Similarly, opportunity’ can be helpful in identifying competences which need ‘No specific opportunities to develop on subsequent placements. The rating of these competencies focuses on observable activities through which trainees can demonstrate their achievement, so supervisors are asked to identify key examples of a trainee’s activity on placement that demonstrate either the achievement of the level of competency identified, or where that achievement was limited. Please also add any recommendations for how these competencies might be developed in subsequent placements. The first part of this form lists the transferable competence areas identified by means of a job analysis of the role of a trainee clinical psychologist. The second part of this form uses the list of specific competence areas that are consistent with both the Through Partnership: Guidance for Clinical “Accreditation Psychology Programmes” (BPS, 2012) and the revised for Doctoral “Standards Programmes in Clinical Psychology” (BPS, 2014).
Similarly, ‘No opportunity’ can be helpful in identifying competences which need specific opportunities to develop on subsequent placements. The rating of these competencies focuses on observable activities through which trainees can demonstrate their achievement, so supervisors are asked to identify key examples of a trainee’s activity on placement that demonstrate either the achievement of the level of competency identified, or where that achievement was limited. Please also add any recommendations for how these competencies might be developed in subsequent placements. The first part of this form lists the transferable competence areas identified by means of a job analysis of the role of a trainee clinical psychologist. The second part of this form uses the list of specific competence areas that are consistent with both the “Accreditation Through Partnership: Guidance for Clinical Psychology Programmes” (BPS, 2012) and the revised “Standards for Doctoral Programmes in Clinical Psychology” (BPS, 2014).
SAT%20form%20(standard).docx