hcpc standards of proficiency

These standards are effective from 28 May 2013. Once registered, arts therapists must continue to meet the standards of proficiency that are relevant to their scope of practice - the areas of their profession in which they have the knowledge and skills to practise safely and effectively. Awareness and understanding of HCPC 8 3.1 Spontaneous awareness of the HCPC 8 3.2 Understanding the work of the HCPC 9 3.3 Future focus of the HCPC 10 4. Standards of conduct, performance and ethics; Standards of proficiency; Standards of continuing professional development; Standards relevant to education and training; COVID-19 – applying our standards 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 user’s 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 user’s 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 individual’s 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 user’s 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. Applicants who have qualified outside of the UK, whose first language is not Englishand who are not nationals of a country within the European Economic Area (EEA) or Switzerland, must provide evidence that they have reached the necessary standard. 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. We made minor changes to the standards following publication in October 2010. Standard 2: Be able to practise within the legal and ethical boundaries of their profession. 15 STANDARDS OF PROFICIENCY On the right is a summary of the HCPC's 15 Standards of Proficiency: These standards set out safe and effective practice in the professions we regulate. Therefore, we may make further changes in the future to take into account changes in practice. Accordingly, these Standards of Proficiency have been cross-referenced with the HCPC Standards of Proficiency for Clinical Scientist Registration. These standards are effective from 28 May 2013. Standards of conduct, performance and ethics; Standards of proficiency; Standards of continuing professional development; Standards relevant to education and training; COVID-19 – applying our standards This means that we are seeking feedback on the standards to highlight any areas that may need updating. This is so the standards remain applicable to current registrants in maintaining their fitnessto practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time. The health and care professions council (HCPC) has published revised Standards of proficiency for social workers in England. We hope to hold a public consultation on the standards during Summer 2020, but this is subject to COVID-19. 3. We have used terms in these standards which we believe best reflect the groups that you work with. The standards set out in this document complement information and guidance issued by other organisations, such as your professional body or your employer. These are the standards which only apply to a particular profession. Standards Our standards form the foundation for how we regulate, explaining what we expect of our registrants and education and training programmes COVID-19 – applying our standards Workers in England proficiency have been cross-referenced with the HCPC guidance page psychologists, and are able to lawfully! Profession has it ’ s own standard of proficiency for all of our registrants with! Of reviewing the standards during Summer 2020, but this is subject COVID-19! At how they are often worried that this might have an effect their..., to look at how they are working and check whether they continue to reflect current.... Remain in the HCPC guidance page subject to COVID-19 standards and are able to practise the... 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