Clinical Psychology Unit

Annual Report November 2016

Department of Psychology Faculty of Science in collaboration with NHS Yorkshire and the Humber and local Psychology Services

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INTRODUCTION This report details the major activities of the Clinical Psychology Unit. These activities included the Doctorate in Clinical Psychology (DClin Psy), the Diploma in High Intensity Psychological Interventions (Dip HP), the Certificate in Low Intensity Psychological Interventions (Cert LP), the Certificate in Clinical Supervision (Cert CS) and the Centre for Psychological Services Research (CPSR). The first intake of the DClin Psy was in 1991, and for the Dip HP and Cert LP was in 2008 and the Cert CS was in 2012. The report has been prepared for five specific purposes. These are: * To report back formally to our Purchaser (Health Education in Yorkshire and the Humber)

as required by the Education and Training Contract. * To report to the Faculty of Science on the progress of CPU. * To update and inform local clinical psychologists and IAPT services about CPU’s

achievements for the last year. * To provide a basis for the Programme Training Committee to monitor the training

programmes on an annual basis and to indicate targets for future development and improvement.

* To provide a forum for the receipt of the results of the Annual Feedback Survey and

Annual Placement Audit. The Annual Report is prepared by the Unit Director on behalf of the Programme Training Committee and includes reports from each of the DClin Psy sub-committees, IAPT and Cert CS programme committees, and feedback from trainees, supervisors and clinical teachers.

The CPU Team would like to acknowledge the support and hard work of clinical psychologists and other mental health professionals throughout the region who have been crucial to the success of CPU’s activities. If you have any comments or suggestions concerning the report, please write either to me personally or Sarah Radgick, the Unit Administrator

Professor Gillian Hardy November 2016

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1. CONTEXT DClin Psy Programme Health Education in Yorkshire and the Humber commission the Sheffield DClin Psy Programme and Sheffield Health and Social Care NHS Foundation Trust (SHSC) employs the trainees on the Programme. International trainees hold a License to Operate with SHSC. The DClin Psy programme is monitored by the Programme Training Committee (PTC), which is chaired by the Programme Director. Membership of PTC includes representatives from local services and from clinical specialties within the South Yorkshire region. The Programme Training Committee met twice in the past year and minutes of these meetings are available from the Unit Administrator. The Programme Training Committee (PTC) also oversees the various sub-committees i.e. clinical practice, curriculum, personal/professional development, research, and selection, which meet regularly throughout the year and report back to PTC (see Appendix 1 for reports from the sub-committees). Both PTC and its sub-committees have representatives from NHS supervisors and trainees. The DClin Psy Programme Handbook, and the Assessment Regulations and Coursework Guidelines Handbook are revised annually and circulated to all current supervisors and stakeholders. We have also included many programme documents on the CPU website for easy access by trainees and NHS supervisors. The DClin Psy Programme received a joint visit from the Heath & Care Professions Council (HCPC) and the British Psychological Society (BPS) in May 2012. The programme has had written ongoing approval reconfirmed by HCPC, following the visit. The Programme was accredited by the BPS and received an excellent report with no conditions. The next BPS visit to the programme will be 2019/20. IAPT Programmes In April 2008 Yorkshire and the Humber SHA (now Health Education in Yorkshire and the Humber) commissioned the University of Sheffield to run the PG Diploma in High Intensity Psychological Interventions (Dip HP) and the PG Certificate in Low Intensity Psychological Interventions (Cert LP). The Cert LP trains ‘Psychological Well-being Practitioners’ (PWPs) and the Dip HP Cognitive Behavioural Psychotherapists. Both programmes support the national development of Improving Access to Psychological Therapies (IAPT). Members of the teaching team are leading nationally on the development of training standards and practitioner/course accreditation for both PWPs and Cognitive Behavioural Therapists and the expanding evidence base for low intensity psychological interventions. In 2011 the IAPT team was awarded the University Senate Teaching Award for collaboration in recognition of the excellent relationships that have been established and maintained with local IAPT services. In addition, there is on going research collaboration with the local Sheffield and regional IAPT service. The IAPT Course Training Committee (CTC) monitors both IAPT programmes. IAPT CTC includes representatives from the trainees on both programmes. The Dip HP and Cert LP have individual Course Handbooks, and the Assessment Regulations. All course documentation is placed on the CPU website for easy access by IAPT trainees. The British Association of Behavioural and Cognitive Psychotherapy (BABCP) visited the Sheffield PG Dip HI programme in June 2009 and May 2013 and subsequently accredited the programme. The Cert LP was accredited by the BPS/BABCP following a visit in May 2010 and again in January 2014.

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Certificate in Clinical Supervision The Postgraduate Certificate in Clinical Supervision for Inpatient and Complex care settings (by Distance Learning) is the first of its kind to address the supervision training needs of complex care/ inpatient staff. It has been created to meet the learning needs of nursing and other multidisciplinary staff and to develop a specific learning product that integrates the reality and demands of 24 hour inpatient/complex care/ward working with an up-to-date theoretically informed academic accreditation. It is a qualification intended for people who have practised in their profession for a number of years and are currently supervising colleagues who are either undertaking pre-qualification training or who are qualified practitioners. The Annual report of the Certificate is provided in Appendix 2. Additional short courses have been provided to specific NHS services and an advanced supervisor programme is offered to DClin Psy supervisors (see Appendix 4) CPSR CPSR is an interdisciplinary collaboration between CPU and the School of Health and Related Research (ScHARR). The aim of the research centre is to improve decision-making, quality, and outcomes of services providing psychological treatment to people who have mental or physical health problems. Research funding is by government agencies, NHS Trusts and charities.

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2. Vision and Strategy To be an internationally renowned research and training centre in the clinical applications of psychology, and through this, to enhance the psychological health and wellbeing of people across the life span This vision guides all our activities in training and research. This includes four professional post-graduate training programmes and other clinical supervisor training events. We also promote excellence in translational research through our Centre for Psychological Services Research in partnership with colleagues in the School of Health and Related Research. Core Purpose and Values Our core purpose is to improve the lives of people who have mental or physical health problems through training high quality evidence-based practitioners whose training is underpinned by innovative approaches to applied clinical and psychological services research. We are committed to valuing diversity, working in partnership with service users and engaging with all our stakeholders in order to provide leadership in developing and applying the complementary paradigms of evidence-based practice and practice-based evidence. CPU operates in equipoise in relation to the research and clinical paradigms to always ensure the application of the best methodologies to answer the clinical questions at hand. Our expectation is that trainees will leave our programmes (1) competent in the delivery of evidence-based, patient-oriented and safe psychological therapies, (2) capable of creativity in applying novel, theory-based approaches to treating psychological disorders where necessary, (3) ready to contribute to the clinical governance agendas of employers, and (4) willing to offer clinical leadership in the provision of the highest quality psychological services. We are also committed to research that enhances understanding of psychopathology and its implications for treatment, to the development and evaluation of innovative psychological interventions, to the benchmarking of outcomes of psychological services, and to the organisational development of such psychological services. For this reason, we encourage both the mastery of delivery a broad range of evidence-based approaches and openness to the development and evaluation of new or emerging therapies for alleviating mental health problems. We also acknowledge the central importance of supervision in this process, and the need to conduct high quality training and research in this field. This means that we aim to deliver new and cutting-edge research of international standing that informs national policy and practice. Our aims are therefore centrally aligned with the broader University and Faculty of Science mission, namely ‘to improve the world by seeking to understand it through application of our research excellence [and] we are committed to the transformation of the new knowledge we generate into real benefit’. Strengths Our strengths include:

• Innovative research and professional leadership at a national and international level • Committed and experienced Programme teams focused on a shared vision of our work • Delivery of nationally recognised high quality training programmes • Clear shared objectives and positive reciprocal working relationships with our commissioners and

local Trusts and third sector providers • Effective and robust Programme policies and structures designed to deliver excellence in all

aspects of our work • Good levels of involvement of trainees and our stakeholders at all levels of our training

Programmes • Rigorous trainee selection procedures, which encourage applicants from diverse backgrounds

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• Excellent trainee retention figures • High percentage of local recruitment for trainees’ first jobs • Responsive to the changing national and local NHS context • Excellent applied research training and support • Cutting-edge supervisor training programmes • Individualised and adult approaches to training • Excellent clinical governance procedures

Challenges Our challenges are:

• Seeking cost efficiencies without loss of quality • Ensuring on-going compliance with all regulatory body requirements • Working with the current uncertainty regarding funding for our programmes • Taking the opportunities for cross-course teaching that would be an efficient use of teaching

resources and a useful learning environment for trainees • Obtaining sufficient research funding to maintain development of our research programme • Ensuring that both staff and postgraduates have sufficient opportunity to disseminate the findings

from research activity

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3. STAFFING CPU has 36 staff. The DClin Psy staff team currently comprise 9 academic staff (4.9 wte), 7 clinical tutors (3.7 wte), and 6 administrative staff (4.9 wte). Below is a list of staff currently in post: Prof Gillian Hardy Unit Director Director (f/t)

Dr Liza Monaghan Joint Director of Clinical Practice (.6)

Ms Sarah Radgick Unit Administrator (f/t)

Prof Michael Barkham Director CPSR (.6)

Dr Sue Walsh Joint Director of Clinical Practice (.6)

Mrs Jacquie Howard Secretary (f/t)

Dr Jaime Delgadillo Lecturer (.6)

Dr. Katharine Boon Clinical Tutor (.5)

Mrs Rachel Hill Secretary (.6) commencing November 2016

Dr Lisa Marie Emerson Lecturer (.6)

Dr Jo Burrell Clinical Tutor (.5)

Ms Sharon Keighley Secretary (f/t)

Shona Goodall Teacher (.4)

Ms Sara Dennis Clinical Tutor (.4)

Mrs Sue Maskrey Secretary (.7)

Dr Georgina Rowse Senior Lecturer (.6)

Dr Katherine Hildyard Clinical Tutor (.4)

Mr Amrit Sinha Secretary (.6)

Dr Andrew Thompson Lecturer Reader (.8)

Dr Paddy Howes Clinical tutor (.6)

Prof Nigel Beail Honorary Chair

Dave Saxon Statistical Support (.1)

The Dip HP and Cert LP team comprise a Programme Director (f/t), 6 CBT teachers (2.4wte) and a Secretary (f/t). Dr Stephen Kellett Programme Director (f/t)

Helen Macdonald CBT Teacher (.4)

Miss Sally Dawson IAPT Secretary (f/t)

Paul Bliss CBT Teacher (.4)

Catherine Machin CBT Teacher (.4)

Jennie Hague CBT Teacher (.4)

Georgina Miles CBT Teacher (.4)

Alison Pickard CBT Teacher (.4)

Research activities in CPU are supported by 4 research staff through grants etc. Janice Connell (f/t)

Alenka Brooks Marta Krasuska

Dave Saxon (.8) Georgia Floridou A list of staff regional and national activities can be found in Appendix 3.

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4. RESOURCES All CPU staff are housed in the Clinical Psychology Unit (CPU). However, in January 2017 we will move temporarily to Cathedral Court, where teaching for all programmes will also take place. At Cathedral Court CPU will be based on one floor, which contains 2 large teaching rooms, 4 breakout rooms, a kitchen and social space for trainees and an open planned space for all staff. Abbie McGregor from the Psychology Department has supported the Programme in the maintenance of computing equipment and software support since September 2014. Rachel Hammond, Assistant Faculty Finance Manager, Faculty of Science, has been helpfully involved in all contracting issues from the University side. Sarah Radgick monitors our own internal accounts and Liza Monaghan and Sue Walsh manage the SHSC accounts.

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5. TRAINEE RECRUITMENT AND PROGRESSION DClin Psy Programme 2016 entry statistics: Total number of applications 403 (plus 8 international applications) Number shortlisted 64 (plus 28 reserves) Number interviewed 64 Number offered places 21 (including 3 from reserves & 2 international candidates) Number accepted 18 Characteristics of 2016 intake: Men 4 Women 14 Average Age 28 Degree: 1st 8 2i 10 Other equivalent 0 Additional qualifications: Masters 11 PhD 0 Further figures on ethnicity and background will be available from the Clearing House shortly. Attrition rates 2012-2015 intakes P = pass year; F = fail year D = deferred

INTAKE: 2012 Result year 1 (2013)

Result year 2 (2014)

Result Year 3 (2015)

P F D P F D P F D Trainees Leavers

18 0

18 0

17 1 0

17 1 0

End of year 1 (September 13) 1 had work outstanding following maternity leave End of year 2 (September 14) 1 had work outstanding following maternity leave End of year 3 (September 15) 1 had work outstanding following maternity leave, 6 had extension to registration to complete thesis September 2016 1 had work outstanding following maternity leave

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INTAKE: 2013 Result year 1 (2014)

Result year 2 (2015)

Result Year 3 (2016)

P F D P F D P F D Trainees Leavers

18 0

18 0

16 2 0

7 9 1

End of year 2 (September 15) 2 had work outstanding following maternity leave End of year 3 (September 16) 4 had work outstanding due to maternity leave, 1 is taking a one year career break, 3 had extension to registration to complete thesis, 1 thesis deferred, 1 suspension of registration due to not meeting academic requirements

INTAKE: 2014 Result year 1 (2015)

Result year 2 (2016)

Result Year 3 (2017)

P F D P F D P F D Trainees Leavers

18 0

18 0

18 0

End of year 2 (September 16) all completed

INTAKE: 2015 Result year 1 (2016)

Result year 2 (2017)

Result Year 3 (2018)

P F D P F D P F D Trainees Leavers

19 0

19 0

End of year 1 (September 16) all completed

INTAKE: 2016 Result year 1 (2016)

Result year 2 (2017)

Result Year 3 (2018)

P F D P F D P F D Trainees Leavers

18 0

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Graduates 2016 2012 cohort 7 2013 cohort 7 First Job Destinations (2016 Graduates) Trainees who graduated/completed in 2016 took up posts in the following locations and specialties: Service Specialty 2012 cohort Huddersfield Adult Psychology Service Sheffield Adult Mental Health SW Yorks partnership Adult Mental Health Sheffield Adult Mental Health RDASH Learning Disability Nottingham Forensic Sheffield Neuro-oncology 2013 cohort

Derbyshire Neuropsychology Chesterfield Adult Mental Health Sheffield Community Mental Health Cambridgeshire CAHMS Sheffield Adult Mental Health Sheffield CAHMS Sheffield CAHMS Of the 14 completers, 13 have taken Clinical Psychology posts in either the East Midlands or Yorkshire and the Humber regions. DClin Psy Supervisor Training Introductory Supervisor Training (ISW) and the Advanced Supervisor Workshops (ASW) were delivered in conjunction with the Leeds and Hull DClin Psy courses. The three way planning and delivery and evaluation of supervisor training continues to be an invaluable and cost efficient means of meeting supervisor training needs both for the Initial and Advanced training courses. The three courses have been working collaboratively to deliver the ISW training, based on a model of a regional two-day residential with two days of follow up at the local University, spanning an eight month period. The training has been planned in line with BPS learning objectives, and the training is now registered as an accredited course with the BPS. At the end of the course each participant submits a portfolio of work to be assessed prior to gaining a certificate of practice. A collaborative model of delivery of the advanced training (ASW) is also well established across the 3 courses. The advanced supervisor programme is aimed at more experienced supervisors. Three, day-long training events have been organised. The titles for the workshops were: Supervising Trainees within a CBT Model, Supervising Trainees within a CAT Model, Supervising trainees within a Systemic Model. These workshops have been aimed at meeting the new BPS accreditation criteria. One of the requirements of the revised criteria is that there will be additional emphasis on assessing the acquisition of therapeutic skills in a more rigorous and systematic way within the main therapy models. The three

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supervisory training events were therefore aimed at helping supervisors become familiar with the learning objectives within the models and to feel more confident in assessing trainees with their development of these competencies. All workshops were evaluated and have proved very popular with all events being full has been sent to our Yorkshire and Humber commissioners to present an evaluation of the training provided (Apppendix 4). Dip High Intensity Therapy (HI: IAPT) Programme This is a BABCP level 3 accredited course for potential CBT therapists. This year (2016 intake) there were 15 trainees on the HI training programme from the following IAPT Clinical Services: Humber (NHS: 2); RDASH Scunthorpe (NHS: 3); Barnsley (NHS: 2); Hull (NHS: 2); Insight Bassetlaw (3rd sector: 1); Insight Calderdale (3rd Sector: 4) and Bradford (NHS : 1). Interviews were conducted in conjunction with each employer site as per BABCP selection guidelines. A University representative typically advised on short-listing and was present on all interviewing panels, alongside Trust managers and representative senior clinicians. For all BABCP KSA route applicants (13), KSA procedures were followed throughout and monitored by the relevant representative (KSA officer) from the PG Dip course. Interviews consisted of an application, role-play and formal interview. The characteristics of the current intake are 11 women and 4 men, average age 32. Their backgrounds and professions were all ex-Psychological Wellbeing Practitioners. Attrition rates 2015-16 Intake P = pass year; F = fail year D = deferred

INTAKE: 2015-16 Result year 1 P F D Trainees Leavers

13 0

9 0 4

Of the 13 starters, no trainees have dropped out. Regular internal examination meetings were held to agree marks and coursework, and to monitor the progress of trainees. Of the 115 major pieces of coursework that were assessed 18 failed; 11 passed on resubmission; 1 failed the resubmission and mitigating circumstances are currently being considered; and 1 failed the resubmission, submitted mitigating circumstances which were upheld and passed on resubmission. 2 trainees have had their registration extended until the end of December 2016 to allow for the submission of their Practice Portfolio and/or coursework to be resubmitted. Cert Low Intensity Intervention (PWP; IAPT) Programme This is a BPS accredited PWP training programme. There were 49 trainees on the 2016 intake of the PWP programme from the following IAPT Centres: Sheffield (NHS: 10); Barnsley (NHS: 7); Rightsteps Wakefield (3rd sector: 3); Insight Bassetlaw (NHS: 2); Insight Calderdale (3rd Sector: 4); RDASH Scunthorpe (NHS: 8); North Yorkshire (NHS: 4); Open Minds Grimsby (3rd Sector: 1); Kirklees (NHS: 4); Humber (NHS: 4); Hull (NHS: 1) and Leeds (NHS: 1). The selection process was that services first selected trainees and then candidates were required to pass a University selection process. Selection was per BPS selection guidelines. University selection consisted of a reflective writing assessment, role-play and formal interview. The characteristics of this intake are 11 men and 38 women, average age 28.

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Attrition rates 2015-16 Intake P = pass year; F = fail year D = deferred INTAKE: 2015-16 Result year 1 P F D Trainees Leavers

35 3

32 0 0

Of the 35 starters, 3 trainees dropped out (all for personal reasons). Of the 260 major pieces of coursework that were assessed, 39 failed; 37 passed on resubmission; 2 failed the resubmission, submitted mitigating circumstances which were upheld and passed on the final submission. Thirty-two trainees graduated in November 2016. PWP CPD The CPU co-organised a Northern CPD day to support PWPs in their roles in conjunction with the North West and North East education commissioning groups. The day conference was organised around the theme of integrating new research findings into practice and there were 5 invited professorial speakers. The conference was attended by N=100 PWPs, education commissioners, the BABCP president and regional IAPT leads. There are plans to continue in 2017 as the conference was a great success. IAPT Supervisor Training The CPU is now leading the Education Yorkshire and Humber commissioned IAPT supervisor training for PWP and CBT supervisors across the region. This is a 7 day course in total (3 generic days and two each for PWP and/or CBT specific days). Trainees submit a portfolio at the end of the course. The programme is seen nationally as an example of good practice. A total of 91 (43+38) practitioners attended the two programmes of training for 2015-16; 49 attended the PWP supervisor training; 32 attended the High Intensity supervisor training and 10 attended both. PG Cert in Clinical Supervision for Inpatient and Complex Care Staff by Distance Learning This is a year long distance learning course that began in 2013. The aim of the course is to develop/enhance the supervision skills of multidisciplinary staff in challenging mental health environments. The certificate programme is organised into 2 modules. Although the course is primarily distance learning, course participants begin each module by attending a three-day teaching programme which introduces all aspects of the learning material. For the 2015 cohort 12 trainees started the programme with 10 funded by Yorkshire & Humber and 2 from East Midlands. The breakdown of Trust providers was as follows: RDASH (5), SHSC (5), Derbyshire HealthCare (2). The trainees came from a variety of professional in-patient care backgrounds; an occupational therapist, a Speech and Language therapist, A & E and mental health nurses. Attrition rates 2015 intake P = pass year; F = fail year D = deferred

INTAKE: 2015 Result year 1 P F D Trainees Leavers

12 4

8

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Of the 12 starters, 4 trainees dropped out for personal reasons/ work related reasons. The rest successfully passed the Programme. The 2016 cohort has had a marked reduction in attendees due to the reduction in overall LBR funding. 5 students began in May 2016. There are 4 staff funded via the East Midlands commissioning group and 1 staff member from Yorkshire and the Humber. The breakdown of Trust providers include Sheffield Childrens Hospital (1), Nottinghamshire HeathCare (1), Lincolnshire Partnership Foundation Trust (1), Derby Teaching Hospital (1) and Doncaster HMP Young Offenders Institution (1). The professional backgrounds of the cohort are focussed primarily on nursing (4 out of the 5 were either physical or mental health nurses) and 1 student was a pharmacy technician. The contexts in which they work included a hospice, A&E, elderly mental health in-patient, Childrens/ physical ill - health and a prison. The 2016 cohort has recently begun the second module.

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6. DCLIN PSY PLACEMENTS Clinical tutors are allocated to trainees according to year groups. This provides continuity in line management relationships throughout the three years of training. In 2015-16 the 1st years were line managed by Paddy Howes, Kath Boon, Liza Monaghan and Sara Dennis, the 2nd years by Kath Boon, Sara Dennis and Sue Walsh, and the 3rd years were line managed by managed by Katherine Hildyard, Jo Burrell and Sue Walsh. Katherine Hildyard (placement planning lead) and Jo Burrell jointly manage the placement planning and allocation process, in conjunction with Maxine Boon, placement administrator. Links with local services and supervisors have been maintained throughout the year via regular liaison with service heads and attendance at service meetings throughout the region. For the year 2015-2016 we were able to secure placements for the new intake of 19 trainees and for the second and third year cohorts. First and second year placements are usually six months in length, third year trainees usually opt for year long placements as a better preparation for working within the NHS post qualification. More detailed information about these placements is provided in the following section, divided by year group. 2015 Intake The 2015 intake of 19 trainees undertook placements in adult, older adult and health specialties as follows: Sheffield Psychological Services (24), Barnsley (4), Sheffield Health Psychological Services (2, including 1 year long), Rotherham (4), Doncaster (3), Out of Area (1). 2014 Intake The 2014 intake of 18 trainees undertook placements in learning disabilities and child and adolescent specialties as follows: Sheffield Psychological Services (10), Barnsley (6), N Derbyshire (8), Sheffield Children’s Hospital (7), Rotherham (2), Doncaster (3). 2013 Intake The 2013 intake of 18 trainees chose placements available throughout the area including adult mental health, forensic, health psychology, child and adolescent, learning disabilities, psychotherapy and neuropsychology. The majority of the trainees took two separate year-long placements (14). Of the 2013 intake of 18 trainees, one trainee has an extension to registration to complete training, one trainee was on maternity leave for the first half of the year, three trainees are continuing extended training due to maternity leave and one trainee was withdrawn from the University following a Faculty Progress of Students Review. 2012 Intake One trainee has an extension to registration to complete training. Log of therapy competencies and the E-portfolio The placement assessment process is fully competency based. The clinical tutor team continue to refine the individualised training plan model, with regular meetings between year team members and the placement co-ordinators, to consider trainee and supervisor needs when allocating placements. The Assessment of Clinical Competencies (ACC) and the Log Book are updated annually and are HCPC compliant. All placements have been audited against BPS Accreditation standards, in order to ensure quality of placement provision. Trainees complete an online evaluation of their experience of placement quality, access to resources on placements, safe working practices, opportunities to develop across the range of competencies and the quality and quantity of clinical supervision, including trainees’ report of how well supported there are with their individual needs (such as disability or a health condition). All forms are individually reviewed to identify any areas where standards may not be being met, or issues to

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follow up with supervisors around any specific support needs they may have for their placement. An anonymised report presenting the data across all three year groups is produced on a yearly basis. The executive summary of this report is included in Appendix 5. As indicated as a specific goal in the 2015 Annual Report, new BPS accreditation criteria are now formally implemented for September 2016. Changes include: developments to the ACC (the Assessment of Clinical Competence) guidelines and documentation, to the structure of placement visits and the process of evaluating trainee performance on of placement. However, the most fundamental change which has been encompassed within our new E-Portfolio system, is the creation of a log of therapy competencies to track/record trainee skill development in CBT plus one other therapeutic method and the monitoring of generic clinical skills across the three years of training. A recent supervisor workshop held in September 2016 was developed for supervisors as a formal launch of our new E-Portfolio using the University’s PebblePad system. Supervisor feedback was extremely positive and clinical tutor staff have asked for a yearly follow-up so that they can provide ongoing feedback about the on the ground implementation of using the new log book and the E-Portfolio systems. The development of our E-Portfolio as the learning platform for supervisor evaluation has been implemented in stages. The first stage of the development was the input of placement audit data from both trainees and their supervisors. The second stage included the 2015 first year group who piloted implementing placement data from their second placement of the year using the first version of our E-Portfolio. The feedback gathered from trainees and supervisors proved very useful in ironing out initial teething problems. It is envisaged that all placement documentation will be sited within the PebblePad system. Ongoing monitoring will be required as change is implemented. Supervisor Training Register Updating supervisor training continues to be an important aspect of quality assurance for placements. BPS/HCPC expectations are that supervisors must attend a supervisor training event once every 5 years to ensure their professional legitimacy to supervise placements. A register of the last five years of attendees to the initial and advanced supervisor training events has been completed and any gaps in training accrued has been identified and brought to the attention of supervisor.

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7. ACADEMIC TEACHING DClin Psy The achievements over the last year and new targets for the academic component of the DClin Psy programme can be found in the Curriculum Sub-Committee report. We have continued to review and revise the curriculum in response to national and local drivers.

In response to the updated BPS accreditation criteria (Autumn, 2014) a number of changes within the organisation of the curriculum are underway. In particular, we are conducting a review of the teaching provision in line with our development of therapy competency frameworks. For example, we have revised the content of our CBT teaching to match the CBT framework for the course. As other therapy frameworks are developed, the teaching will be reviewed to ensure it meets trainees’ learning needs. In addition to the therapy framework changes, we have also reviewed and updated the provision of critical and community psychology approaches. Two new teaching sessions have been added to the curriculum to provide an introduction to social constructionist ideas in year 1 of training, and to revisit this topic in more depth in year 3. Established annual review procedures for the curriculum will ensure that any further updates required will be accounted for. Therefore, other developments are ongoing.

The joint teaching across the three regional programmes (Sheffield, Leeds, Hull) is currently under review in response to trainee feedback and priorities within the profession. We are specifically considering revisions to the content of the teaching to enhance current topics of importance across the three programmes: leadership; therapeutic models (e.g. systemic) and critical psychology.

In addition to specific changes to the teaching content, we have been working to enhance the quality assurance procedures within teaching. The University peer observation system (Collegiate Observation, Discussion and Enquiry; COED) has been adapted for the DClinPsy programme. Following successful piloting in 2013-2014, the COED system has been implemented. This process will add to the support that we currently provide to our external teachers, and allow the programme team to respond to issues of quality within teaching. IAPT Programmes A recent addition to the PWP training programme assessment schedule is the addition of a process analysis of case management supervision. This has been submitted for a BPS award regarding curriculum innovation and has been reviewed by experts and practitioners as fit for purpose and a large improvement on previous practice. The process analysis works because it dually ensures fidelity to the case management method for both supervisee and supervisor and then enables the trainee to reflect on the dynamics within the supervisory relationship. A bespoke marking and writing guideline has also been developed to support trainees in this piece of coursework.

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8. RESEARCH The DClin Psy trainees continue to produce research theses of a high quality. This is all the more impressive because of the lengthy ethical and clinical governance procedures they have to go through. We have continued to streamline these processes where possible. Each year we have a research conference where trainees from the Leeds, Sheffield and Hull programmes showcase their work. CPU staff have continued to be active in their respective research areas (see Appendix 6). CPSR have had an excellent year in terms of winning research monies, publication and developing translational research. The Centre has continued to develop links with service users, service providers, and practitioners. All team members supervise trainee clinical psychologists for their doctoral research, and the team also provides supervision to students undertaking BSc, MSc and PhD degrees. The clinical psychology trainees are also supported by the team to undertake research at the level of service evaluation, addressing questions posed by local clinicians and managers (e.g., user satisfaction; effectiveness of service development; staff attitudes). These evaluations have been used to shape local services. The team’s research is evidenced by publications (many with clinical psychology trainees) in high quality peer-reviewed journals and presentations at local, national and international conferences. The research covers domains that are highly relevant to the development of clinical psychology at a practical and theoretical level, as well as relating to other disciplines and service development. The topics addressed include: understanding the psychology and treatment of different disorders (e.g., psychosis, depression, eating disorders, anxiety); the assessment and treatment of different clinical groups (e.g., learning disabilities, children and young people, individuals with skin conditions); the effectiveness of different therapies (e.g., counselling, cognitive analytic therapy, cognitive behavioural therapy); and the processes of therapy (e.g., understanding the role of the therapeutic alliance, clinician adherence to protocols, negative therapy outcomes). Team members’ research outputs are included in the regular Research Excellence Framework (REF) exercise, which appraises university research every 5-6 years. It is worthy of note that the most recent REF (in 2014) showed that the clinical team were valued contributors, providing two of the five ‘Case Studies’ that the Department submitted. Such Case Studies are required to demonstrate that the researchers’ work has demonstrable impact in the real world, supporting the value of the clinical psychology team’s research.

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9. PARTNERSHIP WORKING AND STAKEHOLDER INVOLVEMENT Liaison with the Hull, Leeds, Leicester and Trent DClin Psy Programmes We are collaborating with Leeds and Hull on a number of projects. We have joint teaching sessions for trainees across all three years of training, we jointly manage supervisor training and post-qualification training. We also continue to discuss any placement issues with colleagues from the Leicester and Trent programmes. In addition we have had meetings with all of the Northern DClin Psy programmes with senior programme staff and associated local Heads of Service from programmes from the following universities: Hull, Lancaster, Leeds, Liverpool, Manchester, Newcastle, Sheffield, Teesside. These meetings have been extremely useful (See Appendix 7). Northern IAPT Consortium This group comprises the IAPT training providers in the north of England with the aims of: providing support; exchanging information; facilitating consistency and maintenance of standards in training, outcomes and supervision and influencing the local and national agenda. It has met a number of times over the past year to consider training issues for the IAPT programmes. Service Involvement This year with have not held any meetings between the local Heads of Services, University and Health Education Yorkshire and the Humber (HEYH), however, we hope these will continue in the following year. We distribute electronic Newsletters to all local NHS clinical psychologists. The IAPT Programme Director visits all IAPT services regularly and training for IAPT supervisors throughout the region is provided. Patient and Public Involvement The DClin Psy programme has followed the HCPC requirements in this area. We have maintained our excellent working relationships with service users/experts by experience and extended this to include a number of additional aspects of the programme. For example, service users continue to be a regular part of teaching, and have contributed to developing our clinical skills teaching. In addition, service users/experts by experience continue to contribute to the annual selection of trainees. Over the last year we have worked towards extending our existing pool of Experts by Experience by liaising with voluntary agencies (e.g. Pathways, West Yorkshire; Business Boosters Network, Sheffield) and statutory agencies (e.g. Sheffield Teaching Hospitals, Patient Education Programme). This year we held an event for Experts by Experience and health professionals jointly with the Leeds and Hull DClin Psy programmes.

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10. QUALITY ASSURANCE Trainee Feedback We monitor trainees’ views of the all programmes through joint meetings with Course staff; teaching feedback gathered routinely at the end of every teaching session, trainee representation on all formal course committees, and, for the DClin Psy programme, through the completion of an Annual Feedback Questionnaire and Report (Appendix 8). The IAPT programmes consider trainee feedback at their summer review of the programmes. An example of good practice that developed from the feedback is the development of the sessional form for the HIPI trainees. This now contains a tear-off slip on the bottom on which they write notes for their reflective journals. So they write, tear off and take away ensuring a prompt and link to their journals. Supervisor Feedback Opportunities for DClin Psy supervisor feedback are provided within several settings - the CPSC, meetings with clinical tutors, PTC, and at the several workshops for supervisors. Supervisors generally expressed satisfaction with the Sheffield programme. This was confirmed by the data collected by questionnaire as part of the annual quality monitoring process (Appendix 9). The IAPT Programme Director visited all Service Managers to discuss all matters relating to the Programmes and IAPT trainees. A form has been developed for service feedback (see Appendix 9) In addition two training days were held for NHS supervisors of the Dip HP course. Teacher Feedback DClin Psy external teachers are asked to provide feedback immediately after their teaching. This feedback is then collated for each year group and feedback is given to trainees at a Year Team meetings. Feedback is also sought, for the DClin Psy programme, through the Annual Feedback Questionnaire (Appendix 8). Each IAPT programme has a day each summer in order to review the course and to think about changes and adaptations that are considered useful or that trainee feedback suggests. This tends to stimulate the following action; (a) changing the timing of sessions, (b) changing the speakers, (c) changing the methods of learning used and (d) changing the documentation concerning aspects of assessment (e.g. better guidance on written assignments). University Monitoring Quality and Standards are monitored through the Faculty of Science’s Teaching Affairs and Faculty Teaching Quality committee, which receive Annual Reports from Departments. Follow up on matters arising from the faculty scrutiny can be found in the Teaching Quality committee minutes. External Examiners The four External Examiners to the DClin Psy programme were Dr Chris McCusker, Queens University Belfast, Dr Carol Martin from the University of Leeds, Dr Richard Brown, University of Manchester and Dr Dean McMillan, University of York. Four favourable External Examiners’ reports were received and are available from Sarah Radgick. All reports comment positively on the high standards of work produced by trainees and on the overall administration of the assessment procedure. The external examiner for the Cert HP was Dr Suzanne Byrne from King’s College London and for the Dip LP, Della Bailey from University of York. Both external examiners have stated their satisfaction with the manner in which trainees were assessed, the standard of the marking and the general organisation of the course.

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11. TARGETS As part of the Unit’s on-going development and to ensure our work is appropriately focused, we have commented on the progress of last year’s targets and our targets for the coming year. We have consulted on these targets with staff within CPU and stakeholders through the Programme Training Committees for all programmes. First we report in the activities that relate to our 2015/2016 targets: Targets Nov 2015- Nov 2016

Target Lead Responsibility

Evidence

Completion of pilot work for the new BPS standards

LM, SW The new competency standards are in place for the 2016 entry trainees

Approval of Clinical Neuropsychology programmes

GH University teaching committee approval has been obtained. However, these programmes are on hold as the University is currently not recruiting new staff

New PWP accreditation criteria to be fully embedded within the programme

SK The new standards are now in place for the 2016 intake

Ensure SHSC financial contract remains on target

LM, SW, GH Planned targets have been met

Review the implications of a confirmation review/ exit degree for the DClin Psy programme

GH Decision whether to have an exit degree

Complete preparation for the REF trial run in 2016 and respond to recommendations from the review

GW, MB Report from the REF committee

New Targets 2016/2017

Target Date Lead Responsibility

Evidence

Successfully deliver additional Cert LP and Dip HP progammes

March 2017

SK Completion of programmes in March 2018

Bid for IAPT training in LTC/MUS for Y&H

Nov 2016 SK/GH Offered contract

Work with local and national groups towards a satisfactory agreement for future funding of the programmes

?? GH/LM/SW

Consider new opportunities for training/ funding

As arise GH/SW/LM

Review Expert by Experience involvement in the programmes

KB

Curriculum review L-ME Review of feedback to and from trainees and external stakeholders

Dec 2016 GH/L-ME /AT/LM

Report

Review the research training and coursework in relation to ACP2

MB, JD, AT

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Appendices Appendix 1 Reports from Sub-Committees Appendix 2 Certificate in Clinical Supervision Report Appendix 3 Staff Regional and National activities Appendix 4 Supervisor Training for Clinical Psychologists in Yorkshire and the Humber: Evaluation Report 2016 Appendix 6 2015 Staff Publications Appendix 7 Northern DClin Psy meeting minutes Appendix 8 Annual Feedback Report 2015– Executive Summary Appendix 9 IAPT service Feedback form Appendix 10 Honorary Appointments in Clinical Psychology Appendix 11 List of acronyms

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APPENDIX 1

CLINICAL PRACTICE SUB-COMMITTEE Membership 2016/17 Emma Beattie-Edwards 1st year representative Elizabeth Benson 1st year representative Katharine Boon Programme Team Jo Burrell Programme Team Rachel Coleman-Smith 3rd year representative Amy Daglish 2nd year representative Sara Dennis Programme Team Shona Goodall NHS representative, Sheffield Katherine Hildyard Programme Team Paddy Howes (Chair) Programme Team Alex Leedham 2nd year representative Liza Monaghan Programme Team Lucy Nield 2nd year representative Sarah Radgick Unit Administrator Nate Shearman 3rd year representative Heidi Trivasse 1st year representative Sue Walsh Programme Team Review of targets for 2015-2016: Target

Progress

To develop therapy competency frameworks in models in addition to CBT

• Therapy competencies have been developed for CBT, CAT, Psychodynamic, ACT and CFT models.

• Each model’s competencies will be recorded on the pebblepad system from the start of 2016-17

To further develop the use of the e-portfolio system

• Pebblepad now holds the ACC (Assessment of Clinical Competencies), individual placement records of activity, placement evaluation form and the new cumulative 3 year logs of Therapeutic competencies, neuropsychological competencies and placement experiences.

To achieve greater clarity in the placement grading system

• From the start of 2016-17 the placement grading system has been revised in order to achieve clarity and to comply with BPS requirements

To consider a new system for recording trainee outcome data and its use in supervision

• A replacement for CORE NET has not been developed. The course team will review the need for this.

Future targets 2016/17 Target

Action to be taken By whom & Target Date

To implement the use of all placement documents on pebblepad for all training years and placements from 2016-17.

• For all paper documents to be replaced by their equivalent on pebblepad.

• For all trainees supervisors and tutors to implement the use of these documents.

• For any problems with this implementation to be discussed and resolved

Trainees, supervisors & clinical tutors. Throughout 2016-17

To ensure compliance with the BPS • For placement experience and teaching to Trainees,

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requirement for trainees from 2016 intake onwards to have achieved and recorded competence in CBT and another model.

allow competence in CBT and another model to be achieved and recorded for 2016 intake onwards.

• For 2014 & 2015 to also attempt to record competence in CBT and another model

supervisors & clinical tutors. Throughout 2016-17

To gather more evidence of service user feedback to trainees on placement

• The new electronic ACC has a space to record specific service user feedback. To aim to find ways of making this type of feedback a basic requirement of placements.

• To consider integrating onto the course ideas from the GTiCP presentations on service user feedback

•

Trainees, supervisors & clinical tutors. Throughout 2016-17 Clinical tutors. September 2016.

Paddy Howes CPSC Chair October 2016

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CURRICULUM SUB-COMMITTEE Membership 2015-2016 Nigel Beail Programme Team /Learning Disabilities Kath Boon Programme Team/ Diversity Lisa-Marie Emerson Chair/ Programme Team/ Child/Adolescent/ Psychological models Paulina Gonzalez Trainee Representative; First Year Laura Green Third Year Trainee Representative Teresa Hagan NHS Adviser (Adult Mental Health/Research) Jo Hall Third Year Trainee Representative (Maternity cover for Kirsty Howell) Rhodri Hannan NHS Adviser (Forensic) Gillian Hardy Programme / Course induction Jo Hawker NHS Advisor (Older Adults) Katherine Hildyard Programme Team / Learning Disabilities Ellie Hurrell STH Link Claire Isaac Adviser (Neuropsychology) Maria Jarman NHS Advisor (Clinical Health Psychology) Sharon Keighley Curriculum Administrator Sue Martindale NHS Adviser (Psychosis & Recovery) Liza Monaghan Programme Team/ Professional and Ethical Issues Fiona Myles NHS Adviser (Child/Adolescent) Oonagh O’Hare Trainee Representative; First Year Lyndsey Presley NHS Adviser (Learning Disabilities) Sarah Radgick Unit Administrator Hazel Reynders NHS Adviser (Neuropsychology) Georgina Rowse Programme Team / Psychosis / Forensic Iona Shepherd Second Year trainee representative Jade Smith Second Year trainee representative Andrew Thompson Programme Team/ Research/ Clinical Health Psychology Glenn Waller Programme Team / Older Adults / Neuropsychology Sue Walsh Programme Team/ Organisation and leadership issues

The committee met two times in the last year on the 18th January 2016 & 7th June 2016. Actions taken following last year’s report Target Action taken

Implement peer observation (COED)

A selection of new teachers to the course were observed by an academic tutor. The COED system was altered to allow observation feedback to be retained by the course team. Feedback is now stored securely on timetable administrator’s system. These changes will be implemented in academic year 2016-2017.

Conduct a review of teaching in line with new BPS guidelines

A review of teaching on specific models of therapy (e.g. CAT and systemic) was conducted in line with BPS accreditation guidelines. NHS reps were consulted during the process. Content of teaching sessions was amended to ensure that sufficient coverage of main therapeutic competencies. Additional CBT day on practical skills has been introduced to the curriculum following successful piloting of optional workshops.

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Future targets 2016/17 Target Action to be taken

Date

Review teaching feedback questionnaire

Check questions are still relevant and phrased appropriately – including rephrasing qualitative questions.

Oct 2016

Conduct full curriculum review in line with BPS and HCPC guidelines, and developments in clinical practice.

Small group of course team to meet and review curriculum, following trainee feedback and consultation with NHS reps.

July 2017

Dr Lisa-Marie Emerson Chair of the Curriculum Subcommittee

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PERSONAL AND PROFESSIONAL DEVELOPMENT SUB-COMMITTEE

Membership 2016/2017

Stephanie Clegg Second Year Trainee Representative Kelly Davenport Third Year Trainee Representative Gillian Hardy (Chair) Programme Team Andrew Horan Second Year Trainee Representative Paddy Howes Programme Team Rachael Johnson Third Year Trainee Representative Kaaren Knight Child NHS Member Jessica Lane Third Year Trainee Representative Sue Maskrey Assessment and PPD Secretary Liza Monaghan Programme Team Rosalyn Nelson First Year Trainee Representative Laura Perry First Year Trainee Representative Aishia Turner Second Year Trainee Representative Last year’s targets

Target Action taken Further develop plans for implementing an Observing Organisations group for third years.

This was discussed further in the sub committee meetings. However, trainees wished to keep the RP groups. It was therefore agreed to continue these for the time being.

Consider possibilities for a future trainee peer support group.

This has not been taken forward this year, as the RP groups are to remain.

Future targets 2016/2017

Target Action required Date Review of the PPD teaching to be undertaken

This will be led by the new PPD chair, who begins work at CPU in Nov 2016. She will plan a timetable to fit in with the planned review of all teaching

Ongoing to Oct 2017

Gillian Hardy Chair of the PPD sub committee

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RESEARCH SUB-COMMITTEE Membership 2015/16: Rebecca Barns Second Year Trainee Representative Christine Cobley Third Year Trainee Representative Lisa Emerson Programme Team Jack Garlovsky NHS Representative (SCH) Gillian Hardy Programme Team Claire Isaac NHS Representative (STH) Stephen Jones Second Year Trainee Representative Sharon Keighley Timetable Administrator Fiona Lambert First Year Trainee Representative Sarah Radgick Unit Administrator Katy Richardson Third Year Trainee Representative Georgina Rowse Programme Team Majid Saleem Third Year Trainee Representative Amrit Sinha Research Support Secretary Andrew Thompson Programme Team/ Chair Sarah Wakefield First Year Trainee Representative Glenn Waller Programme Team Frequency of meetings The Research Sub-Committee (RSC) met on the 15/06/2015, 24/11/2015, 07/06/2016 Actions taken following last year’s report

Target Planned action Action taken / outcome Produce an outline proposal to move the research process forward.

The Chair (AT) of the subcommittee will consider other course work deadlines and draft a revised schedule of research deadlines for discussion in a Unit meeting and at the next RSC.

The research process dates were moved forward for the 2015 intake. In general positive feedback was provided on this change.

Review the format of the thesis.

The Chair will produce an outline proposal for options for revising the format of thesis. The aim will be to consider the merits of having a shorter version that is more facilitative of submission of the contents for publication.

Following consultation the assessment regulations for the thesis have been revised. The current 3rd years were given the option of having the revised format apply to their thesis. The decision overall was split and therefore the revision will apply to the 2015 intake onwards.

Review the format of the service evaluation project (ACP3).

Andrew Thompson and Glenn Waller will produce an outline proposal for options for revising the format of ACP3. The aim will be to consider the merits of having a shorter version that is more facilitative of submission of the contents for publication. The process of completing this piece of work will also be reviewed with the aim of building in some degree of scrutiny prior to the dissemination to services.

Following consultation the format of, and process of completing ACP3 has been revised. This revision will be active from the 2016 intake onwards.

Review the research materials/guidance available on MOLE.

The Chair will work with the RSS to ensure that the materials on MOLE are reviewed.

All documents held on MOLE have been reviewed and updated. In addition, a contents document has been created by the RSS. The document has links to the revised documentation. Trainees and supervisors feedback on the changes to MOLE have been positive.

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Encourage greater involvement of the DClins. In the departmental postgraduate conference.

The Chair will liaise with the organisers of the postgraduate conference and the DClin RSC representatives to consider how best to showcase 2nd year thesis related work over the next period.

Following discussion within the programme team it was agreed that the 2nd years will present their work with a poster for the faculty poster day due to take place 26th April 2017.

Future targets 2016/2017

Target Action to be taken Target Date Review the research teaching The feedback on research teaching is positive. However,

there has not been a major review of the research teaching for several years and consequently the teaching will be reviewed.

Ongoing 2016/2017.

Review the research proposal review process

The protocol review process currently involves a considerable amount of input from staff (protocols are reviewed by three people and a meeting is held with both the trainee and supervisor/s). The review process will be reviewed over the next session to see whether it can be made more efficient without affecting the quality of the feedback provided.

September 2016

Monitor the impact of the changes to the NHS research governance process.

Given some of the issues described by trainees RSO and Chair to monitor the impact that the implementation of the HRA system has had on trainees conducting research through the NHS.

Ongoing 2016/2017

Review ACP 2 There has been feedback from NHS supervisors that the single case study is difficult to carry out on some placements. Therefore the format of ACP2 will be discussed to consider if additional forms of small n research might be allowable. Michael Barkham, Jaime Dellgadillo, and Andrew Thompson to work on a proposal to be discussed in the research subcommittee and academic tutors meeting.

June 2017

Chair Dr Andrew Thompson, Director of Research Training

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SELECTION SUB COMMITTEE Membership 2015/2016 Michael Barkham Programme Team Kath Boon Programme Team Ian Brown Rotherham, Doncaster and South Humber NHS Foundation Trust Jo Burrell Programme Team Sara Dennis (Joint Chair) Programme Team Lisa-Marie Emerson Programme Team Gillian Hardy Programme Team Katherine Hildyard Programme Team Jacquie Howard Programme Team Paddy Howes Programme Team Maria Jarman Sheffield Health and Social Care NHS Foundation Trust Liza Monaghan Programme Team Paul Perry South West Yorkshire Partnership NHS Foundation Trust Sarah Radgick Programme Team Georgina Rowse (Joint Chair) Programme Team Richard Smith Sheffield Health and Social Care NHS Foundation Trust Andrew Thompson Programme Team Glenn Waller Programme Team Sue Walsh Programme Team Tony Whiting Service User Representative Patrick Wood Service User Representative Charlotte Wright Trainee representative This committee met 3 times over the last year Action taken following last years report 2015/16

Target Action taken To consider the information provided to potential candidates and candidates invited to interview.

Website updated Maps/web links included in interview invite letters Emails and electronic access folders utilised

To consider the length of the day for panel members and any solutions as to how this might be addressed.

Parallel plenaries adopted

To continue monitoring the impact on candidates of the process of the day

SD & GR continue to monitor impact on candidates of the process via feedback survey.

To consider a trial of the inclusion of a research question within the written task for 2016. In order to potentially triangulate data with candidates’ ability to think on their feet within the interview setting

This was not included this year due to the addition of the role play within the interview, it was felt too many changes would be made in one cohort, resulting in a difficulty in discerning the impact of each element.

To monitor numbers of candidates rated as unsuitable for training this year

SD & GR continue to monitor this.

To consider our ability to assess clinical skills competencies during our interview day and whether an additional task may meet this need if identified (eg via a role play/video task)

A clinical role play was included within the interview.

To consider more shortlisting panels to reduce the number of applications reviewed by each rater

All course team shortlisted this year, resulting in 7 shortlisting panels,

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reducing the number of applications to be shortlisted per person. Levels of inter-rater reliability appeared to be in line with previous years (with fewer panels). This will be continued next year.

To clarify the shortlisting criteria in line with shortlister feedback in an attempt to ensure clarity for applicants, and increased inter-rater reliability for raters

Shortlisting criteria were updated

Targets for 2016/17

Target Action to be taken Ensure potential candidate information is up to date for all candidates and that international candidates have sufficient information and access to this.

Update the website appropriately. Design a prospectus/leaflet for international applicants. Provide international applicants with a contact person in order to offer opportunities to find out sufficient information about the course and the University of Sheffield.

Maintain increased numbers of shortlisting panels and parallel plenaries.

To ensure these changes are maintained for this years process.

Review scores of numeracy and written task in order to consider the provision of more guidance with regards to suitability for training

GR to review scores

Maintain role play within interview, consider ordering and pacing of questions

To be considered at the pre-interview training session

Interview panel and role play rating forms to be reviewed as the scoring was difficult to tally with the content elicited, and lengthy

GR and SD to review

Georgina Rowse and Sara Dennis, Joint Chairs November 2016

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APPENDIX 2 Postgraduate Certificate in Clinical Supervision for Inpatient and Complex Care Staff by Distance

Learning ANNUAL REPORT: YEAR 3

NOVEMBER 2016 Overview A joint initiative between the Clinical Psychology Unit, University of Sheffield and Sheffield Health and Social Care Trust, led to the creation of the first year long Postgraduate Certificate in Clinical Supervision for Inpatient and Complex Care Settings by distance learning which began with its first intake in 2013. This report collates and reviews the third cohort feedback for the 2015. Course Ethos and Overview The year long distance learning course is aimed at multidisciplinary practitioners and is multi-modal; combining face-to-face teaching, e-learning, and regular tutorials. The assessed coursework combines a focus on day-to-day practice with the integration of new and existing skills within a supportive online and face-to face community of peers. The course is run with an emphasis on applied adult learning, tailored to meet the needs of a multidisciplinary workforce. There are three aims to this educational endeavour: first, to create a well-crafted, useful and robust qualification for a group of multidisciplinary NHS staff who are often overlooked; second, to embed and extend the learning to support NHS systems to change/reprioritise the delivery of high quality supervision in specific neglected work areas; and third, to promote self-reflective and self-critical learning as an underpinning of effective clinical supervision and thereby enhance the work performance of course participants. With the increased emphasis on clinical governance in the NHS, the demands for good quality supervision have increased. On-going supervision of clinical work is usually mandatory and, for some professions such as counselling, regular and on-going supervision has long been a professional requirement. The primary significance of this training initiative was to target the learning needs of staff in inpatient and complex care settings whose experience of clinical supervision may be very limited and who work in contexts where the emotional load on staff is high. Funding for student fees on the programme was available through Specialist Skills and Post Registration Development (SSPRD) or Learning Beyond Registration (LBR) monies from Health Education Yorkshire and the Humber and Health Education East Midlands. This report provides an overview and assessment of the year 3 performance of the course. Course Assessment The PG Certificate consists of two modules, Advancing Supervision Skills I and II. The course content for Advancing Supervision Skills I covers definitions and purposes of supervision, creating and maintaining a climate of trust, responsibilities of stakeholders in the supervision process, contracting and consent of clients and supervisees, models of supervision, reflective practice and the learning log.

The coursework assignment for Module 1 is the submission of a recording of a supervision session together with a written critical evaluation of the session against a selected theoretical model of supervisory practice.

The course content for the second module covers: methods of facilitating the learning of the supervisees, attending to the emotional needs of supervisees, creating a safe supervisory space in the context of inpatient and complex care environments, awareness of ethical issues in supervision, difference and diversity in supervision.

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The course requirement for Module 2 is the submission of a 6,000 word case study detailing how a candidate has attended to a supervisee’s learning, emotions at work, dealt with any ethical issues that have arisen and addressed issues of difference and diversity

Evaluation

The course has two teaching blocks in semesters 1 and 2. All elements of the teaching, the course information provided, MOLE2, relationships with tutors and the organisation and delivery of the course were evaluated by questionnaire (see Appendices 1 & 2).

Cohort 2 12 NHS staff registered for the course. Course participants were employed in the following NHS Trusts: Sheffield Health and Social Care, (SHSC, 3 students) Sheffield Children’s’ Hospital (SCH, 1 student) Rotherham Doncaster and South Humber (RDaSH, 7 students), and Derbyshire Healthcare (DHFT, 2 students). The professions of participants were nursing (11), occupational therapy (1) Eight course participants attended block 2. Seven of these successfully completed the course and were awarded the Post-Graduate Certificate. One withdrew from the programme due to personal difficulties and one late submission is pending. Of the seven who completed, three were from SHSC, two were from RDASH, one from SCH and one from Derbyshire Healthcare. Results of Year 3 Analysis Feedback from Teaching Blocks 12 students returned questionnaires at the end of Teaching Block 1 Teaching Block 1: Students were asked to rate the following aspects of the 3-day teaching block in terms of their usefulness on a 4-point scale (Excellent, Good, Satisfactory, Unsatisfactory). See Table 1 below for these ratings: Feedback module 1: Number of attendees: 12 12 Attendees rated the usefulness of the following sessions: 1. How useful did you find the pre-course information Excellent 40% Good 60% Satisfactory Unsatisfactory 2a. Did you find the 3-day teaching block useful as An introduction to the ethos and structure of the course? Excellent 75% Good 25% Satisfactory Unsatisfactory 2b. Did you find the 3-day teaching block useful as An introduction to the University and its facilities? Excellent 65% Good 35% Satisfactory Unsatisfactory 2c. Did you find the 3-day teaching block useful as An introduction to staff/ your tutor and other course participants? Excellent 75% Good 25% Satisfactory Unsatisfactory

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2d. Did you find the 3-day teaching block useful as An introduction to the Library Information Commons? Excellent 60% Good 15% Satisfactory 25% Unsatisfactory 2e. Did you find the 3-day teaching block useful as An introduction to MOLE? Excellent 50% Good 40% Satisfactory 10% Unsatisfactory 3. How informative was the session on What is supervision and Issues in Supervision? Excellent 60% Good 40% Satisfactory Unsatisfactory 4. How informative was the session on Contracting and the Supervisory Relationship? Excellent 65% Good 35% Satisfactory Unsatisfactory 5. How informative was the session on Models and Frameworks of Supervision? Excellent 50% Good 50% Satisfactory Unsatisfactory 6. How informative was the session on Challenges to Supervision? Excellent 35% Good 60% Satisfactory 5% Unsatisfactory 7. How informative was the session with previous students? Excellent 25% Good 70% Satisfactory 5% Unsatisfactory 8. How informative was the session on Protecting Space for Supervision? Excellent 25% Good 70% Satisfactory 5% Unsatisfactory 9. How informative was the invited session by the guest speaker? Excellent 100% Good Satisfactory Unsatisfactory 10. How do you rate the teaching rooms and facilities? Excellent 15% Good 60% Satisfactory 25% Unsatisfactory Sample of qualitative feedback: • Really useful and relevant • Good to meet people/ hear experiences, makes it seem more achievable • Keep in the role play that was requested of the tutors to demonstrate contracting session; it was

invaluable to aid understanding by observation. • Staff approachable, clear, flexible and responsive to requests • Very thought provoking Teaching Block 2 8 students returned questionnaires at the end of Teaching Block 2 They were asked to rate usefulness of aspects of the course to date using the same 4-point scale 1a. How useful have you found the following so far: Units and reading materials on MOLE? Excellent 65% Good 35% Satisfactory Unsatisfactory 1b. How useful have you found the following so far: Tutorials/meetings with tutors? Excellent 50% Good=35% Satisfactory 15% Unsatisfactory

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1c. How useful have you found the following so far: Reflective learning log and/or discussion forum? Excellent 15% Good 15% Satisfactory 70% Unsatisfactory 1d. How useful have you found the following so far: Other contact with University (e.g. library, admin)? Excellent 25% Good 50% Satisfactory 25% Unsatisfactory 1. How useful was the ‘Orientation to Module 2’ session? Excellent 15% Good 50% Satisfactory 35% Unsatisfactory 2. How useful was the session on Cultural Competence and Supervision? Excellent 35% Good 50% Satisfactory 15% Unsatisfactory 3. How useful was the session on Reluctant Supervisees? Excellent 25% Good 75% Satisfactory Unsatisfactory 4. How useful was the session on Constructive Challenge? Excellent 25% Good 75% Satisfactory Unsatisfactory 5. How useful was the session on PPD/Difficult Feelings in Supervision? Excellent 30% Good 50% Satisfactory 10% Unsatisfactory 10% 6. How useful was the session on Working Ethically? Excellent 50% Good 50% Satisfactory Unsatisfactory 7. How useful was the session on Case Study/ Assessment? Excellent 25% Good 50% Satisfactory 25% Unsatisfactory 8. How useful was the session on Clinical Supervision and the Organisation? Excellent 65% Good 35% Satisfactory Unsatisfactory 9. How useful was the session on Working with Difference and Diversity? Excellent 25% Good 75% Satisfactory Unsatisfactory 10. How useful was the session on Learning and Supporting Supervisees to Learn? Excellent 25% Good 65% Satisfactory 10% Unsatisfactory 11. How do you rate the teaching rooms and facilities? Excellent 10% Good 80% Satisfactory 10% Unsatisfactory Sample of qualtitative feedback Really felt listened to and supported. Found all sessions helpful – more so as I began to feel comfortable with my supervisor. I have felt supported throughout my learning and enjoyed working with colleagues. The course content is challenging Very supportive course and group, enjoyed it all. Wish there were more modules! Great admin support Quite intense but really useful to have an honest acknowledgement of the huge challenges of working in the NHS and how supervision/ support can help overcome these issues

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It felt more relaxed during this teaching block as knew the tutors and other students better which was really nice. I like using the reflective log and find it helps me think about things; it helps to get regular feedback. Interesting to share the real issues that people are struggling with in the organization Conclusions The course is positively rated by course participants in terms of it’s delivery and content and there is good information about learning accrued. Results indicate positive and significant individual learning with reported concomitant reported impact on clinical practice. Although numbers are relatively small, the analyses indicate positive change at a number of different levels. All aspects of the course were highly evaluated and evidence of individual learning across the programme was clear. It was reported by all the participants that it remains challenging for them to take study leave. Staff reported feeling guilty at taking their study entitlement particularly when ward environments were short staffed. All the course participants described the even greater importance of the development of good supervision skills in order to help staff function in the context of significant and ongoing NHS organisational change. SUE WALSH, JOINT DIRECTOR OF CLINICAL PRACTICE CLINICAL PSYCHOLOGY UNIT, UNIVERSITY OF SHEFFIELD

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APPENDIX 3

STAFF REGIONAL AND NATIONAL ACTIVITIES Clinical commitments Sessions

provided

Professor Nigel Beail Consultant Clinical Psychologist and Professional Lead for Psychological Services South West Yorkshire Partnership NHS Foundation Trust

Dr Lisa-Marie Emerson 4 Senior Clinical Psychologist, Sheffield Children's Hospital. Dr Kath Boon 4 Clinical Psychologist in Adult Mental Health South West

Yorkshire Partnership NHS Foundation Trust (North Kirklees) Dr Jo Burrell 4 Psychological Health: Adult Mental Health service within

Nottinghamshire Healthcare NHS Trust Dr Jaime Delgadillo 2 Cognitive Behavioural Psychotherapist, Leeds Community

Healthcare NHS Trust Sara Dennis 2 Health and Medical Psychology Services in Chesterfield Dr Katherine Hildyard 2 Sheffield Health and Social Care Trust Community Learning

Disability service Dr Paddy Howes 5 Department of Psychological Services, Sheffield Teaching

Hospitals Trust Dr Steve Kellett 2 2 sessions for Sheffield Care Trust providing clinical

supervision to CAT practitioners & trainees. Provides clinical supervision to the AMH Consultant Clinical Psychologists within Sheffield Care Trust.

Dr Liza Monaghan 1 Consultant Clinical Psychologist in Adult Mental Health Services, Derbyshire

Dr Andrew Thompson 2 Psychological Health Sheffield, providing a clinical health psychology service within Rotherham NHS Foundation Trust

Dr Sue Walsh 2 Consultant Clinical Psychologist in CAT in Specialist Psychotherapy, Sheffield

Professor Glenn Waller 1 Sheffield Specialist Eating Disorder Service Professional activities Professor Michael Barkham

Editorial Board of the British Association of Counselling & Psychotherapy's Counselling and Psychotherapy Research Scientific Advisor for the Savoy Conference on ‘Psychological Therapies and the NHS : Science, Practice and Policy’, London Trustee, CORE System Trust

Professor Nigel Beail Trustee of the British Institute for Learning Disabilities Member of the International Scientific Committee, European Association for Mental Health in Intellectual Disability. Continuing Professional Development Officer, British Psychological Society DCP Faculty for Intellectual Disabilities. Lead National Assessor for Consultant Appointments (Intellectual Disability Servicers). British Psychological Society Membership Services Unit, British Psychological Society. National Research Ethics Services Member (South Yorkshire and Humber)

Dr Katharine Boon Member of BPS Dr Jaime Delgadillo Accredited member of the BABCP

Member of the research committee – BACP Editorial Board of Psychotherapy Research Editorial Board of Advances in Dual Diagnosis

CPU Annual Report xxxviii 2016

Chair of the Northern IAPT Practice Research Network Professor Gillian Hardy Fellow of the Royal Society of Medicine

Fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce Editorial Board of Psychotherapy Research Editorial Board for Psychotherapy Chief External Examiner University of Birmingham External Examiner UCL

Dr Katherine Hildyard Member of BPS Faculty of Learning Disability, Member of BPS Division of Clinical Psychology

Dr Steve Kellett National BABCP PWP accreditation steering committee External Examiner at Newcastle University Diploma in CBT OCD Action Board member

Dr Georgina Rowse Member of Trent Psychosis and Recovery SIG External Examiner, University of Leeds, D.Clin.Psy. External Examiner, University College London, D.Clin.Psy. External Examiner, University of Birmingham, MRes Member of the Living with Inflammatory Bowel Disease Research Award Panel for Crohn’s and Colitis UK Member of the Review and Development Group for Crohn’s and Colitis UK

Dr Andrew Thompson Associate Editor of the British Journal of Dermatology Editorial Board of Dermatological Nursing Dermatology Network lead Faculty of Clinical Health Psychology (BPS) Psychological Advisor to The All Party Parliamentary Group on Skin Psychological Advisor to The Katie Piper Foundation External Examiner Clinical Psychology, Canterbury University (2013-2017) Reviewing duties for a range of UK and international grant-awarding bodies

Dr Sue Walsh Member of South Yorkshire Partnership Council Professor Glenn Waller Chair, BABCP Scientific Committee

Member, BABCP National Committees Forum Associate Editor, International Journal of Eating Disorders Action Editor, British Journal of Clinical Psychology Editorial Board, Behaviour Research and Therapy Editorial Board, Journal of Behavior Therapy and Experimental Psychology Editorial Board, Cognitive Behaviour Therapy External Examiner, University of Liverpool External Examiner for PhD, University of Sydney Scientific reviewer, International Conference on Eating Disorders, 2016 Reviewing duties for a range of UK and international grant-awarding bodies Member of one NICE committee and one NICE Guideline Development Group

APPENDIX 4 Advanced Supervision Workshop (ASW) Evaluation

CPU Annual Report xxxix 2016

Relational Supervision Training 25th-26th May 2016

DClinPsy Programme Sheffield University

Summary An evaluation of a two-day ASW supervision training course organised by the Sheffield Programme is presented. 31 clinical psychologists attended across the Leeds and Sheffield Programmes, including 1 individual from Hull. Attendees were all clinical psychologists providing placements across the Yorkshire and Humber Region and were employed in AMH, Psychosis, CAMHS, Forensic, Older Adults, Health, Learning Disabilities, Neuropsychology, Acute and Inpatient Services. The two-day workshop was supported by ACAT (Association of Cognitive Analytic Therapists). The 2 -day relational training is a formal aspect of CAT (cognitive analytic therapy) supervisory training. However, following discussion with the facilitators and ACAT the event was opened up to both CAT qualified clinical psychology supervisors and those supervisors who were CAT informed and used aspects of the CAT model in their supervisory practice with trainee clinical psychologists. It was an important underpinning of the event that both audiences were able to gain learning that would enhance their supervisory practice. The workshop was very positively evaluated. In the table following the specific elements of the evaluation are summarized. RATINGS Good

5 4

Average 3

2

Poor 1

Relevance of the content

27 (87%)

3 (10%)

1 (3%)

Format of the day –balance of talks, group work etc

25 (81%)

5 (16%)

1 (3%)

Opportunity to meet other staff

27 (87%)

3 (10%)

1 (3%)

Opportunity to ask questions of the leaders

25 (81%)

5 (16%)

1 (3%)

Interest and relevance to your practice

28 (90%)

3 (10%)

Suitability of the venue

16 (51%)

13 (42%)

2 (6%)

Qualitative feedback

CPU Annual Report xl 2016

“Was really helpful- difficult- but helpful!” “Good opportunity to experience working with people from a wide range of services and settings. Fantastic to try out different supervisory approaches e.g. speed supervision and process observer” This has been a very useful 2 days. It has been challenging in a good way, pushing me out of my comfort zone the experience of which has been very valuable for learning and hopefully for future practice.” “Probably the best training event I have ever been on” “Such an excellent course. Very grateful to the training courses for hosting and the excellent trainers. Highly experiential and opportunities for reflection aplenty.” Conclusion The training event was unusual both in terms of it being two days in length and the fact that the attendees were a mix of CAT informed and CAT trained practitioners. Both the length and the mixed skill level of the event proved highly positive for the participants. Sue Walsh Joint Director of Clinical Practice Clinical Psychology Unit University of Sheffield November 2016

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AnEvaluationofaBespokeClinicalSupervisionTrainingCourse

SueWalshJointDirectorofClinicalPractice/ConsultantClinicalPsychologist

ClinicalPsychologyUnitUniversityofSheffield

ExecutiveSummaryAsmall-scalepilotstudywassetuptoevaluateasupervisioncoursedevelopedforCommunityLocalityLeadNursesandCommunityPracticeTeachers(alsodistrictnurses).ThepilotstudywasfundedbyYorkshireandHumberHealthEducationEngland.Thetargetedstaffgroupwere10CommunityLocalityLeadNursesandCommunityPracticeTeacherswithinanAcuteTrust.Theresultsrevealedsignificantlearninganddevelopmentinsupervisoryskilldevelopmentforstaff.IntroductionThedeliveryofeffectivesupervisionwithinhealthcaresettingsisconsideredofhighimportanceindeliveringhighqualitypatientcareandmaintainingstaffwellbeinginthecontextofpsychologicallydemandingNHSworkenvironments(CQC,2013;Francis,2013).However,experiencehasshownthatstaffareoftenpoorlytrainedormisinformedaboutsupervisionandsoreceivelittleornoeffectivesupervisionoftheirclinicalpractice.Thismaybeparticularlythecasewithinphysicalhealth-caresettingswherestaffarefacedwithhighpressure,fastchangingworkenvironments.Thegoalsofthiseducationalpilotweretosupportthedevelopmentofaclinicalsupervisionskillstrainingprogrammewithinaphysicalhealthcontextandevaluateitsusefulnesstostaff.Theunderpinningvaluesofthiseducationalpractice-basedinitiativewere:tohelpthedevelopmentofknowledgeandskillsintheworkforce(aformativefunction),tohelpensurethatworkersareworkingwithinethicalandprofessionalboundaries(anormativefunction),andtoprovidesupportandlearningforstaffcarryingoutdifficultemotional/physicalwork(arestorativefunction).Morespecifically,thecourseaimedtointegratethelatestacademicliteratureonsupervisionalongsidepractice-basedexperiencewithinaspecificallydesignedcourse.Thebroademphasisofthecoursewastosupportsupervisionskillsdevelopmentforanexperiencedgroupofclinicalnursingstaff.ThisshortreportpresentstheevaluationoftheclinicalsupervisiontrainingcoursebyclinicalpsychologystafffromtheClinicalPsychologyUnit,UniversityofSheffield. Thestructureofthepilot.Thestructureofthepilotisoutlined.

• Afocussedbespoke3-daytrainingcoursespreadovera6-8monthperioddeliveredforatargetedgroupofcommunitynursepractitioners.Apreandpostevaluationoftheknowledgeandskillsacquiredwillbecarriedout.

• Groupsupervisionsessionswillbedeliveredtosupportskilldevelopmentbetweeneachofthethreetrainingdays-thusenablingstafftoapplytheirlearningtopractice.

• Afollowupsupervisiongroupwillbesetuptoevaluatetheprogressandmaintenanceoflearning.

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CoursebackgroundandcontentThecoursematerialshavebeendevelopedbyClinicalTutorstafffromtheClinicalPsychologyUnit,UniversityofSheffield.TheUnithasalong-standingexpertiseinclinicalsupervisiontrainingbeginningwiththedevelopmentoftheDiplomainclinicalsupervisionin2004.Currently,UnitstaffdeliverthePostGraduate(PG)CertificateinClinicalSupervisionforInpatientandComplexCaresettingsbydistancelearning,whichwasdevelopedin2013alongsideanumberofshortsupervisioncoursesformultidisciplinaryhealthcarepractitioners.Thetrainingwasorganisedasthreedistinctdaysthatfocusedupondifferentaspectsofthesupervisionprocess.Attheendofeachday,attendeesweregivenahomeworktaskthatappliedthelearningcoveredintheteachingtotheclinicalcontextofstaff.Theaimwastomovelearningfrombeingapassiveprocessofsittinginaclassroomtooneinwhichexperiencedstaffcouldapply/usewhathadbeenlearntintheirspecificcontexts.Toenablethistohappenaftereachteachingdaycourseparticipantswereaskedtoattendafollow-upsupervisiongroup.Thefunctionofthegroupsupervisionslotwastwofold:toreceivesupervisionaboutapplyinglearningtorealsupervisorychallenges;andtoenablestafftogainsupervisionfrombothstaffpeersandthegroupfacilitator(oneofthethreeCPUstaffwholeadtheteaching).Supervisiongroupsranfor1.5hours.ContentDay1

• Whatissupervision?• Contractingandthesupervisoryrelationship• Modelsofsupervisionandtheirapplicationtopractice

ContentDay2

• Modelsofclinicalsupervisionandtheirapplicationtopractice• Managingthechallengestosupervision

ContentDay3

• EthicsofSupervision• Culturalcompetencies

CourseparticipantsThispilotcoursewascreatedforagroupof10experiencedcommunitynurseswhoincludedCommunityLocalityLeadNursesandCommunityPracticeTeachers(alsodistrictnurses)whosejobrolesarelookaftertheDistrictNursingServiceacrossanAcuteHospitalTrustResultsTheresultsencompasstwotypesofevaluation,(seeappendices).Thefirstisparticipantfeedbackgatheredabouteachofthethreetrainingdays,thegroupsupervisionsandanoverallevaluationofthetraining,(allratedona4pointscalefromexcellenttounsatisfactory).Thepercentageratingsaregivenforeachtopicareataughtwithineachofthespecificteachingdaysandqualitativefeedback.Thesecondaspectoftheevaluationisapreandpostevaluationoflearningaccruedfrom

CPU Annual Report xliii 2016

thecourseusingtheLearningObjectivesSelf-EvaluationQuestionnaireandanalysedusingnon-parametricstatistics. Day 1: Numberofattendees:10/1010Attendeesratedtheusefulnessofthefollowingsessions: IntroductiontoSupervision

Excellent40% Good60% Satisfactory UnsatisfactoryContracting/supervisoryrelationship

Excellent30% Good70% Satisfactory UnsatisfactoryIntroducingamodelofsupervision

Excellent10% Good90% Satisfactory UnsatisfactorySampleofverbatimresponses:• Informativeandallowedaudienceparticipation• Reallymademere-engagewiththeprocessandthesimilaritiestocoaching• Importanttocontract–thisisveryevidentandneedstobeadheredto.• Veryusefulinrevisitingmythoughtsandconsolidatingoldandnewlearning Day 2: Numberofattendees:9/109Attendeesratedtheusefulnessofthefollowingsessions: ModelsofSupervision

Excellent90% Good10% Satisfactory UnsatisfactoryChallengesinsupervision

Excellent100% Good Satisfactory UnsatisfactoryUsefulnessofthegroupsupervisions

Excellent80% Good20% Satisfactory UnsatisfactorySampleofverbatimresponses:• Verythoughtprovokingandchallengingmyownfeelings• Identifiedareasofourneedsasagroup• Fantasticfacilitation,presentationanddifferinglearningapproaches.Thedayhasbeenvery

thoughtprovoking;Ihavelearnedsomuch• Fantasticsession,Ihavelearnedsomuch• Greatday,wasabletolinkalotofwhatwastaughttocircumstancesintheworkplace• Veryinformativeandrelatedtoissuesthatarecurrentlybeingexperiencedwithinourpractice• Veryreceptivetogroup’sunderstandingandbringssessionstolifewithstories.

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Day 3: Numberofattendees:8/108Attendeesratedtheusefulnessofthefollowingsessions: Ethicsandsupervision

Excellent Good90% Satisfactory10% UnsatisfactoryCulturalcompetencies,disabilityandgender

Excellent Good90% Satisfactory10% UnsatisfactoryRatingtheoverallcourse

Excellent Good90% Satisfactory10% UnsatisfactorySampleofverbatimresponses:• BeforethesessionIdidnothaveanythoughtsinrelationtothetopicsanditsimpactonclinical

supervision• Veryenjoyableandusefultoimplementintopractice• Enjoyedallthesessionsandsupervisorytime LearningObjectivesEvaluationCourseparticipantsratedtheirknowledgeacrossanumberofdifferentskillareasattwotimepoints-beforeandaftertraining.TheLearningObjectivesSelf-EvaluationQuestionnaireconsistsoftwelvequestionsinwhichthestudentisaskedtorespond:‘notatall’,‘toaslightdegree’,‘toamoderatedegree’or‘toagooddegree’.Examplesofquestionsinclude“Ihaveanunderstandingoftheimportanceofasafeenvironmentinfacilitatinglearningandofthefactorsthataffectthedevelopmentofasupervisoryrelationship”,“Ihaveskillsin,andexperienceof,usingarangesupervisoryapproachesandmethods”.Thegraphsbelowshowchangeoneachlearningobjectivewiththescoresontheverticalaxisrepresentingmeanparticipantratingsrangingfrom0(notatall)to3(toagooddegree).Ratingsshowstatisticallysignificantchangeonalllearningobjectives(Wilcoxonp<0.05orp<0.01)exceptforoneareaoflearning,‘modellingtheprofessionalrole’.

CPU Annual Report xlv 2016

P < .05; * P<.001 ** DiscussionOverall,theteachingdayswereevaluatedverypositivelybothacrossthequalitativeratingsofeachspecificteachingdayandthepreandpostcourselearningoutcomemeasures.Thesupervisiongroupswereratedveryhighlyasweretheusefulnessofthecourseoverall.(90%gaveanoverallratingofExcellent).Staffparticipatedfullyandreportedgainsintheirdeliveryandunderstandingofsupervision.Theywereaverypositive,energeticandengagedgroupofstaff.Theywerealso,inthemain,averyexperiencedstaffgroup.Perhapsthisiswhytheonlynon-statisticallysignificantchangeinlearningoutcomewastheoneonmodellingprofessionalroleastheirknowledgeabouttheirrolewaswellembeddedintheirskillsset.Thedeliveryofthesupervisiontrainingwasspecificallyadaptedatonepointinthetrainingprocesstointegratestaffrequeststothinkaboutsupervisinginemotionallydifficultcontexts.Thisappearedtobepositiveforthem.Thestaffgroupalsorepresentedatight-knitgroupwhoprovidedcareandattentionforeachotherandthatenabledtheteachingofsupervisionanditsfocusuponrelationshipstoberelativelystraightforwardforthetrainers.Thestaffusedthegroupsupervisionsbeyondjustapplyinglearningaccruedfromteachingintotheirclinicalcontext.Theyusedthegroupsupervisionframeworktosharereallychallengingclinicalandorganisationalsupervisionissuestoverygoodeffect.Thecourseendedwithstaffidentifyingtheneedforongoinggroupsupervisionasakeydevelopmenttackforthem.

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** * * * * ** ** * ** ** **

CPU Annual Report xlvi 2016

References*CQC_(2013) http://www.cqc.org.uk/sites/default/files/documents/20130625_800734_v1_00_supporting_information-effective_clinical_supervision_for_publication.pdf *Francis Report 2010:2013 - http://www.midstaffspublicinquiry.com/reportDr.SueWalsh,JointDirectorofClinicalPracticeDr.LizaMonaghan,JointDirectorofClinicalPracticeDr.KatherineHildyard,ConsultantClinicalTutorClinicalPsychologyUnitUniversityofSheffieldJuly2016

CPU Annual Report xlvii 2016

EvaluationofClinicalSupervisionTraining:ReportofSecond3-dayShortCourseforaMentalHealthTrust

SueWalshJointDirectorofClinicalPractice/ConsultantClinicalPsychologist

ClinicalPsychologyUnit,UniversityofSheffield

IntroductionBetweenDecember2015andApril2016asecondthree-daycourseofclinicalsupervisiontrainingwasdeliveredformultidisciplinarystaffacrossDirectorateswithinaMentalHealthTrust.ParticipantsincludedstaffworkinginInpatient,Community,LearningDisabilityandSpecialistServices.Thissummaryreportfollowsonfromanevaluationofthefirsttrancheoftraining(October2015)whichwascirculatedtotheappropriatestakeholders.OverviewofTrainingInbrief,thetrainingwasorganisedasthreedistinctdaysthatfocusedupondifferentaspectsofthesupervisionprocess.Attheendofeachday,attendeesweregivenahomeworktaskthatappliedthelearningcoveredintheteachingtotheclinicalcontextofstaff.Theaimwastomovelearningfrombeingapassiveprocessofsittinginaclassroomtooneinwhichexperiencedstaffcouldapply/usewhathadbeenlearntintheirspecificcontexts.Toenablethistohappenaftereachteachingdaycourseparticipantswereaskedtoattendafollow-upsupervisiongroup.Thefunctionofthegroupsupervisionslotwastwofold:toreceivesupervisionaboutapplyinglearningtorealsupervisorychallenges;andtoenablestafftogainsupervisionfrombothstaffpeersandthegroupfacilitator(oneofthethreeCPUstaffwholeadtheteaching).Supervisiongroupsranfor1.5hours.ResultsTheresultsencompasstwotypesofevaluation,(pleaseseeappendices).Thefirstisparticipantfeedbackgatheredabouteachofthethreetrainingdays,thegroupsupervisionsandanoverallevaluationofthetraining,(ratedona4pointscalefromexcellenttounsatisfactory).Thepercentageratingsaregivenforeachspecifictopicwithinthetrainingdaysandtheaccompanyingqualitativefeedback.ThesecondaspectoftheevaluationisapreandpostevaluationoflearningaccruedusingtheLearningObjectivesSelf-EvaluationQuestionnaire. Teaching feedback DAY1Numberofattendees:24IntroductiontoSupervision

Excellent20% Good71% Satisfactory8% UnsatisfactoryContracting/supervisoryrelationship

Excellent29% Good71% Satisfactory UnsatisfactoryIntroducingamodelofsupervision

Excellent16% Good71% Satisfactory13% Unsatisfactory

CPU Annual Report xlviii 2016

Sampleofverbatimfeedbackfromday1:“Thiswillenhancemycurrentpractice-Iamlookingforwardtoimplementingthesestrategies”“Veryusefulinhighlightingtheneedforacontractwhenimplementingsupervision”“Usefulinformation,althoughcouldhavebeenpresentedmoresimply,taskbased.”Day2Numberofattendees:20ModelsofSupervision

Excellent80% Good20% Satisfactory UnsatisfactoryChallengesinsupervision

Excellent80% Good20% Satisfactory UnsatisfactorySampleofverbatimfeedbackfromDay2:“Excellentexampleofhowthisrelatestopractice.”“Excellentday.Thankyou.”“Veryengagingandinteresting.”“Veryrelevant,mademereflectonmyownchallenges.” Day 3 Numberofattendees:16Ethicsandsupervision

Excellent38% Good56% Satisfactory6% UnsatisfactoryCulturalcompetenceinsupervision

Excellent31% Good63% Satisfactory6% UnsatisfactoryRatingtheoverallcourse

Excellent38% Good62% Satisfactory UnsatisfactorySampleofverbatimfeedbackfromday3:“Today’ssessionhasbeenreallyusefulandhasmademethinkaboutthisinmoredetail.Ihaven’thadtoconsiderethics/diversityinsupervisionbutithasmademerealisethatitwouldbeuseful.”Ihavefoundthedayinterestingandthought-provoking.However,IalsofeelthatgivenwehavecoveredalotofinformationIwillbeworriedthatIamnotabletoconsideralloftheseaspectsduringfuturesupervision”.“Ihavereallyenjoyedthiscourseandfeelthatmypracticewillbepositivelyenhancedasaresult”.

CPU Annual Report xlix 2016

“Thisprovidesagoodidealbutnotrealisticallyviableday-to-day-needstrainingforeveryonee.g.supervisees”.GroupSupervisionsUsefulnessofthegroupsupervisionsbetweenteachingsessions

Excellent14% Good50% Satisfactory21% Unsatisfactory14%

Sampleofverbatimresponses:“Goodforumofcomingtogetherwithothersandtheirexperiencesofsupervision“Only2peopleattended,didn’tfeelasthoughitconstitutedagroup.AlsoacknowledgethatIwasparticularlybusyandstressedwithclinicalworkanditwasnotaverygoodtimeforme.”“Timingofsupervisiongroupdifficult3.00-4.30“Couldnotattendthegroupsupervisionmeetingduetoworkcommitments” LearningObjectivesEvaluationCourseparticipantsratedtheirknowledgeacrossanumberofdifferentskillareasattwotimepoints-beforeandaftertraining.TheLearningObjectivesSelf-EvaluationQuestionnaireconsistsoftwelvequestionsinwhichthestudentisaskedtorespond:‘notatall’,‘toaslightdegree’,‘toamoderatedegree’or‘toagooddegree’.Examplesofquestionsinclude“”Ihaveanunderstandingoftheimportanceofasafeenvironmentinfacilitatinglearningandofthefactorsthataffectthedevelopmentofasupervisoryrelationship”,“Ihaveskillsin,andexperienceof,usingarangesupervisoryapproachesandmethods”.Thegraphsbelowshowchangeoneachlearningobjectivewiththescoresontheverticalaxisrepresentingmeanparticipantratingsrangingfrom0(notatall)to3(toagooddegree).Ratingsshowstatisticallysignificantchangeonalllearningobjectives(Wilcoxonp<0.05orp<0.01).

CPU Annual Report l 2016

* P < .05; ** P < .01

Discussion Overall, the teaching days are evaluated very positively both across the qualitative ratings of each specific teaching day and the pre and post course learning outcome measures. Staff participated fully and reported gains in their delivery and understanding of supervision. Within this cohort, unlike other cohorts, the aspect of the course that has been the least successful is staff experience of the group supervisions. Staff reported that generally they were unable to attend due to work demands, and often had to cancel their attendance at the last minute. Staff often reported being too busy to take part or having to ‘make up the numbers’ on the wards at short notice. It was not unusual for the supervision groups to run with 2 people. This may have led to the reduced satisfaction in the group supervisions. Thus staff reported a range of responses about the supervision groups ranging from excellent to unsatisfactory. The aim of establishing the supervision groups was to provide staff with an opportunity to apply learning to practice. Discussion needs to take place within the Trust about the feasibility and usefulness of providing these groups for staff in the future. There were other ongoing organisational issues that merit further comment. What was clear to all the three teachers on the course is that the course ran at a time when attendees were anxious about the significant organisational changes that were underway. This undoubtedly affected the staff numbers who were able to attend. In addition, staff reported that there was little time, space and understanding of supervision and how it might best be delivered to enhance service user and staff experiences. They reported consistently that the focus of thinking about supervision should be focused upwards in the organisation to higher levels of management. Participants felt that their managers also needed to understand what good clinical supervision was. A common refrain in the teaching sessions was that it was hard to individually prioritise the delivery of good quality supervision if time was not prioritised by the work system. The same organisational issues are mirrored in feedback from the previous evaluation in October 2015. Sue Walsh, Liza Monaghan, Katherine Hildyard Clinical Psychology Unit, July 2016

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* ** ** ** ** ** ** ** ** ** ** **

CPU Annual Report li 2016

APPENDIX 5

Executive Summary: Placement Audit report November 2016

1.1Introduction

Monitoringandrespondingtoanyvariabilityinplacementprovisioniskeytoensuringandmaintaining

highqualitytrainingexperiencesandtothesuccessfulplanningofpracticeplacements.Thisreport

detailsthefindingsofanonlineplacementauditcompletedbySheffieldDClinPsytraineeswhich

evaluatedplacementprovisionandqualitybetweenOctober2015andOctober2016.

ClinicalPsychologytraineesontheSheffieldDClinPsyprogrammeundertake6trainingplacements,2in

eachyear.Currently,twofirstyearplacementsintegratebothadultandolderspecialitiesinayear-long

placement.Traineeswilloftenhaveasharedplacementarrangement,with2supervisors,whichmay

includea‘split’placementandtwoplacementbases.Duringatrainee’sthirdyear,placements5and6

maycompriseayear-longplacement,andtheyoftenrun2year-longplacementsconcurrently.

1.2Methodology

Traineescompletetheonlineplacementauditattheendofeachoftheplacements1-6.Theyareasked

tocompletetwoiftheyhavetwosupervisors/bases.Thirdyearplacementswereevaluatedonlyatone

timepoint(endofplacements5&6)whentheywerecompletingayear-longplacement.The

questionnaireaskstraineestoevaluatetheavailabilityofresources,bothpracticalandclinical,the

qualityandquantityofsupervisionandtoratetheopportunitiestodevelopcorecompetenciesoutlined

intheBritishPsychologicalSocietyminimumstandardsforclinicalpsychologytrainingprogrammes,as

setoutintheiraccreditationcriteria1.

1.3SummaryofresultsDatafrom77placementshavebeencollectedandevaluatedtodatefortheperiodOctober2015-

October2016.Thesespanthethreetraineeyeargroups.Thisisthesecondyearthatwehavecollected

informationbasedupontheBPSStandardsforAccreditationofDClinPsyProgrammes2(2014)enabling

somecomparisontothepreviousyear’splacementauditreport.

1 Standards for Doctoral Programmes in Clinical Psychology, British Psychological Society (2014). 2 Standards for Doctoral Programmes in Clinical Psychology, British Psychological Society (2014).

CPU Annual Report lii 2016

Resourcesonplacementremainconsistentlyavailabletothemajorityoftrainees.Safeworking

conditionswererecordedasalwaysavailableonthemajorityofplacements,althoughone2ndyearand

two3rdyearplacementsratedtheseasavailablemostandnotallthetime.Averysmallnumberof

placementsinthe2ndand3rdyearsshowedsomevariabilityofaccesstosecretarialsupportand

bookableclinicalrooms.Havinganexclusiveuseofadeskonplacementdaysandaccesstoaquiet

spaceforstudywasalsodifficulttoprovideonasmallnumberofplacements.

Supervision,boththeavailabilityofandqualityof,continuestoberatedhighlybytrainees,withthe

majorityofplacementsratingtheseasalwaystomostlyavailableandExcellenttoGoodrespectively,

althoughthree1styearplacements,six2ndyearandtwo3rdyearplacementsratedaccesstoan

emergencycontactasonlyavailablemost,notall,ofthetime.Opportunitiestobeobservedand

observesupervisorsareavailabletothemajorityoftrainees.100%offirstandsecondyearsand89%of

thirdyearswereobservedintheirclinicalworkoneveryplacement.Themajorityoftraineesinyears1

(80%)and2(90%)wereobservedmorethantwice,althoughthisfiguredroppedslightlyinthe3rdyear

(72%).ThevastmajorityofTrainees(90%ormore)alsohadtheopportunitytoobservetheirsupervisors

inaclinicalroleandnon-clinicalrole.

OpportunitiestodevelopcorecompetencieswereagaindescribedasExcellenttoGoodonthemajority

ofplacements,andreflectedthegeneralprogressionofafocusonclinicalskillsbuildinginthefirstyear,

tomoreopportunitiesforbuildingcompetencyinResearchandEvaluationandServiceDelivery/

OrganisationalInfluenceinthe2ndand3rdyear.However,thesewiderorganisationalandsystemic

competencieswerealsomorereadilyavailableinthe1stand2ndyearincomparisontolastyear.

Therearearangeoftherapeuticmodelsidentifiedbytraineesasbeingusedbothinsupervisionand

clinicalpracticeacrosstheyeargroups,withCBTbeingthemostpredominantlyusedmodelacrossthe

yeargroups.CATiswidelyusedmodelinthe1stand3rdyears,withSystemicapproachespredominantin

the2ndyearandpopularinthe3rdyear.‘Thirdwave’approachessuchasACTandCFTarealsofrequently

discussedinsupervisionandusedacrosstheyeargroups.Psychodynamicpsychotherapywasmore

oftendiscussedinsupervisionthanimplementedinpractice,althoughspecificplacementshighlighted

thisasthedominantmodel.Neuropsychologicalmodelswereusedacrosstheyeargroups.Trainee’s

CPU Annual Report liii 2016

notedtheuseoftherapeuticapproachessuchasAttachmentbasedworkandPositiveBehaviour

approachesinthe2ndand3rdyear.

1.4Conclusions

Thedatacollectedandevaluatedsofarpointstothevastmajorityofplacementsprovidedcontinuingto

meettheBPSstandardssetinthe2014accreditationguidance.Overall,thefeedbackfromtrainees

remainspositiveandreflectsthehardworkthatoursupervisorsputintoprovidinghighquality

placements,againstabackdropofcontinuedorganisationalchallengeandpressure.

Individualresponseswereexaminedtocheckforanyrecurringthemesaroundresourcesonspecific

placements,buttheseshowedthatratingsvariedacrossplacementsratherthanrelatingtosingle

placementissues.TherewillbediscussionwithClinicalTutorsandsupervisorswheretraineesrated

theirsafeworkingconditionsandaccesstoemergencycontactsasnotavailableallthetime,toensure

thatthiscontinuestobeaddressedatplacementinduction,placementvisitsandduringthecontracting

ofplacementaimsandexpectations.Pressureonsomeindividualworksettingsandorganisational

upheavalcontinuetobeacknowledgedandconsideredwithsupervisorsinworkingtoensurethatall

traineesfeelcontainedandsupportedinthework.Supervisorshavebeenextremelyhelpfulin

highlightingwithusdifficultiestheymightbefacing,forexampleinprovidingconsistentsecretarial

support.

NewstandardshavebeenimplementedinOctober2016forthenumberofobservationsoftraineesin

theirworkonplacement,bothindirectclinicalandindirectroles.Therequirementandexpectationfor

thishasbeendiscussedwithtraineesandsupervisorsmoreexplicitly,includingrecordingofthisinmore

detailontheplacementdocumentation.Itwasveryencouragingtoseeanincreaseinobservation

opportunitiesfortrainees(bothofthemselvesandoftheirsupervisor),withthisfigureincreasingfrom

lastyearwherebyall2ndand3rdyeartraineeswereobservedintheirworkatleastonceoneach

placementandthemajoritybeingobservedmorethantwice,incomparisontolastyearwhenasmall

numberoftraineesineachyeargroupwerenotobservedonsomeplacements.

Learningobjectivesandavailabilityforcompetencydevelopmentacrosstheyeargroupswithinthe

ResearchandEvaluationandServiceDelivery/OrganisationalInfluencehavebeendiscussedand

CPU Annual Report liv 2016

encouragedatplacementvisits.TheClinicalTutorteamcontinuetofocusuponthedevelopof

competenciesintheareasofleadershipandorganisationalinfluenceessentialfortheworkforcepost

qualification.Theavailabilityofexperiencestodevelopthesecompetenciesappeartohaveincreased

acrossalltheyeargroupsthisyearcomparedtolastyear.

Competencyframeworksfortherecordingandmonitoringoftrainee’sdevelopmentinCBTandone

otherspecifictherapymodelhavebeenimplementedforOctober2016,inlinewiththeBPS

accreditationcriteriarequirementsonallcourses.Theseareheldascumulativethreeyearlogsonthe

onlineE-portfoliosystemofPebblePad.Theplacementauditquestionnairewillberevisedinlightof

thesenewdevelopmentsforthe2016-2017auditcycle.However,itisclearfromthisauditthattrainees

continuetogainawiderangeofexperienceindiscussingandimplementingspecificmodels.Theaudit

hashighlightedwhereClinicalTutorsneedtoconsidertherecordingofothermodelscurrentlynot

includedinourCBT+1framework,suchasAttachmentbasedapproachesorPositiveBehaviourSupport

(mostoftenusedin2ndand3rdyearplacements).Inadditionthenewcumulativelogsincludea

Neuropsychologicalcompetencyframework.Workondevelopingtheseframeworkshascommencedin

consultationwithourlocalsupervisors.

CPU Annual Report lv 2016

APPENDIX 6

DCLIN PSY STAFF PUBLICATIONS 2016 (SINCE PREVIOUS REPORT)

(staff & honorary lecturers in bold; * indicates DClin Psy Trainee/PhD student) Papers

*Ablett, K., & Thompson, A. R. (in press: 2016). The impact of chronic skin conditions on children and their parents: A meta-ethnography review of the qualitative literature. Body Image

Berrios, R., Kellett, S., Fiorani, C., & Poggioli, M. (2016). Assessment of identity disturbance: Factor Structure and validation of the Personality Structure Questionnaire (PSQ) in an Italian sample. Psychological Assessment, 28, 27-35.

Berry, K., Haddock, G & Kellett, S. (in press). Understanding outcomes in a randomised controlled trial of a ward-based intervention on psychiatric inpatient wards: A qualitative analysis of staff and patient experiences. Journal of Clinical Psychology.

Brooks, A., Rowse, G., Corfe, B., Ryder, A., Peach, A. & Lobo, A. (2016), Systematic Review of the Impact of Psychological Morbidity and Associated Risk Factors in Young People with Inflammatory Bowel Disease. Alimentary, Pharmacology & Therapeutics, 44, 3-15. doi:10.1111/apt.13645

Burns, P., Kellett, S., & Donohoe, G. (2016). ‘Stress Control’ as a large group psychoeducational intervention at step 2 of IAPT services; acceptability of the approach and moderators of effectiveness. Behavioural and Cognitive Psychotherapy, 44, 431-443

Calvert, R., Kellett, S., & Hagan, T. (2016). Group cognitive analytic therapy for female survivors of childhood sexual abuse. British Journal of Clinical Psychology, 28, 1-23.

Coneo, A., Thompson, A. R., Lavda, A., & ARC (in press: 2016). Examining the influence of optimism, social support and anxiety on aggression in a sample of dermatology patients . British Journal of Dermatology

*Cowdrey, N.D., & Waller, G. (2015). Are we really delivering evidence-based treatments for eating disorders? How eating-disordered patients describe their experience of cognitive behavioral therapy. Behaviour Research and Therapy, 75, 72-77.

Delgadillo, J., Gellatly, J., & Stephenson-Bellwood, S. (2015). Decision Making in Stepped Care: How Do

Therapists Decide Whether to Prolong Treatment or Not?. Behavioural and Cognitive Psychotherapy, 43(03), 328-341.

Delgadillo, J., Gore, S., Ali, S., Ekers, D., Gilbody, S., Gilchrist, G., McMillan, D., & Hughes, E. (2015).

Feasibility Randomized Controlled Trial of Cognitive and Behavioral Interventions for Depression Symptoms in Patients Accessing Drug and Alcohol Treatment. Journal of Substance Abuse Treatment, 55, 6-14.

Delgadillo, J., Moreea, O., Murphy, E., Ali, S., & Swift, J.K. (2015). Can Low-Cost Strategies Improve

Attendance Rates in Brief Psychological Therapy? Double-Blind Randomized Controlled Trial. Journal of Clinical Psychology, 71(12), 1139-1152.

Farooq, R., Emerson, L-M., Keoghan, S. & Adamou, M. (2016). Prevalence of adult ADHD in an all-female prison unit. ADHD, 8, 113 -119. DOI: 10.1007/s12402-015-0186-x (IF: 0.736)

Gore, S., Mendoza, J., & Delgadillo, J. (2015). Multiple obstacles to psychological care from the viewpoint of

CPU Annual Report lvi 2016

addiction service users. Advances in Dual Diagnosis, 8(3), 129-140. *Hague, B., Sheeran, P., & Kellett, S. (2016). Testing the generalizability of impulse control problems in

compulsive buying. Journal of Social and Clinical Psychology, 35, 269-288. *Hall, J., Kellett, S. Berrios, R., Scott, S., & Bains, M. (2016). Efficacy of cognitive behavioural therapy for

generalised anxiety disorder in older adults: systematic review, meta-analysis and meta-regression. American Journal of Geriatric Psychiatry, 11, 1063-1073

Homer, C., Todd, A., Thompson, A. R., Allmark, P., & Dinsdale, E. (2016). Bariatric Surgery will Make Me Normal: A Qualitative Study of Patients Expectations Prior to Bariatric Surgery, BMJOpen, 6(2):e009389

Kellett, S., Bliss, P., Simmonds-Buckley, M., & Waller., G. (in press). Clinical effectiveness of behavioural activation delivered in a group format. Behavioural and Cognitive Psychotherapy.

Kellett, S., Simmonds-Buckley, M., & Totterdell, P. (in press). Testing the effectiveness of cognitive analytic

therapy for hypersexuality disorder: An intensive time series evaluation. Journal of Martial and Sexual Therapy

Kellett, S., Webb, K., Wilkinson, N., Bliss, P., & Hardy, G. (2016). Developing services for patients with

depression or anxiety in the context of long-term physical health conditions and medically unexplained symptoms: evaluation of an IAPT pathfinder site. Behavioural and cognitive psychotherapy, 44, 553-567

Krasuska, M., Millings, A., Lavda, A., Thompson, A. (2016). Psychological needs and availability of psychological support for people with rosacea and psoriasis: findings from a brief survey of General Practitioners. Dermatological Nursing, 15, 48-49

Levita, L., *Salas Duhne, P. G., Girling, C., & Waller, G. (2016). Facets of clinicians’ anxiety and the delivery of cognitive-behaviour therapy. Behaviour Research and Therapy, 77, 157-161.

Mcclintock A.S., Stiles W.B., Himawan L, Anderson T., Barkham M., Hardy G.E. (2016). An investigation of client mood in the initial and final sessions of cognitive- behavioral therapy and psychodynamic-interpersonal therapy. Psychotherapy Research, 26, 377-385.

*Macleod, R., Shepherd, L., & Thompson, A. R. (2016). Posttraumatic stress symptomatology and appearance distress following burn injury: An interpretative phenomenological analysis. Health Psychology, efirst DOI: http://dx.doi.org/10.1037/hea0000391

Meadows, J., & Kellett, S. (in press). Development and evaluation of cognitive analytic guided self-help (CAT-SH) for use in IAPT services. Behavioural and Cognitive Psychotherapy

Montgomery, K., Norman, P., Messenger, A., & Thompson, A. R. (2016). The importance of mindfulness in psychosocial distress and quality of life in dermatology patients. British Journal of Dermatology, efirst DOI:

Nelson, P., & Thompson, A. R. (2015). Judging quality in qualitative dermatology research: the science and the ‘art’. British Journal of Dermatology, 173, 1351-1352. DOI: 10.1111/bjd.14256 10.1111/bjd.14719

Poerio, G.L., Totterdell, P., Emerson, L-M., Miles, E. (2016). Social daydreaming and adjustment: An experience-sampling study of socio-emotional adaptation during a life transition. Frontiers in Psychology, DOI: 10.3389/fpsyg.2016.00013

CPU Annual Report lvii 2016

Poerio, G.L., Kellett, S., & Totterdell, P. (2016). Tracking potentiating states of dissociation: An intensive clinical case study of sleep, day-dreaming and depersonalisation/derealisation. Frontiers in Psychology, 17;7:1231.

Poeria, J., Barkham, M., Saxon, D. & Kellett, S. (in press). The role of practitioner resilience and mindfulness in effective practice: A practice-based feasibility study. Administration and Policy in Mental Health and Mental Health Services Research.

Pugh, M., & Waller, G. (2016). The anorexic voice and severity of eating pathology in anorexia nervosa. International Journal of Eating Disorders, 49, 622-625.

Pugh, M., & Waller, G. (in press). Understanding the ‘anorexic voice’ in anorexia nervosa. Clinical Psychology

and Psychotherapy

*Sills, J., Rowse, G. & Emerson, L-M. (2016). The role of collaboration in the cognitive development of young children: A systematic review. Child: Care, Health & Development, 42, 313 – 324. DOI: 10.1111/cch.12330 (IF: 1.754)

Simpson-Southward, C., Waller, G., & Hardy, G. (2016). Supervision for treatment of depression: An experimental study of the role of therapist gender and anxiety. Behaviour Research and Therapy, 77, 17-22.

Sirois, F.M. & Rowse, G. (2016) The Role of Self-Compassion in Chronic Illness Care. Journal of Clinical

Outcomes Management, 23, 521-527. Tatham, M., Turner, H., Mountford, V. A., Tritt, A., Dyas, R., & Waller G. (2015). Development, psychometric

properties and preliminary clinical validation of a brief, session-by-session measure of eating disorder cognitions and behaviors: The ED-15. International Journal of Eating Disorders, 48, 1005-1115.

Tatham, M., Athanasia, E., Dodd, J., & Waller, G. (2016). The effect of pre-treatment psychoeducation on eating

disorder pathology among patients with anorexia nervosa and bulimia nervosa. Advances in Eating Disorders: Theory, Research and Practice, 1-10.

Thompson, A. R. (2016). Research corner: Investigating the value of psychodermatological knowledge in patient care. Dermatological Nursing, 15, 58-59.

Thompson, A. R., & Van Onselen, J. (2016). Summary of new NICE guidance on sunlight exposure: encouraging behavioural change in photoprotection. Dermatological Nursing

Toli, A, Webb, T., & Hardy, G.E. (2016). Does forming implementation intentions help people with mental health problems to achieve goals? A meta-analysis of experimental studies with clinical and analogue samples. British Journal of Clinical Psychology, 55, 69-90.

Turner, H., Marshall, E., Wood, F., Stopa, L., & Waller, G. (2016). CBT for eating disorders: The impact of early changes in eating pathology on later changes in personality pathology, anxiety and depression. Behaviour Research and Therapy, 77, 1-6.

Waller, G. (2016). Treatment protocols for eating disorders: Clinicians’ attitudes, concerns, adherence and

difficulties delivering evidence-based psychological interventions. Current Psychiatry Reports, 18, 1-8. Waller, G. (2016). Recent advances in psychological therapies for eating disorders. F1000 Research, 19, 5. Waller, G., D'Souza Walsh, K., & *Wright, C. (2016). Impact of education on clinicians' attitudes to exposure

therapy for eating disorders. Behaviour Research and Therapy, 76, 76-80. Waller, G., & Turner, H. (2016). Therapist drift redux: Why well-meaning clinicians fail to deliver evidence-based

CPU Annual Report lviii 2016

therapy, and how to get back on track. Behaviour Research and Therapy, 77, 129-137. Weissman, R.S., Becker, A.E., Bulik, C.M., Frank, G.K., Klump, K.L., Steiger, H., Strober, M., Thomas, J. J., &

Waller G., & Walsh, B.T. (2016). Speaking of That: Terms to avoid or reconsider in the eating disorders field. International Journal of Eating Disorders, 49, 349-53.

Books & Book chapters

Craft, S., Hanley, P., Bywater, T., Hugh-Jones, S., Emerson, L-M., & Rowse, G. (2015). Teachers’ experiences of a Mindfulness-Based Stress Reduction (MBSR) course. Institute for Effective Education, University of York.

Thompson, A. R. (in press). A clinical psychology example: Using interpretative phenomenological analysis in conjunction with the think aloud technique to examine experience of living with disfiguring conditions with a view to developing psychosocial interventions. In N. King and J. Brooks (Eds.) Applied Qualitative Research in Psychology. Palgrave

Turner, H., Tatham, M., Mountford, V. A., & Waller, G (2016). The ED-15: A brief measure of eating pathology for session-by-session use. In T. Wade (Ed). Encyclopaedia of eating and feeding disorders. New York, NY: Springer

Waller, G. (2016). Treatment-matching: Eating disorder diagnosis and selection of the best treatment. In T. Wade

(Ed). Encyclopaedia of eating and feeding disorders. New York, NY: Springer Waller, G. (2016). The functional analytic model of anorexia nervosa and bulimia nervosa. In T. Wade (Ed).

Encyclopaedia of eating and feeding disorders. New York, NY: Springer Conferences and invited presentations

Adkins, K., Thompson, A. R., & Moses J. (2016). Advertisement portrayals of acne in British women’s magazines 1972-2008: A qualitative exploration. Poster presentation at The 30th Conference of The European Association of Health Psychology and The British Psychological Society Division of Health Psychology Annual Conference, Aberdeen, 23-27/08/16

Adkins, K., Thompson, A. R., & Moses J. (2016). A qualitative investigation of advertisement portrayals of acne in British women’s magazines 1972-2008. Poster presentation at Appearance Matters 7, London, 29-30/06/16

Brooks, A., Rowse, G., Peach, E., Ryder, A., Narula, P., Corfe, B., Norman, P. & Lobo, A.J. (2016) Frequency of Health Risk Behaviours in Young People with Inflammatory Bowel Disease (Paper). British Society of Gastroenterology, Stirling, Scotland.

Brooks, A., Rowse, G., Peach, E., Ryder, A., Narula, P., Corfe, B., Norman, P. & Lobo, A.J. (2016) I can cope right now, because I know where I have come from: A qualitative exploration of the lived experience of young adults with inflammatory bowel disease. (Poster) British Society of Gastroenterology, Newcastle, UK.

CPU Annual Report lix 2016

Clarke, E., Thompson, A. R., & Norman (2016). Disgust, self-compassion and depression in people with visible skin conditions. Poster presentation at Appearance Matters 7, London, 29-30/06/16

Coneo, A. M. C., Thompson, A. R., & Norman, P. (2016). The impact of appearance concern, disgust sensitivity and motivations to respond without prejudice on attitudinal responses to disfigurement. Oral presentation at Appearance Matters 7, London, 29-30/0616

Graves TA, Tabri N, Thompson-Brenner H, Franko DL, Eddy KT, Bourion-Bedes S, Brown A, Constantino MJ, Flückiger C, Forsberg S, Hildebrandt T, Isserlin L, Couturier J, Paulsson Karlsson G, Mander J, Teufel M, Mitchell JE, Crosby RD, Prestano C, Satir DA, Simpson S, Sly R, Lacey JH, Stiles-Shields C, Tasca GA, Waller G, Zaitsoff SL, Rienecke R, Le Grange D, Thomas JJ. (2016, May). A meta-analysis of the relation between therapeutic alliance and treatment outcome in eating disorders. Paper presentation at the annual International Conference on Eating Disorders, San Francisco, CA.

Homer, C., Thompson, A., & Todd, A. (2015). Do bariatric surgery patients reframe normality along their weight loss journey? European Association of Social Anthropologists: Medical Anthropology Network. September 2015

*Hudson, M., Thompson, A. R., & Emerson, L. (2016). Compassion-focused self-help for psychological distress associated with skin conditions. Symposium paper at Appearance Matters 7, London, 29-30/06/16

Khan, M., Hardy G., Skinner, R. & Rowse, G. (2016) A Qualitative Investigation of the Conceptualisation of Psychosis in People of a Muslim Faith. (Paper). ISPS Residential Conference, Exeter, UK.

Montgomery, K., Thompson, A., Norman, P., Messenger, A.G. (2016). Mindfulness and psychosocial distress in visible skin conditions. Joint congress of the German Society of Medical Sociology (DGM) and the German Society for Medical Psychology (DGMP) Oral and poster presentation, Berlin

Montgomery, K., Thompson, A. R., Norman, N., Messenger, A., & Smith K. (2016) The effectiveness of mindfulness based cognitive therapy for social anxiety in people living with visible skin conditions. A single group case series. 46th European Association of Behavioural Cognitive Therapies Congress, 31/08/2016-03/09/2016, Stockholm

Montgomery, K., Thompson, A. R., Norman, P., & Messenger, A. (2016). The impact of a visible condition on cognitive processes in social situations. Symposium paper at Appearance Matters 7, London, 29-30/06/16

Montgomery, K., Thompson, A.R., Norman, P., & Messenger, A.G. (2016) The impact of wigs on social confidence for people living with alopecia. Oral presentation at Appearance Matters 7, London, 29-30/0616

Montgomery, K., & Thompson, A. R., Norman, P., White, C. (2016). The role of wigs for alopecia patients: A ‘cosmetic’ product or a necessary coping strategy? Psychodermatology annual meeting

Montgomery, K., Thompson, A., Norman, P., Messenger, A. (2016). A role for Mindfulness in psychodermatology? An exploration of the relationships between mindfulness and psychosocial distress in visible skin conditions. Psychodermatology annual meeting

*Pasterfield, M., Thompson, A. R., & Clarke, S. (2016). The development of a self-help intervention to build social confidence in people living with visible skin conditions or scars: A think aloud-study. Symposium paper at Appearance Matters 7, London, 29-30/06/16

CPU Annual Report lx 2016

Rospigliosi, E., Montgomery, K., Thompson, A.R., & Coulson, N. (2016) Scoping and development of an online peer support forum for burns survivors and individuals with traumatic scars. Poster presentation at Appearance Matters 7, London, 29-30/06/16

Rospigliosi, E., Montgomery, K., Thompson, A.R., & Coulson, N. (2016) Scoping and development of an online forum for burns survivor and individuals with traumatic scars. Poster presentation. 49th Annual meeting of the British Burns Association, Newcastle, 11-13/05/16

Thompson, A. R. (2016). Developing CBT self-help interventions for skin conditions. British Skin Foundation Research Conference, 13th October, London, Invited oral presentation

Thompson, A. R., Krasuska, M., Millings, A., Lavda, A. C. (2016). The effects of attachment style on coping with visible skin conditions and responsiveness to a compassion based self-help intervention. British Skin Foundation Research Conference, invited poster, 13th October, London, British Journal of Dermatology, 175 (suppl. S2), 63-64

Thompson, A. R. (2016). Developing CBT self-help interventions for skin conditions. 46th European Association of Behavioural Cognitive Therapies Congress, 31/08/2016-03/09/2016, Stockholm

Thompson, A. R. (2016). Psychosocial distress and stigmatisation associated with skin conditions: Towards developing theory based low intensity interventions for people living with dermatological conditions. Symposium at Appearance Matters 7, London, 29-30/06/16

Thompson, A. R., & Montgomery, K. (2016). Psychology for dermatologists: An introduction to psychodermatology. Dermatology Regional NHS Training Day, Sheffield Teaching Hospital, 21/04/2016

Thompson, A. R. & Montgomery, K. (2015). The Katie Piper Foundation (KPF) Forum Moderator Training Workshop. Training on psychosocial aspects associated with working as a voluntary moderator for the charity KPF, London, 3/10/2015.

Grants

MRC Confidence in Concept Scheme. Phelan, I., (SHU)., Thompson, A. R., (TUoS), Babiker, N. (STH). & Furniss, P (SHU). VR Pain Control (awarded June 2016). £25,447

COEUS Seedcorn Fund. Thompson, A. R., & Kalyva, F. Acceptability of self-help to build social confidence for young people with Neurofibromatosis type 1 (NF1). £3000

CPU Annual Report lxi 2016

APPENDIX 7 Northern DClin Psy meeting minutes 12th April 2016

NorthernClinicalPsychologyTrainingProgrammesMeeting12thApril2016

WhitworthBuilding,UniversityofManchester

PresentNickHutchinson(UniversityofHull)BillSelwood(LancasterUniversity)GaryLatchford(UniversityofLeeds)JanHughes(UniversityofLeeds)LauraGolding(UniversityofLiverpool)JimWilliams(UniversityofLiverpool)IanFleming(UniversityofManchester)LindaSteen(UniversityofManchester)GillianHardy(UniversityofSheffield)LizaMonaghan(UniversityofSheffield)SarahRadgick(minutes)(UniversityofSheffield)JulieMachan(PennineCareNHS)GwynethdeLacey(SheffieldNHS)GitaBhutani(LancashireNHS)Apologies:LaraBennett,TimCate,EstherCohen-Tovee,AnnaDaiches,RobDudley,DorothyFrizelle,SimonGelsthorpe,KateGendle,JayneHawkins,ClaireMaguire,PhilipMolyneux,TimPrescott,AshSummers,GlennWaller

1. Welcome and Introductions

2. Minutes from the last meeting and matters arising

Sheffield NHS update- Sheffield did receive placement tariffs. South Yorkshire did receive some money but

there was some inconsistency regarding how this was distributed to the Trusts. This year all Trusts will receive

a tariff £34000 for clinical psychology trainees. It is up to individual Trusts to decide whether they spend this

with University programmes.

Item 3- Workforce data & planning

Alison has re-looked at some of the data related to retirement age and incorporated this into her report. The

report is currently being re-written with a brief summary document although this work has been slightly

eclipsed by the changes in funded places.

There were previous concerns regarding the release of the report in its original format and how different

audiences would view this. There were concerns from colleagues as it reflected that the North are over-

populated with trainees which would threaten our commissions. As mentioned the report is being re-written. If

anyone wishes to use this data it is safe to do so, with the majority of previous inaccuracies being resolved.

CPU Annual Report lxii 2016

3. Brief updates from Programmes/Services

This meeting was originally set up when commissioners proposed changes and gave the 8 Northern

programmes and services aligned to them the opportunity to come together. The DClinPsy programme has be

subject to further changes since the first meting in April 2015 and this gives us a forum to communicate with

one another and be proactive regarding future change.

Programmes:

Hull

The University has undergone a significant restructure, moving to a Faculty-School-Programme structure.

Clinical Psychology will now be classified under the Health Faculty which is the same faculty as nursing. With

the re-alignment of departments there is an increasing pressure to bring financial contributions to the faculty.

DClinPsy will now be under the same faculty as Psychology.

Staffing- A week before interviews for a new tutor position were due to take place the University pulled the

position. Additionally Dorothy Frizelles 1day a week post has remained unfilled.

2 new clinical tutors have been appointed since the last meeting.

Lancaster

The Research Director for the DClinPsy programme has now moved to the main Psychology department. Bill

Sellwood is currently covering this post for the DClin trainees.

Lancaster has been successful in securing funding from Health Education NW to run psychological therapists

courses. These will be non-credit bearing courses, running over 5 working days in the summer.

The programme has faced the challenge of how to maximize the potential for University staff to make them

REF returnable. There is an ongoing challenge of doing ones own research alongside trainee supervision and

PhD candidates. Currently only have a small pool of research supervisors outside of the programme team.

Leeds

Jayne Hawkins from the Leeds and York Trust has been made redundant. A Part time (2 days) post was

advertised over Christmas but there has been no news so far regarding whether this post has been filled.

Liverpool

Laura Golding has now been appointed as Head of the Liverpool programme, interviews took place in

November and the position was confirmed in February.

Staffing, the research director left the team at the end of March and hopefully the replacement for this position

and LGs senior academic post will be advertised shortly.

CPU Annual Report lxiii 2016

The programme is undergoing a transition period with regard to staffing, there was an accreditation visit due in

June but this has now been postponed with a new visit date to be confirmed, it is likely an interim report will

need to be submitted.

Merseycare NHS Trust who employee the Liverpool trainees has received £900000 for clinical psychology

posts. Partly due to the CQC visit and also service user, internal pressures from comparisons.

Manchester

Dougal Hare the Research Director has left his post for a new position in Cardiff. The position was advertised

at a senior lecturer level but was not able to recruit anyone suitable. This is to be re-advertised at a

lecturer/senior lecturer level with the closing date at the end of this week.

From August the programme will sit under a newly named Faculty, the Faculty of Biology, Medicine and

Health

Newcastle no attendees

Sheffield

Staffing, one new member of the academic team has been appointed (verbally accepted) a non-clinical

psychologist who is a CBT therapist has been appointed to the DClinPsy programme.

The programme continues with one international trainee.

The commissioners asked whether Sheffield would be able to increase their IAPT student numbers by 50%,

with some carefully planning the programme agreed to take on additional numbers of students. The

commissioners then dropped the increase in commissions.

Teesside no attendees

Tim Prescott is stepping gown as Head of the programme and Ash Summers is due to take over shortly. AS has

worked locally and been a Director for one of the Australian programmes.

Trusts:

Sheffield NHS

There are 3 new posts to be advertised in the primary care setting shortly these will be in the personality

disorder, early intervention services and one other area.

Trying to have more service user, experts by experience involvement. Using service users to help look at the

governance arrangements in the psychological services.

When recruiting for both Clinical Psychologist and IAPT positions there are a shortage of suitable applicants,

highlighting that we are not training enough workers locally.

CPU Annual Report lxiv 2016

Lancashire NHS

Staffing, finally advertised and appointed to a 8D position for Psychology Lead (To be confirmed if this is the

correct position Gita). This has taken 2 years since the previous employee left, with the newly appointed person

due to start on 1 May.

For senior posts the recruitment pool haven’t always had the width of experience required. The pathway that

used to exist to give psychologists experience has been diminished. The national assessors removal of 8B posts

has developed a gap in the knowledge of psychologists. Leadership development for all workers is important

and necessary to reach the next level.

In the North West there are 3 professional leads/Heads of Service due to retire in the next year. Greater

Manchester West and Pennine Care are to have part time replacements.

Psychological Professions Network (PPN) currently has 1700 members (mainly in the NW). The network has

looked at what development and training is wanted with the response collected 20 Leadership training places

have been given across the allied health professions.

Pennine Care NHS

Staffing, there will be a professional lead position on a part time basis but unclear currently on the time frame

for the appointment.

The tender for Manchester Social Care and Manchester CQC visit is imminent. On of the biggest challenges in

Pennine Care at the moment is the workforce with a change in the caliber of applicants to new positions. 8Cs

who have left have moved down to 8B positions. There isn’t a problem recruiting newly qualified psychologists

the struggle is to retain them. The supervision structures are challenging with fewer high level positions.

4. Future arrangements fro training in Northern England

This is the latest position following the Comprehensive Spending review in the Autumn and Health Education

England’s response.

Last week a consultation document was released for comment which outlined the intention for non-medical

education training to move from a bursary scheme to a grant and it is considering what will be put in place for

clinical Psychologist and IAPT trainees. We have until the end of June to comment. This is about the

implementation opposed to the decision as this has already been confirmed.

Future decisions regarding clinical psychology trainee will be made at a ministerial level rather than by Health

Education England.

LG has spoken to the NW commissioners (Manchester, Liverpool, Lancaster) who will currently not be

commissioning or funding places from September 2017. Liverpool University will not be referring to clinical

psychology when they draft a response to the paper with regard to the other allied health programmes that are

having their bursaries cut.

CPU Annual Report lxv 2016

The threat to trainee numbers remains, we want to ensure our voices are heard without causing a nuisance of

ourselves and in turn making our position more vulnerable.

Any responses or comments to the government will come as a 3-pronged attack from Universities, Trusts and

BPS.

The total cost of clinical psychology training is £95million (unconfirmed amount) at £160000 per trainee.

There is a pull from the Universities to consider the implications of the changes and what alternative models of

training are viable.

The money held by Health Education England has moved to a department that manages loans. There are

student loans available for standard postgraduate taught courses but these are unlikely to be applicable for IAPT

trainees.

What role can PPN play?

There will be a PPN response to the changes in funding, it will be a multi-professional response including

IAPT.

Action Any University responses to the proposal to be shared with one another.

5. Selection/alternative models of training

Any changes to the funding of trainee places may also have a significant impact on the selection process. Over

the coming years the demand for places may shift.

The Hertfordshire programme has been asked to re-model their programme, so that it can be completed with the

use of student loans.

With no commissions/ quota on the place number there will be no constraints on how many places or even

which universities can offer DClinPsy training. BPS will need to ensure quality assurance levels continue to be

adhered to.

Peter Kinderman will shortly be starting his new position of Head of BPS, one idea being considered is more

generic training and then trainees will choose a specialist route later on.

Jan Hughes has been part of a consultation group reviewing whether educational and clinical psychologist

would be able to share teaching sessions however the models of training are different with minimal overlap.

6. AOB

Sustainability and Transformation plan

There will be no local area working in the next 5 years instead will need to incorporate with other Trusts. In

December NHS outlined a new approach to ensure health and care services are built around the needs of the

local populations.

More information at: https://www.england.nhs.uk/ourwork/futurenhs/deliver-forward-view/stp/

CPU Annual Report lxvi 2016

Trusts will need to look at the workforce and where the demand for urgent care is. It was unclear whether any

clinical psychologists were involved in this planning process. Now that we have been made aware of this it was

encouraged that we try to represent the profession at the planning meeting where possible. It is also likely to

encourage greater collaboration of social care and mental health care, if this happens there might be a need to

change some of our training plans to incorporate this new way of working.

This may be an opportunity to offer alternative placements, perhaps a shared placement in public health with

both primary and social care. Community psychology health.

Manchester are looking at Year 3 placements within a voluntary service although this may have implications

for insurance and supervision.

Liverpool has offered a placement within a environment for homeless patients.

Challenging situations with trainees

Situations such as exclusion and fitness to practice can be challenging with regard to boundaries between tutors

and trainees and additional negotiations with the Trust.

An example was given of a trainee who has been excluded from the University who is due to appeal the

exclusion from the programme. At what point does the Trust start the termination of their contract.

Leeds, Liverpool and Manchester confirmed that the contract is terminated as soon as they are excluded even if

they are going to appeal. The trainee would be in breach of their contract, as they are no longer registered as a

University student. If the trainee is successful in their appeal then their contract will be re-instated with a new

contract.

Hull have guidelines on how the University and NHS procedures overlap, with the aim of openness so trainees

are aware of all procedures and how the 2 bodies communicate with one another. These are available on the

Hull web pages.

Action NH to share guidelines

Flexible working

There has been an increase in the number of trainees requesting flexible working and there are implications on

their contracts and completion of the programme.

At Leeds the request to work flexibly is dependant on what point of the training their at. In Year 1 & 2 trainees

are full time, by Year 3 all the academic work has been completed.

At Lancaster trainees have a bespoke pathway when they request to reduce the umber of days of training. They

are in the preliminary stages at formalizing a 3 or 4 day system however this would require accreditation of the

each route so may not go ahead.

CPU Annual Report lxvii 2016

At Manchester the responsibility of creating a training plan is put on the trainee, they need to provide a

schedule of their research, teach, study and placement days.

At Liverpool no part time training is given and the programme has support from HR to say no to requests.

PPN

The PPN is established in the NE and successful maintains an increasing network of practitioners. What are the

next steps for NE and Yorks and Humber if we wish to join? Would there be an opportunity to join the NE or

would groups for the 2 areas be required. Would need to pull the Heads of Services and professional leads

together to encourage funds.

We need to make a proposal and perhaps request from commissioners, we may be able to approach Neil

Mclaughlin who is based in the NW.

7. The Future

Liverpool will host the next meeting in the autumn

Action SR to send out a doodle poll to confirm an available date

CPU Annual Report lxviii 2016

APPENDIX 8

Annual Feedback Report 2015 – Executive Summary

1. Background & Methodology This report summarises the results of a survey of all stakeholder involved with the Sheffield Clinical Psychology Training Programme. The findings from the survey form part of the programme’s internal quality monitoring process, and are fed back to the Programme Training Committee. A web link to the survey was emailed to all trainees, supervisors, and external teachers who had engaged with the programme over the last year (Sept 2015 - July 2016). The survey followed the same format as used in previous years. 2. Response Rate The response rate across each group was as follows: First Year group: 95% (18 out of 19); Second Year group: 83% (15/18); Third Year group: 72% (13/18); Supervisors: 31% (27/86); External speakers: 27% (46/173). This represents a slight increase for trainees on last year’s response rate. There was a significant increase in response rate from the first year group with only 78% (14 out of 18) responding last year. However, there was a decrease in response rate from the Second Year group (last year being 94% - 15/16) and the Third Year group responses remained the same (72% - 13/18). The response rate for external supervisors and speakers was very low, and lower than last year where there had been a response rate of approximately 43% from NHS colleagues. 3. Summary of Results 3.1 Trainee Feedback Generally the effectiveness of the teaching of core competencies was rated highly. Across all 3 years the psychological assessment and psychological formulation scored highly. Self-awareness and reflective practice and communication were also rated highly across the 3 years. Evaluation and service delivery and legislation teaching in the first year and research teaching in the final year were also rated highly. However, the following two areas were rated less highly across all the 3 cohort years compared to the previous years - Consultation skills and public and patient involvement. Placements, feedback on assignments, research support, and administrative support were all rated highly. The wider support systems were also generally rated highly by trainees. 3.2 Supervisor Feedback Supervisors rated placement planning and visits highly. The use of pebblepad to record placement activity was positively received, although one respondent reported having had difficulty accessing the system. Five supervisors out of the fifteen who made qualitative comments specifically commented positively on the calibre of trainees. 3.3 External Teacher Feedback In general external teachers were positive about most aspects of their teaching experiences, including planning and communication, facilities, and practical assistance. However, some negative feedback was provided in relation to room size, location, and comfort and parking facilities. Whilst the quality of the audio-visual equipment was reported as being acceptable there were some comments about the lack of access to remote control that limited speakers to presenting in a formal fashion.

CPU Annual Report lxix 2016

4. Action List

1. Feedback relating to the Mentor System to be considered within the PPD subcommittee. 2. Feedback relating to teaching (in particular on consultation and leadership) to be considered within the

forthcoming review of the curriculum. 3. Consider purchasing remote control and pointers to aid teaching.

Consider methods of increasing the response rate to the annual report. This should involve a wider discussion within the Programme Training Committee as to the most appropriate method/s of gaining feedback from externa

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APPENDIX 9

Service Liaison Form

Trainee Name: Service: Service Supervisor Name: Supervisor Email: Line Manager: Manager Email:

Trainee: To be completed by trainee. If applicable: any academic or service issues specific to yourself? Use the box below:

Trainee Signature: Date:

University: To be completed by academic tutor. Satisfactory trainee progress: Yes / No If applicable: any academic issues regarding the trainee.

Tutor Signature: Date:

Service: To be completed by service line manager or case/clinical supervisor. Satisfactory trainee progress: Yes / No If applicable, any service or organisational issues regarding the trainee.

Manager/Supervisor Signature:

Date:

Suggested course of action: No action required Phone call Service visit

Improving Access to Psychological Therapies (IAPT) PG Certificate in Low Intensity Psychological Interventions (PWP)

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APPENDIX 10

HONORARY APPOINTMENTS IN CLINICAL PSYCHOLOGY Honorary Professors in Clinical Psychology Professor Nigel Beail, Professor Graham Turpin, Professor Pauline

Slade Honorary Lecturers Dr Jason Davies, Dr Claire Isaac, Dr Rebecca Knowles Academic Visitor Dr Elaine Weatherley-Jones Honorary Teachers in Clinical Psychology 2016 Eleni Chambers Jack Garlovsky David Newman Tony Whiting Cheryl Davis Steve Jones Andrew Roberts Amy Wicksteed Jenny Donnison Anastasia Lavda Shonagh Scott Maria Downs Steven McGovern Pete Walpole

External Examiners 2016 Dr Carol Martin, University of Leeds Dr Richard Brown, University of Manchester Dr Dean McMillan, University of York Dr Jacquie Rodgers, Newcastle University

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APPENDIX 11

List of Acronyms ACC Assessment of Clinical Competence ACP Academic Clinical Project BPS British Psychological Society CAT Cognitive Analytic Therapy CLRN Comprehensive Local Research Networks CPD Continuing Professional Development CPF Clinical Psychology Forum CPPAB Collaborative Placement Planning and Allocation Board CPSC Clinical Practice Sub-committee CPSR Centre for Psychological Services Research CPU Clinical Psychology Unit CS Case Study CSC Curriculum Sub-committee CSIP Care Services Improvement Partnership CSUH Central Sheffield University Hospitals CTCP Committee on Training in Clinical Psychology DClin Psy Doctor of Clinical Psychology DCP Division of Clinical Psychology DDA Disability Discrimination Act EEB External Exam Board HCPC Health and Care Professions Council IAPT Improving Access to Psychological Therapies IEB Internal Exam Board IET Independent Evaluation of Teaching IPL Interprofessional Learning LETBs Local Education and Training Boards LeTS Learning and Teaching Support LSR Library Seminar Room (Psychology Department) MOLE My Online Learning Environment NGH Northern General Hospital NSB Non-staffing budget OCSA Observed Clinical Skills Assessment PBEIS Practice Based Evidence in Services PMG Psychology Management Group PPD Personal and Professional Development PPI Public and Patient Involvement PRES Postgraduate Research Experience Survey PTC Programme Training Committee PWP Psychological Wellbeing Practitioner RDaSH Rotherham, Doncaster and South Humber NHS Foundation Trust REF Research Excellence Framework RHH Royal Hallamshire Hospital RP Reflective Practitioner RSC Research Sub-committee RTAG Regional Training Advisory Group RTP Research Training Programme

CPU Annual Report lxxiii 2016

SAQ Short Answer Questions SCH Sheffield Children’s Hospital ScHARR School of Health and Related Research SETs Standards of Education and Training (HCPC) SHSC Sheffield Health and Social Care NHS Foundation Trust SHSRC Sheffield Health and Social Research Consortium SOPs Standards of Proficiency (HCPC) SR1 Seminar Room One (Psychology Dept) SSC Selection Sub-committee STH Sheffield Teaching Hospitals TUPE Transfer of Undertakings (Protection of Employment) Regulations