You might also use your skills to follow a career in research, teaching or management. We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet our standards. Diagnostic radiographers use state-of-the-art technology to diagnose patients and make sure they receive the right treatment to help them on their road to recovery. Your employer and the government will pay the tuition fees, so apprenticeships arent eligible for student grants. You can choose which module to study from the available options for this component but you must pass. (Transcripts are not required from current or previous University of Essex students, or from students who have previously completed a degree at Colchester Institute awarded by the University of Essex). ** Although they are regulated as a single profession, clinical scientists practise within discretedisciplines known as "modalities" and some requirements in these standards aremodality-specific. The standards set out in this document complement information and guidance issued by other organisations, such as your professional body or your employer. PhD) fees and funding information. 6.4 Assessment policies must clearly specify requirements for progression and achievement within the programme. They also help disabled people improve their health and quality of life through exercise and manual therapy. Eligible students are able to claim back these additional costs associated with attending placements through the NHS business authority, who you can also apply to for a 5,000 per academic year grant (that you wont need to pay back)! An orthoptist specialises in diagnosing and treating visual problems involving eye movement and alignment. You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. What's it like to be a therapeutic radiographer? This module explores the lived experience of the self and others through the contexts in which they live. Every time you renew your registration, you will be asked to sign a declaration that you continue to meet the standards of proficiency that apply to your scope of practice. Work placement opportunities: Gain at least 1000 hours clinical based practice throughout the course. Please note that our MSc Physiotherapy (Pre-Registration) is an intensive two-year course based at our Colchester Campus. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research. All of the core members of the teaching team are Health and Care Professions Council (HCPC) registered Physiotherapists and members of the Chartered Society of Physiotherapy (CSP). Reflecting this, you will develop strategies to expand knowledge and skills in your own chosen areas. Part A should be a single PDF document containing the applicants personal information (including proof of identification, degree certificate and academic transcript) and will remain within the IBMS database. HCPC approved programmes equip graduates to meet these standards; they outline what service users and the public should expect from their health and care professional ; we use them if someone raises a concern about a registrants practice; View the standards of proficiency for your chosen profession: Arts therapists. We have used terms in these standards which we believe best reflect the groups that you work with. We publish these in separate documents, which you can find on our website. Updating them is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence. 6,000 annual payment to help fund your studies, 95% of graduates are employed with six months, Health and Care Professions Council (HCPC), two or three A levels, including physics, chemistry or biology/human biology, five GCSEs (grades A C), including English language, maths, and science, equivalent Scottish or Irish qualifications. Please visit our website for more information. Research (e.g. Please visit our website for more information. We will always publicise any changes to the standards that we make by, for instance, publishing notices on our website and informing professional bodies. Money, funding and finance for apprenticeships. PORTFOLIO TECH Preparation for the two year cycle of renewal made easy through the sophisticated and intuitive HCPC MAP Appraisal Read more See all news Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession. We also recognise that the use of terminology can be an emotive issue. There may be limited opportunities to continue on the course/be eligible for the qualification if you fail. Continuing our improvement journey: A statement from the Chair of the HCPC. Some of our registrants work with patients, others with clients and others with service users. We recruit and support thousands of candidates start their journey in relocating and becoming a Registered Nurse or Midwife and offering permanent positions at some of the best acute hospitals and Mental Health services in the NHS across England. Before you apply, please check our information about necessary documents that well ask you to provide as part of your application. This module provides you with the opportunity to be proactive in identifying your current scope of practice. Ordinances and in the University Regulations, Policy and Procedures. A component may have a set module which you must study, or a number of modules fromwhich you can choose. This module considers your develop as a future leader, recognising the evolving contexts in which you will practice. Hearing aid dispensers work in private practice to assess, fit and provide aftercare for hearing aids. A biomedical scientist analyses specimens from patients to provide data to help doctors diagnose and treat disease. View Understanding Self and Others on our Module Directory. The Health and Care Professions Council (HCPC, formerly the Health Professions Council, HPC) is a statutory regulator of over 280,000 professionals from 15 health and care professions in the United Kingdom.The Council reports its main purpose is to protect the public. So long as you do this and can justify your decisions if asked to, it is very unlikely that you will not meet our standards. Other formally certified qualifications: Applicants must be qualified to practice physiotherapy in their country of origin and are usually required to provide one reference of their capability for postgraduate study. the qualification does not have to be held at the point of application. Independent prescribing (IP) Supplementary prescribing (SP) Park House, 184 - 186 Kennington Park Road, London, SE11 4BU +44 (0)300 500 6184 registration@hcpc-uk.org Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession. [5] These changes were made by the UK Government as part of the Health and Social Care Act 2012. Our interview panels are made up from current staff and students, service users/experts by experience, and local placement partners. Using high levels of accuracy, youll give each patients tumour or cancer the correct dose while also ensuring the surrounding normal tissues receive the lowest possible dose. Youll need to change your methods, know everything about the latest technologies and read up on ideas that could make you more effective at what you do. View Critical Enquiry on our Module Directory. If you have a disability, there are grants to help with essential costs while studying via the Disabled Students Allowance. If working on the NHS you will have access to one of the best pension schemes in the UK, as well as access to exclusive health service discounts and benefits at some of the most popular brands. Were reactive, were pioneering, we never stand still, so modules might change from year to year in response to new developments and innovation. It is important that you read and understand this document. You will be a fully qualified Physiotherapist with eligibility for registration with the HCPC. Therapeutic radiographers work in the radiography departments of hospitals. Updating them is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence. Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession. An arts therapist is a psychological therapist who has arts-based experience and training in psychological interventions using drama, music or art as their primary mode of communication. Occupational therapists empower people to overcome the difficulties they face with living independently. The revised standards set clear expectations of registrants knowledge and ability in a healthcare landscape which has changed and evolved in the wake of the COVID-19 pandemic. Patients being at the centre of our care underpinned all modules, which is an attitude that was invaluable in seeking and gaining employment.". On 2 December 2019, the regulation of social workers in England was transferred to a new body, Social Work England. Join our friendly team and make a huge contribution to healthcare provision across the UK. * The International English Language Testing System (IELTS) tests competence in the English language. Paramedics provide specialist care and treatment to patients who are either acutely ill or injured. 1. be able to practise safely and effectively within their scope of practice, 1.1 know the limits of their practice and when to seek advice or refer to another professional, 1.2 recognise the need to manage their own workload and resources effectively and be able to practise accordingly, 2. be able to practise within the legal and ethical boundaries of their profession, 2.1 understand the need to act in the best interests of service users at all times, 2.2 understand what is required of them by the Health and Care Professions Council, 2.3 understand the need to respect and uphold the rights, dignity, values and autonomy of service users including their role in the assessment, treatment and intervention process and in maintaining health and wellbeing, 2.4 recognise that relationships with service users should be based on mutual respect and trust, and be able to maintain high standards of practice even in situations of personal incompatibility, 2.5 understand current legislation applicable to the work of their profession, 2.6 understand the importance of and be able to obtain informed consent, 2.7 be able to exercise a professional duty of care, 2.8 understand the complex ethical and legal issues of any form of dual relationship and the impact these may have on service users, 2.9 understand the power imbalance between practitioners and service users and how this can be managed appropriately, 2.10 be able to recognise appropriate boundaries and understand the dynamics of power relationships, 2.11 understand the organisational context for their practice as a practitioner psychologist, 3. be able to maintain fitness to practise, 3.1 understand the need to maintain high standards of personal and professional conduct, 3.2 understand the importance of maintaining their own health, 3.3 understand both the need to keep skills and knowledge up to date and the importance of career-long learning, 3.4 be able to manage the physical, psychological and emotional impact of their practice, 4. be able to practise as an autonomous professional, exercising their own professional judgement, 4.1 be able to assess a professional situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem, 4.2 be able to make reasoned decisions to initiate, continue, modify or cease treatment, intervention or the use of techniques or procedures, and record the decisions and reasoning appropriately, 4.3 be able to initiate resolution of problems and be able to exercise personal initiative, 4.4 recognise that they are personally responsible for and must be able to justify their decisions, 4.5 be able to make and receive appropriate referrals, 4.6 understand the importance of participation in training, supervision and mentoring, 5. be aware of the impact of culture, equality and diversity on practice, 5.1 understand the impact of differences such as gender, sexuality, ethnicity, culture, religion and age on psychological wellbeing or behaviour, 5.2 understand the requirement to adapt practice to meet the needs of different groups and individuals, 6. be able to practise in a non-discriminatory manner, 7. understand the importance of and be able to maintain confidentiality, 7.1 be aware of the limits of the concept of confidentiality, 7.2 understand the principles of information governance and be aware of the safe and effective use of health, social care and other relevant information, 7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public, 8.1 be able to demonstrate effective and appropriate verbal and nonverbal skills in communicating information, advice, instruction and professional opinion to service users, colleagues and others, 8.2 be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5 *, 8.3 understand how communication skills affect assessment of, and engagement with, service users and how the means of communication should be modified to address and take account of factors such as age, capacity, learning ability and physical ability, 8.4 be able to select, move between and use appropriate forms of verbal and non-verbal communication with service users and others, 8.5 be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by factors such as age, culture, ethnicity, gender, socio-economic status and spiritual or religious beliefs, 8.6 understand the need to provide service users or people acting on their behalf with the information necessary to enable them to make informed decisions, 8.7 be able to select the appropriate means for communicating feedback to service users, 8.8 be able to provide psychological opinion and advice in formal settings, as appropriate, 8.9 be able to communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences, 8.10 be able to explain the nature and purpose of specific psychological techniques to service users, 8.11 be able to summarise and present complex ideas in an appropriate form, 8.12 understand the need to assist the communication needs of service users such as through the use of an appropriate interpreter, wherever possible, 8.13 recognise the need to use interpersonal skills to encourage the active participation of service users, 8.14 be able to use formulations to assist multi-professional communication and understanding, 8.15 understand explicit and implicit communications in a practitioner service user relationship, 8.16 be able to appropriately define and contract work with commissioning service users or their representatives, Counselling psychologists only8.17 understand how empathic understanding can be helped by creativity and artistry in the use of language and metaphor. Check the Register to make sure a professional is registered and to see if any entitlements are annotated on their record. Drawing upon learning and understanding from the module Understanding Self and Others, you will apply, evaluate and analyse approaches to developing themselves as professionals and others such as service users and peers in a variety of contexts. Official transcript(s), in English or a certified translation of your academic results to date, showing marks or grades, must be provided at the time you make your application. These standards are effective from Monday 1 December 2014. Examples of such reasons might include, but are not limited to: strikes, other industrial action, staff illness, severe weather, fire, civil commotion, riot, invasion, terrorist attack or threat of terrorist attack (whether declared or not), natural disaster, restrictions imposed by government or public authorities, epidemic or pandemic disease, failure of public utilities or transport systems or the withdrawal/reduction of funding. Our staff travel the world to speak to people about the courses on offer at Essex. Fees will increase for each academic year of study. Get in touch and well do our best to email you back shortly. The Code also underlines your obligation to observe the relevant laws and regulatory Information about how we approve and monitor programmes within the UK for the professions we regulate, Use our search tool to find programmes across the UK, Information on all aspects of our external communications, See the latest updates and information for HCPC registrants. We understand that deciding where and what to study is a very important decision for you. We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document. Try to relax (as best as you can) and think of it more as a discussion with colleagues about why you'd like to join us. We recognise that a registrants scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. By 2005, thirteen protected titles were regulated by the HPC: arts therapists; biomedical scientists; chiropodists/podiatrists; clinical scientists; dieticians; occupational therapists; operating department practitioners; orthoptists; paramedics; physiotherapists; prosthetists and orthotists; radiographers; and speech and language therapists. As hospitals invest in new technologies, youll need to adapt to provide the best level of service. is overseen by the Professional Standards Authority. HCPC Registration: Annual Appraisal Advice and Support As well as providing the technology for appraisal preparations, we can also provide advice and personal support to help guide HCPC registrants through the process. An overall IELTS score of 7.0, with 6.5 in all components. We aim to respond to applications within two weeks. The changes come into effect on 1 September 2023, Register now to attend one of our CPD webinars, Please type two or more characters to search, Meeting our standards: guidance and learning materials, Standards of conduct, performance and ethics, Standards of continuing professional development, Standards relevant to education and training, Download the standards of proficiency document, Promoting public health and preventing ill-health, Why and how weve revised our standards of proficiency, Download the revised standards of proficiency. 9. be able to work appropriately with others, 9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others, 9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team, 9.3 understand the need to engage service users and carers in planning and evaluating assessments, treatments and interventions to meet their needs and goals, 9.4 understand the need to implement interventions, care plans or management plans in partnership with service users, other professionals and carers, 9.5 be able to initiate, develop and end a practitioner service user relationship, 9.6 understand the dynamics present in relationships between service users and practitioners, 9.7 be able to contribute effectively to work undertaken as part of a multi-disciplinary team, 9.8 be able to plan, design and deliver teaching and training which takes into account the needs and goals of participants, 9.9 be able to support the learning of others in the application of psychological skills, knowledge, practices and procedures, 9.10 be able to use psychological formulations with service users tofacilitate their understanding of their experience or situation, 10. be able to maintain records appropriately, 10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines, 10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines, 11. be able to reflect on and review practice, 11.1 understand the value of reflection on practice and the need to record the outcome of such reflection, 11.2 recognise the value of case conferences or other methods of review, 11.3 be able to reflect critically on their practice and consider alternative ways of working, 11.4 understand models of supervision and their contribution to practice, Counselling psychologists only11.5 be able to critically reflect on the use of self in the therapeutic process, 12. be able to assure the quality of their practice, 12.1 be able to engage in evidence-based and evidence-informed practice, evaluate practice systematically and participate in audit procedures, 12.2 be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care or experience, 12.3 be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures, 12.4 be able to maintain an effective audit trail and work towards continual improvement, 12.5 be aware of, and able to participate in, quality assurance programmes, where appropriate, 12.6 be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user, 12.7 be able to revise formulations in the light of ongoing intervention and when necessary reformulate the problem, 12.8 recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes, 12.9 be able to monitor agreements and practices with service users, groups and organisations, 13. understand the key concepts of the knowledge base relevant to their profession, 13.1 understand the structure and function of the human body, together with knowledge of health, well-being, disease, disorder and dysfunction relevant to their domain, 13.2 be aware of the principles and applications of scientific enquiry, including the evaluation of the effectiveness of interventions and the research process, 13.3 recognise the role of other professions and stakeholders relevant to the work of their domain, 13.4 understand the structures and functions of UK service providers applicable to the work of their domain, 13.5 understand the theoretical basis of, and the variety of approaches to, assessment and intervention, 13.6 understand the role of the practitioner psychologist across a range of settings and services, 13.7 understand the concept of leadership and its application to practice, 13.8 understand the application of consultation models to service delivery and practice, including the role of leadership and group processes, Clinical psychologists only13.9 understand theories and evidence concerning psychologicaldevelopment and psychological difficulties across the lifespan andtheir assessment and remediation13.10 understand more than one evidence-based model of formalpsychological therapy13.11 understand psychological models related to how biological,sociological and circumstantial or life-event-related factorsimpinge on psychological processes to affect psychologicalwellbeing13.12 understand psychological models related to a range ofpresentations including: service users with presentations from acute to enduring and mild to severe; problems with biological or neuropsychological aspects; and problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions13.13 understand psychological models related to service users: from a range of social and cultural backgrounds; of all ages; across a range of intellectual functioning; with significant levels of challenging behaviour; with developmental learning disabilities and cognitive impairment; with communication difficulties; with substance misuse problems; and with physical health problems13.14 understand psychological models related to working: with service users, couples, families, carers, groups and at the organisational and community level; and in a variety of settings including in-patient or other residential facilities with high-dependency needs, secondary health care and community or primary care13.15 understand change and transition processes at the individual, group and organisational level13.16 understand social approaches such as those informed by community, critical and social constructivist perspectives13.17 understand the impact of psychopharmacological and other clinical interventions on psychological work with service users, Counselling psychologists only13.18 understand the philosophical bases which underpin those psychological theories which are relevant to counselling psychology13.19 understand the philosophy, theory and practice of more than one evidence-based model of formal psychological therapy13.20 understand psychological models related to a range of presentations including: service users with presentations from acute to enduring and mild to severe; problems with biological or neuropsychological aspects; and problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions13.21 understand the therapeutic relationship and alliance as conceptualised by each model13.22 understand the spiritual and cultural traditions relevant to counselling psychology13.23 understand the primary philosophical paradigms that inform psychological theory with particular regard to their relevance to, and impact upon, the understanding of the subjectivity and inter subjectivity of experience throughout human development13.24 understand theories of human cognitive, emotional, behavioural, social and physiological functioning relevant to counselling psychology13.25 understand different theories of lifespan development13.26 understand social and cultural contexts and the nature of relationships throughout the lifespan13.27 understand theories of psychopathology and of change13.28 understand the impact of psychopharmacology and other interventions on psychological work with service users, Educational psychologists only13.29 understand the role of the educational psychologist across a range of school and community settings and services13.30 understand the educational and emotional factors that facilitate or impede the provision of effective teaching and learning13.31 understand psychological theories of, and research evidence in, child, adolescent and young adult development relevant to educational psychology13.32 understand the structures and systems of a wide range of settings in which education, health and care are delivered for children, adolescents and young adults, including child protection procedures13.33 understand psychological models related to the influence of school ethos and culture, educational curricula, communication systems, management and leadership styles on the cognitive, behavioural, emotional and social development of children, adolescents and young adults13.34 understand psychological models of the factors that lead to underachievement, disaffection and social exclusion amongst vulnerable groups13.35 understand theories and evidence underlying psychological intervention with children, adolescents, young adults, their parents or carers, and education and other professionals13.36 understand psychological models related to the influence on development of children, adolescents and young adults from: family structures and processes; cultural and community contexts; and organisations and systems13.37 understand change and transition processes at the individual, group and organisational level13.38 understand the theoretical basis of, and the variety of approachesto, consultation and assessment in educational psychology, Forensic psychologists only13.39 understand the application of psychology in the legal system13.40 understand the application and integration of a range of theoretical perspectives on socially and individually damaging behaviours, including psychological, social and biological perspectives13.41 understand psychological models related to a range of presentations including: service users with presentations from acute to enduring and mild to severe; problems with biological or neuropsychological aspects; and problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions13.42 understand psychological theories and their application to the provision of psychological therapies that focus on offenders and victims of offences13.43 understand effective assessment approaches with service users presenting with individually or socially damaging behaviour13.44 understand the development of criminal and antisocial behaviour13.45 understand the psychological interventions related to different service user groups including victims of offences, offenders, litigants, appellants and individuals seeking arbitration and mediation, Health psychologists only13.46 understand context and perspectives in health psychology13.47 understand the epidemiology of health and illness13.48 understand: biological mechanisms of health and disease; health-related cognitions and behaviour; stress, health and illness; individual differences in health and illness; lifespan, gender and cross-cultural perspectives; and long-term conditions and disability13.49 understand applications of health psychology and professional issues13.50 understand healthcare in professional settings, Occupational psychologists only13.51 understand the following in occupational psychology: human-machine interaction; design of environments and work; personnel selection and assessment; performance appraisal and career development; counselling and personal development; training; employee relations and motivation; and organisational development and change, Sport and exercise psychology13.52 understand cognitive processes, including motor skills, practice skills, learning and perception; and self-regulation13.53 understand psychological skills such as: goal setting; self-talk; imagery; pre-performance routines; arousal control, such as relaxation and activation; and strategies for stress and emotion management13.54 understand exercise and physical activity including: determinants, such as motives, barriers and adherence; outcomes in relation to affect, such as mood and emotion; cognition and mental health issues, such as self-esteem, eating disorders, depression and exercise dependence; lifestyle and quality of life; and injury13.55 understand individual differences including: mental toughness, hardiness and resilience; personality; confidence; motivation; self-concept and self-esteem; and stress and coping13.56 understand social processes within sport and exercise psychology including: interpersonal skills and relationships; group dynamics and functioning; organisational issues; and leadership13.57 understand the impact of developmental processes, including lifespan issues and processes related to career transitions and termination, 14. be able to draw on appropriate knowledge and skills to inform practice, 14.1 be able to apply psychology across a variety of different contexts using a range of evidence-based and theoretical models, frameworks and psychological paradigms, 14.2 be able to change their practice as needed to take account of new developments or changing contexts, 14.3 be able to conduct appropriate assessment or monitoring procedures, treatment, interventions, therapy or other actions safely and effectively, 14.5 be able to formulate specific and appropriate management plans including the setting of timescales, 14.6 be able to manage resources to meet timescales and agreed project objectives, 14.7 be able to use psychological formulations to plan appropriate interventions that take the service users perspective into account, 14.8 be able to direct the implementation of applications and interventions carried out by others, 14.9 be able to gather appropriate information, 14.10 be able to make informed judgements on complex issues in the absence of complete information, 14.11 be able to work effectively whilst holding alternative competing explanations in mind, 14.12 be able to generalise and synthesise prior knowledge and experience in order to apply them critically and creatively in different settings and novel situations, 14.13 be able to select and use appropriate assessment techniques, 14.14 be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment, 14.15 be able to choose and use a broad range of psychological assessment methods, appropriate to the service user, environment and the type of intervention likely to be required, 14.16 be able to decide how to assess, formulate and intervene psychologically from a range of possible models and modes of intervention with service users or service systems, 14.17 be able to use formal assessment procedures, systematic interviewing procedures and other structured methods of assessment relevant to their domain, 14.18 be able to undertake or arrange investigations as appropriate, 14.19 be able to analyse and critically evaluate the information collected, 14.20 be able to critically evaluate risks and their implications, 14.21 be able to demonstrate a logical and systematic approach to problem solving, 14.22 be able to use research, reasoning and problem solving skills to determine appropriate actions, 14.23 be able to recognise when further intervention is inappropriate, or unlikely to be helpful, 14.24 recognise the value of research to the critical evaluation of practice, 14.25 be aware of a range of research methodologies, 14.26 be able to evaluate research and other evidence to inform their own practice, 14.27 be able to initiate, design, develop, conduct and critically evaluate psychological research, 14.28 understand a variety of research designs, 14.29 be able to understand and use applicable techniques for research and academic enquiry, including qualitative and quantitative approaches, 14.30 be able to use professional and research skills in work with service users based on a scientist-practitioner and reflective practitioner model that incorporates a cycle of assessment, formulation, intervention and evaluation, 14.31 understand research ethics and be able to apply them, 14.32 be able to conduct service and large scale evaluations, 14.33 be able to use information and communication technologies appropriate to their practice, Clinical psychologists only14.34 be able to assess social context and organisational characteristics14.35 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.36 be able to draw on knowledge of developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities14.37 understand therapeutic techniques and processes as applied when working with a range of individuals in distress including: those who experience difficulties related to anxiety, mood, adjustment to adverse circumstances or life-events, eating, psychosis, use of substances; and those with somatoform, psychosexual, developmental, personality, cognitive and neurological presentations14.38 be able, on the basis of psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the service user14.39 be able to implement therapeutic interventions based on a range of evidence-based models of formal psychological therapy, including the use of cognitive behavioural therapy14.40 be able to promote awareness of the actual and potential contribution of psychological services14.41 be able to evaluate and respond to organisational and service delivery changes, including the provision of consultation, Counselling psychologists only14.42 be able to contrast, compare and critically evaluate a range of models of therapy14.43 be able to draw on knowledge of developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities14.44 be able to critically evaluate theories of mind and personality14.45 understand therapy through their own life-experience14.46 be able to adapt practice to take account of the nature of relationships throughout the lifespan14.47 be able to formulate service users concerns within the chosen therapeutic models14.48 be able to critically evaluate psychopharmacology and its effects from research and practice14.49 be able to critically evaluate theories of psychopathology and change14.50 be able, on the basis of psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the service user14.51 be able to implement therapeutic interventions based on a range of evidence-based models of formal psychological therapy14.52 be able to promote awareness of the actual and potential contribution of psychological services14.53 be able to evaluate and respond to organisational and service delivery changes, including the provision of consultation, Educational psychologists only14.54 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.55 be able to carry out and analyse large-scale data gathering, including questionnaire surveys14.56 be able to work with key partners to support the design, implementation, conduct, evaluation and dissemination of research activities and to support evidence-based research14.57 be able to formulate interventions that focus on applying knowledge, skills and expertise to support local and national initiatives14.58 be able to develop and apply effective interventions to promote psychological wellbeing, social, emotional and behavioural development and to raise educational standards14.59 be able to implement interventions and plans through and with other professions and with parents or carers14.60 be able to adopt a proactive and preventative approach in order to promote the psychological wellbeing of service users14.61 be able to choose and use a broad range of psychological interventions, appropriate to the service users needs and setting14.62 be able to integrate and implement therapeutic approaches based on a range of evidence-based psychological interventions14.63 be able to promote awareness of the actual and potential contribution of psychological services, Forensic psychologists only14.64 be able to plan and design training and development programmes14.65 be able to plan and implement assessment procedures for training programmes14.66 be able to promote awareness of the actual and potential contribution of psychological services14.67 be able to assess social context and organisational characteristics14.68 be able to research and develop psychological methods, concepts, models, theories and instruments in forensic psychology14.69 be able to evaluate and respond to organisational and service delivery changes, including the provision of consultation14.70 be able to draw on knowledge of developmental and social changes and constraints across an individuals lifespan to facilitate adaptability and change14.71 be able to implement interventions and care-plans through and with other professionals who form part of the service user careteam14.72 be able, on the basis of empirically derived psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting maladaptive or socially damaging behaviour of the service user14.73 be able to integrate and implement evidence-based psychological therapy at either an individual or group level, Health psychologists only14.74 be able to plan and implement assessment procedures for training programmes14.75 be able to develop appropriate psychological assessments based on appraisal of the influence of the biological, social and environmental context14.76 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.77 be able to carry out and analyse large-scale data gathering, including questionnaire surveys14.78 be able to draw on knowledge of developmental, social and biological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities14.79 be able to contrast, compare and critically evaluate a range of models of behaviour change14.80 understand techniques and processes as applied when working with different individuals who experience difficulties14.81 be able to develop and apply effective interventions to promote psychological wellbeing, social, emotional and behavioural development and to raise educational standards14.82 be able to evaluate and respond to change in health psychology and in consultancy and service-delivery contexts14.83 be able, on the basis of psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting problem, and to the psychological and social circumstances of the service user14.84 be able to integrate and implement therapeutic approaches based on a range of evidence-based psychological interventions14.85 be able to choose and use a broad range of psychological interventions, appropriate to the service users needs and setting, Occupational psychologists only14.86 be able to assess individuals, groups and organisations in detail14.87 be able to use the consultancy cycle14.88 be able to research and develop psychological methods, concepts, models, theories and instruments in occupational psychology14.89 be able to use psychological theory to guide research solutions for the benefit of organisations and individuals14.90 understand and be able to act and provide advice on policy development concerning employees and job seekers rights14.91 be able to run, direct, train and monitor others in the effective implementation of an application, Sport and exercise psychologists only14.92 be able to assess social context and organisational characteristics14.93 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.94 be able to formulate service users concerns within the chosen intervention models, 15. understand the need to establish and maintain a safe practice environment, 15.1 understand the need to maintain the safety of both service users and those involved in their care or experience, 15.2 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these, 15.3 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, Sport and exercise psychologists only15.4 be aware of the possible physical risks associated with certain sport and exercise contexts. 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