures as appropriate.

Competency 4.3: Implementing of training and development programmes

The process of implementation involves checking that necessary resources and materials are in

place. Programmes should be implemented within the planned framework but with responsiveness to

problems, questions and other issues which might arise and sensitivity to the support and feedback

needs of students.


a. Ensuring that necessary resources and materials are available at the appropriate time and place.

b. Ensuring selection methods and joining instructions are undertaken as planned.

c. Ensuring appropriate planning of the actual session delivery.

d. Delivering the programme as planned.

e. Actualisation of the equality impact statement through the training delivery.

f. Adaptation of implementation methods where appropriate and effective responses to problems,

questions, group dynamics and other issues as they arise.

g. Support delegates through the programme, ensuring the responsivity needs of learners are met.

h. Facilitate learning by providing feedback using appropriate strategies.

Competency 4.4: Planning and implementation of assessment procedures for training and development programmes

Good practice determines that the attainment of learning objectives by students should be assessed.

In some instances ‘passing’ the programme is a requirement for subsequent entry into a work role.

Systems and materials should be devised in the light of purposes, consultation, resources and existing

good practice; they should be implemented with regard to fairness and rigour and there should be a

clear policy on failure and methods of recognising success.


a. Selection of methods of assessment relevant to the programme’s aims and objectives.

b. Discussion and agreement of methods of assessment with relevant others.


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GY c. Review of existing assessment materials for relevance, reliability and validity, cost effectiveness

and gaps in provision.

d. Adaptation of existing assessment materials to meet the needs of programme and target groups

and/or production of new materials to fill gaps in the assessment provision.

e. Ensuring that necessary resources are in place at the appropriate time.

f. Ensuring the presence of standardised conditions, security and invigilation procedures, and

trained assessors or markers as appropriate to the assessment methods.

g. Implementation of procedures for re-sits and appeals when relevant.

h. Selecting and using appropriate methods to present results.

i. Agreement with relevant others relating to documents denoting successful completion of the

programme.

Competency 4.5: Evaluating training and development programmes

Programmes should be evaluated to appraise students’ learning experiences to see if learning

objectives have been attained and to identify whether the programme has had the desired effects on

job performance and organisational functioning. The value of the programme should be reviewed in

consultation with interested parties and comparisons should be made, where appropriate, with wider

standards. An evaluation report should be prepared and made available for further consultation and

feedback. Where the programme is to continue, agreed improvements should be made in order to

enhance its effectiveness.


a. Identification, agreement and implementation of procedures to evaluate participant feedback,

attainment of learning aims and objectives, and evidence at an appropriate follow-up period of job

performance and impact.

b. Implementation of the planned evaluation methods and seeking feedback from a range of relevant

individuals.

c. Reviewing the results of the evaluation and providing an evaluation report on the programme in

which progress, strengths and weaknesses are identified and recommendations for improvements

are made.

d. Feeding back the findings to key policy and decision makers, representatives of target group and

relevant others.

e. Gathering of feedback and where relevant modify reports as appropriate and presenting final reports.

f. Incorporation of agreed improvements to the programme and supporting activities as appropriate.


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GYAPPENDIX 2: ILLUSTRATION OF POSSIBLE

COMBINATIONS OF EXPERIENCES

T A S K S O F P S Y C H O L O G I S T S

B E H A V I O U R S CHARACTERISTICS L O C A T I O N S

Off

en

de

rs

• assessment/reporting

• allocation/referral

• treatment – group

• treatment – individual

• specialist treatment

• rehabilitation

• advisory/management

• supervision of psychologists

• supervision of others

• training

• research

• sexual offending

• arson

• violence/anger

• self injury

• dishonesty

• drug offences

• social

• competency

• occupational competency

• male

• female

• young/juvenile

• mature

• elderly

• vulnerable

• impaired

• personality disorder

• mental illness

• learning disability

• HMP – remand

• HMP – sentenced

• hospital – high secure

• hospital – medium secure

• hospital – low secure

• community

• MHRTs

• lifer panels

• criminal courts

• hostels

Vic

tim

s

• compensation

• investigation

• advisory/management

• treatment

• research

• training

• physical injury

• psychological trauma

• recovery

• prevention

• social dysfunction

• brain injury

• PTSD

• children

• adults

• male

• female

• hospital

• community

• courts

• local authority

Org

an

isa

tio

ns

an

d p

roc

ess

es • advisory

• investigation

• research

• consultancy

• training

• administration of justice

• decision-making

• profiling

• child protection

• evidential issues

• probation

• local authority

• prisons

• police

• voluntary sector

• hospital

• courts

• university

• organisations

St Andrews House, 48 Princess Road East, Leicester LE1 7DR, UK

www.bps.org.uk 0116 254 9568 [email protected]

Incorporated by Royal Charter Registered Charity No 229642

INF145/07.2021

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QUALIFICATION FORENSIC