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Clinical Psychology Supervisor Handbook 2021
Information & Guidelines
for Placement Supervisors
For supervisors of Clinical Psychologists in training from the Doctorate in Clinical Psychology
at the University of Bath
(Updated August 2021)
1Clinical Psychology Supervisor Handbook 2021
Contents
Page
3 Introduction
4 Role of the Supervisor
6 Assessment
6 University assignment
7 Role of the University
8 Work/Placement essentials
11 Contact details
13 Summary of placement requirements
15 Appendices
2Clinical Psychology Supervisor Handbook 2021
and experienced members of another core
Introduction prof ession. Psychologists providing
supervision to trainees must be registered with
the Health and Care Prof essions Council.
Thank you f or working in collaboration with the Members of other prof essions who are
University of Bath in providing a Doctorate in providing supervision to trainees should be
Clinical Psychology Trainee with a clinical registered with an appropriate prof essional or
practice placement. This is an essential and statutory body governed by a code of ethics
extremely important experience f or them. We with accreditation processes and established
very much hope that this will be a successf ul disciplinary procedures. The clinical tutor can
experience f or all. Please do not hesitate to take an oversight role in these instances.
contact the programme team at any stage
should you require inf ormation or assistance. Clinical Psychologists in training at the
University of Bath are employees of Somerset
This handbook provides a brief overview of the Foundation NHS Trust and are subject to the
expectations of a practice placement, the role same protections and regulations as other
of the clinical supervisor and some of the health prof essions with this employment
relevant documentation. Additional inf ormation status.
is available on the programme website
(http://www.bath.ac.uk/psychology/clinical), in The award of Doctorate in Clinical Psychology
the Key Placement Documents which f rom the University of Bath is dependent on
accompany this handbook and as part of the successf ul completion of all evaluated and
online supervisor resources (see Appendix 5). examined components of the programme
including case studies, clinical placements,
The Doctorate in Clinical Psychology is a research project, literature review and service-
three-year programme during which trainees related research project. Only 2 attempts are
must spend a minimum of 50% of their time in permitted f or assessments, with the specific
supervised clinical practice. Trainees typically exception of the two main research proposals,
complete six, 6-month practice placements where a third submission is allowed. Failing any
which cover the main areas of clinical written component (af ter a second attempt) or
specialism and equip them to work with people of any two (based on 6-month placements)
across the lif espan. During the f irst 2 years of clinical placements will result in a f ailure of the
clinical training these comprise experience of entire programme.
working with:
Our aim as a programme team is to work with
• Working Age Adults trainees and placement supervisors to help our
• Older Adults and Later Lif e graduates become Clinical Psychologists who
• Intellectual Disability not only achieve the competencies and skills
• Child and Adolescent Mental Health required by their prof essional status, but who
also make an active and thoughtf ul
In the f inal year of training, trainees ordinarily contribution to the health service workf orce
complete a placement in a Clinical Health and are well placed to continue with their
setting and an elective placement which may prof essional development once qualif ied.
be in an area of special interest or to
supplement the core placements.
During each placement, the trainees are
placed with a primary supervisor who is
responsible f or developing and implementing
the placement contract. The primary
supervisor should be a Clinical Psychologist
who is at least two years post-qualification,
registered with the Health Care Professions
Council and who has attended the relevant
supervisory training/workshops run by the
DClin Course at Bath.
Placement supervisors can be other
appropriately qualif ied and experienced
chartered psychologists or suitably qualif ied
3Clinical Psychology Supervisor Handbook 2021
Role of the Supervisor
Observation and Skills Teaching
Placements of f er an unparalleled opportunity
Induction and Arrival at the Placement to learn and practice clinical skills. The
availability of observational experiences on
• It is important that the trainee has an placement, both of observing and being
induction to each new practice placement observed with f eedback, should be maximised.
Observations can be conducted ‘live’ in
and clinical service(s) in which they will be
session or via recorded (pref erably video
based. A checklist of issues to be
recorded) sessions.
discussed during induction is provided
(see appendix 1: Induction checklist) In terms of minimum requirements these are
although this may not be exhaustive. as f ollows:
• Trainees will need guidance about • Trainees will be asked to complete two
background reading that will be of use in structured observations of their
their placement work and any available supervisor to help them in noticing and
lectures or seminars they may attend. documenting specif ic clinical skills.
• At the start of each placement, the trainee • Supervisors are asked to complete two
and supervisor should develop the written informal observations of trainees early
contract detailing experiences to be in their placements. These observations
gained and the general aims of the can be a usef ul and structured way to
placement (see appendix 2: guidelines f or orient the trainee to the service and way of
the preparation of placement contracts). working and gain supportive f ormative
f eedback in a less pressured f ormat.
• The placement contract should also
f ormalise the supervisory relationship • Supervisors will also complete two
according to the minimum standards f or structured observations of trainees. We
clinical supervision (see appendix 3). strongly recommend these observations
are completed using a ‘Direct Assessment
• A set of online mandatory training of Clinical Competence’ (DACC), ideally
activities are completed at the start of the via a standardised tool such as the
Cognitive Therapy Scale-Revised (CTS-R)
DClin training programme. These include
or its variants or equivalent. There is a
Inf ormation Governance, Equality &
schedule of competency assessments to
Diversity, Major Incidents, Fire,
include developmental assessment of CBT
Saf eguarding Children, Saf eguarding
competence across training as well as
Vulnerable Adults, Counter Fraud, Conf lict assessment of systemic and psychometric
Resolution, Waste Management, Risk and competencies. If it is not possible to
Moving & Handling. Supervisors should complete a DACC a structured
ensure trainees have completed child observation f orm can be used. (see index
protection Levels 1 and 2 as appropriate of tools available provided in key
f or their Trust (e.g. via e-learning). placement documentation).
Additional training specif ic to and required
f or your particular clinical area should be
Covid-19 circumstances can make this
planned as part of the placement activity
element of placements more dif f icult. At
(e.g. child protection Level 3). minimum, we require trainees to have been
observed at least once in clinical practice by
• Please can all supervisors and trainees be their supervisor and pref erably have a DACC
aware that trainees are not permitted to (as described above) completed on this
provide car lif ts to service users. session.
• Practice placements are supported by
service level agreements between the
University and the providing organisatio n.
4Clinical Psychology Supervisor Handbook 2021
BABCP supervision is supplementary to the
Supporting Accreditation primary clinical supervision received on
placement. The clinical placement supervisor
The programme has Level 2 Accreditation with retains supervisory and clinical responsibility.
the British Association of Behavioural and In the event of any dif f erences in direction, the
Cognitive Psychotherapy (BABCP) and placement supervisor’s views take
Foundation Accreditation with the Association precedence.
of Family Therapy (AFT). Trainees are thus
required to evidence several Cognitive Please contact Rachel Paskell, BABCP Lead
Behavioural Therapy (CBT) competencies and r.g.paskell@bath.ac.uk f or any BABCP related
receive ‘close supervision’ over the course of queries. BABCP accreditation is evolving in
training. Your trainee should make you aware DClin courses across the country, and as it
of these training needs and seek opportunities continues to develop, we are happy to of fer
on placement to meet these. inf ormation and support to supervisors
wherever we can.
BABCP (CBT)
AFT (systemic)
To f acilitate meeting the BABCP requirements,
we ask that supervisors who are not BABCP Systemic practice continues to be the second
accredited identif y a BABCP accredited main therapy approach taught on the course.
therapist within their service who is willing to The Foundation systemic course will continue
act as a 2nd supervisor (this can include a as usual, f or 1st year trainees.
provisional level accreditation). When this is
not possible, we ask if supervisors can support Advanced Systemic Theory and Practice
trainees in identif ying a BABCP accredited continues to be a core topic taught in the 2nd
therapist elsewhere in the Trust who might be and 3rd years of the programme. However,
able to support them. For additional trainees no longer have the opportunity to
inf ormation please contact our BABCP Lead, complete the requirements to achieve the AFT
Rachel Paskell (r.g.paskell@bath.ac.uk). accredited Intermediate qualif ication.
Rachel has a list of therapists who have
indicated that they may be able to help with Opportunities to observe f amily therapy and
this. develop systemic skills should continue to be
of f ered as appropriate to the placement. This
The role of a BABCP accredited 2nd supervisor should include opportunities to access
is to provide the trainee with 5+ hours of CBT consultation or supervision with colleagues
supervision per ‘training case’. One case per qualif ied in this approach. Trainees may
placement is a minimum, but more are submit one systemic case study. We continue
welcomed, as trainees must complete eight to encourage trainees to log their hours of
CBT ‘training cases’ by the end of training. The Systemic practice and supervision so they
BABCP supervisor also be asked to complete have a record of this af ter completing the
a direct assessment of competence in CBT DClin.
(e.g. the CTS-R). Three of these CBT
assessments must be completed by a BABCP
Accredited Therapist by the end of training.
We understand that within some services this
arrangement will not be possible. In such
circumstances, the course team will arrange
supplementary CBT supervision sessions f or
trainees. This will require time out of
placement (approximately 2 – 2.5 hours per
month). Presentation of audio/video recordings
of clinical material f rom placement is required
by the supplementary CBT supervision
sessions. Consent f orms and GDPR
procedures relevant f or the NHS trust where
the work is conducted must be f ollowed in the
use of client material f or training purposes.
5Clinical Psychology Supervisor Handbook 2021
Support for supervisors Assessment
We aim to support supervisors in several The placement is assessed, and trainees are
ways, including: required to pass all clinical practice
placements in addition to the academic
• Supervisor induction/refresher training assessments of the programme. Assessment
is a requirement of the British on the placement is carried out at the mid -
Psychological Society’s minimum point and at the end of the placement via:
standards f or clinical supervision. We of f er
a one-day workshop online in both March
• Ratings of clinical skills and
and September every year. It is open to competencies completed by the primary
new supervisors, supervisors new to the supervisor(s) (see Placement rating f orms
Bath course and more experienced
– Key Placement Documents). The
supervisors wanting a ref resher. supervisor should provide the trainee with
f eedback about these ratings as part of the
• Supervisory skills practice workshop. f ormal mid placement and end of
We of f er an additional one-day workshop placement review meetings. The trainee
online in both March and September every also has the opportunity to provide
year. Again, it is open to new supervisors, f eedback about the placement and
supervisors new to the Bath course and supervision at these points.
more experienced supervisors.
• It is expected that trainees will complete 6-
• Attending our supervisor induction / 8 ‘clinical cases’ each placement. This can
ref resher training workshop and our include a range of activities including
supervisory skills practice workshops individual work, group work, indirect work,
meets the requirements f or the BPS neuropsychological assessments, being
Register of Applied Psychological Practice part of a systemic ref lecting team etc.
Supervisors (RAPPS). Supervisors who Additional pieces of work are permitted
have attended both these events since (e.g. audit, material development) but
2016 can obtain conf irmation f rom our these do not replace clinical cases. There
administration team to support their should be no more than 12-14 pieces of
application to join RAPPS. work completed in total (clinical plus other)
whilst on a placement. NB A Service-
• Continuing Professional Development Related Project (SRP) does not replace a
(CPD) opportunities are advertised via clinical case.
email to regional supervisors.
• Supervisors will complete two structured
• CBT CPD events and activities to support observations of trainee clinical practice. It
clinical supervisors in gaining BABCP is recommended that one of these is the
accreditation at provisional/f ull practitioner Cognitive Therapy Rating Scale (CTS-R).
or supervisor level as appropriate. The CTS-R will only count towards
BABCP Accreditation if completed by a
• Online supervisor resources (see BABCP Accredited therapist (see above).
appendix 5 f or f urther details). Please It is possible to use an equivalent or
contact the admin team on bathcp- alternative DACC if more appropriate. A
admin@bath.ac.uk to register f or access to list of all DACC tools are f ound on the
these. Placement Inf ormation Moodle page, the
online supervisor resources. Only one
• The Clinical Tutor f or your trainee is the DACC is required f or the f inal placement.
f irst point of contact for superviso rs, f or
example if there are any concerns or • A ‘Pass’ may also be required on
untoward events arising on placement. additional elements, depending on the
Supervisors can also contact the Clinical specif ic requirements f or each clinical
Director, Programme Director or other area. For example, assessment of
member of the tutor team as appropriate. intellectual ability and interpretation of
See also f urther inf ormation below about educational attainment on child
serious incident reporting. placements, standardized assessment of
ability or f unctioning on LD placements.
6Clinical Psychology Supervisor Handbook 2021
Placement f ailure is considered where two or and submitted as a written or orally
more of the mandatory categories on the mid presented piece of work, with
placement f eedback f orms are rated as not accompanying brief report. Case studies
satisf actory, and / or where there are are recommended to take the f ormat of a
signif icant prof essional and practice single case experimental design (SCED),
misconduct issues. Any prof essional or with one f ormal SCED submission.
misconduct issues should be reported to the
programme team immediately. For BABCP accreditation, four of the five
case studies should be CBT-f ocused (one
Although rare, if placement f ailure is being may be third wave providing appropriate
considered, the programme team should be supervision and evidence-based rationale
contacted as early in the placement as are in place). The 5th may be Systemic.
possible. Ideally an early mid-placement
meeting will be scheduled. The supervisor The trainee will value your guidance about
and trainee should meet to discuss the the suitability of cases f or write-up and will
concerns and then raise these at a separate ask you to review the written case study
meeting with the programme tutor as well. This prior to submission. They submit your
allows time to set clear objectives and goals f eedback with the case study (see Case
f or the remainder of the placement (a Study Review f orm -Key Documents).
‘remediation plan’). The remediation plan must Although not a f ormal evaluation, it is a
be agreed with the Clinical Director. The requirement of submission that trainees
remediation will be reviewed at an end of include their supervisor’s report. We also
placement meeting with the supervisor and greatly value the view of supervisors as
tutor. If the goals and objectives are not met by clinical experts as to the strength of the
the end of the placement and placement case study write-up.
f ailure is recommended by the supervisor, this
will be ref erred to the programme team.
If a potential placement f ailure is raised only at Role of the University While
the end of placement, it will be necessary f or a
remediation plan to be devised at this point Trainees are on Placement
and f or the trainee continue on the placement
f or a f urther 3 months, providing an opportunity
f or them to address the training needs and Mid-Placement Review Visits
shortf all in skills and competencies identif ied
by the supervisor. Once the mid-placement ratings and f eedback
have been completed by the trainee and
supervisor, a member of the programme team
will attend a f ormal review meeting to receive
University Assignments f eedback about progress and the completed
ratings. At the review meeting, the tutor will
meet the trainee and supervisor separately at
f irst and then hold a 3-way meeting aiming to:
In addition to the placement assessments as
detailed, trainees also need to complete a For the Trainee:
clinical log-book and submit a Case Study at
the end of each placement. • To see how the trainee has settled in
and integrated into the host service.
• Clinical log-book – it is the trainee’s
responsibility to log all experiences gained • To obtain inf ormation f rom the
on placement. They will ask you as supervisor and trainee about the types
primary supervisor to sign this at the end of clinical experience to be gained and
of placement which is required to validate to discuss this with the trainee and to
their clinical log. ensure the experience is satisf actory.
• Case Studies – 5 case studies need to be • To check that the minimum
completed, one f rom each of the f irst 5 requirements f or supervision are
placements. Case studies are usually f ollowed.
written in the f ormat specif ied (see Case • To check that a work pattern has been
Study Guidelines-Key Placement Documents) established and mutually agreed by
7Clinical Psychology Supervisor Handbook 2021
the trainee and supervisor, in which of placement reviews, the supervisor must
both have a clear picture of the plans contact the clinical tutor as soon as possible.
f or the placement.
• To discuss with the trainee that the C6 placement paperwork
university assignments are on track f or
completion. The timing f or the f inal practice placement (C6)
assessments is slightly dif ferent f rom the other
For the Supervisor: placements as f ollows:
• To discuss the placement ratings and • As C6 is the f inal placement, it is likely that
whether you are satisf ied with the trainee’s the trainee will have met all the required
competence, skills and prof essional key competencies to a satisf actory level or
behaviour. better, making an early decision a
somewhat easier process.
• To allow the supervisor the opportunity to
comment on the trainee's needs and • To meet University and HCPC quality
requirements in terms of f uture skills assurance processes in a timely way the
development / clinical experience needed . assessments occur earlier. The Mid-
Placement Review (MPR) must be
• To discuss with the supervisor that a completed no later than mid-June,
satisf actory supervisory relationship has f ollowing the usual 3-way process
been established. This may include including the trainee, supervisor(s) and
supervision by other team members as clinical tutor.
agreed in the placement contract.
• The End of Placement Review (EPR)
• To review the experience of having a should take place no later than mid-
trainee on placement and whether August, to meet Examination Board
suf f icient support is available to f acilitate deadlines in early September. This will
this. involve the trainee and supervisor only
unless there are issues to address or any
indication that the placement will not be
Case studies passed.
It was agreed at the Practice and Placement • By the EPR, the trainee must have met all
committee that, within reason, supervisors placement and University requirements to
should arrange with trainees protected time pass the placement. The supervisor
within placement hours to spend working on should sign the documentation to indicate
their case study. This plan f its with the this and the trainee upload this to Moodle
relevance of the course work to placement and inf orm their tutor so it is passed.
activity, and also ref lects our wish to help
trainees manage their workload and academic • If the MPR indicates potential placement
requirements of the course. Your help in f ailure, usual protocol should be f ollowed,
achieving this is greatly appreciated. and the EPR scheduled f or mid-August, as
above.
End of Placement Review
• The trainee is required to continue until the
If there have been no concerns raised during scheduled end of the placement (ordinarily
(or af ter) mid-placement, the supervisor and end of September) to meet BPS, BABCP
trainee will complete the end of placement and f itness to practise requirements.
ratings and f eedback on placement together,
without additional input f rom the course team.
Feedback and Audit
If concerns have been raised during mid-
placement and a remediation plan was put in To improve the support available to
place, then the clinical tutor will make an end supervisors, we aim to gather honest and
of placement visit to review progress and f inal constructive f eedback about their experience
f eedback. If issues arise regarding trainee of providing a clinical placement. To this end,
practice or conduct between the mid and end an email link to an online, anonymous survey
8Clinical Psychology Supervisor Handbook 2021
will be sent to you near the end of placement. The placement provider has control of the
The survey takes about 10 minutes to trainee whilst on placement and many
complete and all responses remain responsibilities are their legal liability. For
anonymous. f urther inf ormation about insurance, and health
and saf ety see:
Trainees are asked to complete a similar https://www.bath.ac.uk/guides/insurance-
survey at the end of each placement. Both will services/#placement-students
f eed into our three-yearly audit cycle of
placement. Equal Opportunities
• Due to its brief and anonymous nature, The University of Bath has an Equal
this survey does not take the place of Opportunities policy which states that ‘It is the
addressing specif ic issues arising on University’s aim that trainees are treated f airly
placement. These should be managed in on the basis of merit regardless of age,
the usual way, via the clinical tutor, disability, f amily responsibilities, gender, HIV
placement co-ordinator or another status, marital status, nationality, race,
member of the course team. religious or political views or af f iliations, sexual
orientation, socio-economic background or
trans-sexuality’. Please see:
https://www.bath.ac.uk/publications/the-
Work/ Placement Essentials dignity-respect-policy/attachments/dignity-and-
respect-policy-agreed-14-october-2019.pdf .
We ask that employers uphold these policies
Security clearance, DBS checks and with regard to trainees on placement.
Health Checks
GDPR
All clinical psychologists in training at the
University of Bath have been subject to pre- The DClin course holds a spreadsheet that
employment Occupational Health checks and contains inf ormation on all supervisors and the
enhanced Disclosure and Barring Service placements they of f er. We use this
(DBS), f ormerly CRB, checks prior to spreadsheet to plan placement allocation. It is
commencing training. These checks are theref ore important that supervisors inform
carried out by Somerset Foundation NHS us of any changes in their service so we
Trust as the employing trust. The transf er of can update it. The University of Bath is
these employment checks to a new placement committed to protecting your personal
environment is supported by the Learning and inf ormation in accordance with the Data
Development Agreement between the Protection Act and GDPR laws. In providing a
placement provider (NHS Trust) and Health placement f or a Bath trainee either historically,
Education South West. currently or in f uture, you are agreeing to us
processing and storing your inf ormation. Your
data will be used to contact you only.
Length of the Placement and Working
Hours
Finance and the Placement
Trainees typically spend 3 f ull working days in
supervised clinical practice throughout the 3 Trainees are salaried employees of Somerset
years of training. There are some variations, Foundation NHS Trust. They are entitled to
f or example, as part of the 1st (Working Age claim travel expenses f or placement related
Adult) placement, trainees will start with 2 days journeys they make f rom their clinical base.
a week f or the f irst 4 weeks, increasing to 3 This is administered by the Programme Team
days a week f or the remainder of the at the University and Somerset Foundation
placement. NHS Trust.
Health & Safety and Insurance in the The investment in learning and training on the
Workplace part of the placement provider is supported by
a non-medical placement tarif f administered by
Anyone receiving relevant training or work Health Education South West (HESW). This
experience should be treated as employees for tarif f is subject to personnel returns and key
the purposes of health and saf ety legislation. perf ormance indicators as agreed by HESW.
9Clinical Psychology Supervisor Handbook 2021
Tarif f payments are made directly to the Assessments on year-long placements
placement provider at organisational level and For C1 and C2 (WAA / OA) placements, the
we are not able to advise on how the tarif f is f ollowing guidelines are provided to ensure
allocated to services. However the programme that the required placements assessments are
can provide details of placement activity completed correctly:
attributed to your placement.
• Trainees will submit a case study af ter 6
Serious Incident Reporting months, f or one of the specialities
(OA/WAA), in line with all their cohort.
It is essential that any serious incident is • Trainees will submit a second case study
reported to the University within 24 hours. f or the other speciality af ter 12 months.
• We will send you a f orm to complete • Usually, the WAA case study will be f irst
within this f irst 24 hours submitted, but this is not essential and will
• The next section must be completed depend on the structure of the placement.
within 72 hours There must be one case study f rom each
• The f inal section between 4-7 days of speciality (WAA and OA) by the end of the
the incident. 12 months.
• Trainees will complete 2 observations per
We will manage the process but if you work 6 months, ideally using a DACC. There
part-time please allocate someone else as a should be two WAA and two OA DACCs
point of contact, as we must ensure that we completed over the 12-months. The timing
adhere to Health Education England deadlines of these DACCs is f lexible, as suits the
f or reporting. Any serious incident should be clinical work of the trainee.
immediately reported to the trainee’s clinical • The lead supervisor f or the f irst speciality
tutor and copied to the Clinical Director and (WAA/OA) should complete the mid-
the Programme Manager placement review and paperwork at 3
months and end of placement paperwork
at 6 months. The lead supervisor f or the
other specialty (OA/WAA) will be invited to
Year-long placements contribute to both if relevant.
• The lead supervisor f or the second
specialty (OA/WAA) should then complete
There are currently two types of optional year- the mid and end-placement review and
long placements possible within the Bath paperwork at 9 and 12 months
DClinPsy: respectively. The supervisor f or the other
specialty (WAA/OA) will be invited to
- Year one working age adult (WAA) and contribute to both if relevant.
older adult (OA): C1 & C2 • The supervisor f or the f irst specialty must
- Year three elective placements: C5 & C6 be satisf ied that the breath and range of
experience required f or a WAA/OA
placement has been achieved so they can
Year one working age adult and older
sign of f the placement at the 6-month
adult placement: C1 and C2 point. However, we recognise the f lexibility
This 12-month placement includes supervisors within this on a year-long placement f or
f rom both working age adult and older adult some experience in both specialties to
services, or an age inclusive service. It covers happen in each half of the 12-month
the f irst year of training (C1 and C2). Such period.
placements can involve changing the f ocus of
• If the trainee is on an ageless placement
the placement half -way (i.e. 6-months f ocused
with the same supervisor, they should aim
on either WAA or OA clinical experience then, f or a minimum of 6 OA pieces of clinical
swapping to f ocus on the other specialty f or
work over the year.
the second 6-months), or it can involve a 12-
• The requirement to complete an
month ‘ageless’ placement where WAA and
appropriate cognitive assessment could be
OA clinical work is integrated throughout the
completed within either specialty.
whole year. This is in line with the changes
• Consider contingency planning at the
being made to the taught programme, which
outset of the placements e.g. in case of
will allow this greater f lexibility f or the
sick leave f or one or other of the
f ormatting of year-long placements with OA
supervisors.
teaching being brought in earlier.
10Clinical Psychology Supervisor Handbook 2021
Year three elective placements (year- Clinical Director
long ‘long and thin’) Dr Liz Marks (Elective Placements)
Trainees are on placement f or 3 days a week Email: E.Marks@bath.ac.uk
f or their year 3 elective placements (C5 and
C6). Typically, a year-long elective placement Research Director
would involve 2 days in one service and 1 day Dr Jennif er Allen
in the other service f or the f irst 6 months of the Email: ja980@bath.ac.uk
placement. This would then reverse f or the
second half of the placement. However, the Tutors:
exact amount of time spent in each service Dr Cara Davis
can be negotiated between supervisors (Child practice placements)
provided this is clearly communicated at the Email: C.Davis@bath.ac.uk
start of the year.
Dr Cathy Randle-Phillips
Types of issues to be negotiated prior to (Learning Disability practice placements; Co-
Admission Tutor)
setting up the placement include (based on
Email: C.M.Randle-Phillips@bath.ac.uk
f eedback f rom previous elective supervisors):
Dr Maria Loades
• Clarity around how f lexible the specif ic day
(Supervisor Training co-lead)
(or days) of the week the trainee will be on
Email: M.E.Loades@bath.ac.uk
placement in each service.
• There can be alternative patterns e.g. 2 Dr Josie Millar
days on one component of the placement (Working Age Adult practice placements)
throughout the 12 months and 1 day on Email: J.F.A.Millar@bath.ac.uk
the other component providing this is
acceptable to both supervisors. Dr Gemma Taylor
• It is key to ensure that both placement Email: G.M.J.Taylor@bath.ac.uk
supervisors f eel able to sign of f the
placements at the appropriate review Dr Pamela Jacobsen
points having had enough experience of Email: P.C.Jacobsen@bath.ac.uk
the trainee on placement.
• Consider contingency planning at the Dr Rachel Paskell
outset of the placements e.g. in case of (BABCP Prof essional Lead, Supervisor
sick leave f or one or other of the Training co-lead)
supervisors. Email: R.G.Paskell@bath.ac.uk
Placement assessments Dr Vuokko Wallace
(Co-Admissions tutor/Co-PPE lead)
All placement paperwork needs to be Email: vw273@bath.ac.uk
completed f or both C5 and C6 placements as
specif ied in the handbook. In the case of year- Programme Manager
long elective placements the C5 supervisor Rachel Nee
needs to be satisf ied that the trainee has had Email: rn403@bath.ac.uk
enough experience on their placement to sign
of f the paperwork at the 6-month point, and the Programme Administrators
C6 supervisor takes the lead in signing of f the Dan Clif f ord
placement paperwork in August. Sara Swan Capper
Amanda Atherton
Contact Information Email: bathcp-admin@bath.ac.uk
Tel: 01225 385506
Programme Director
Prof essor Paul Chadwick Postal Address
Email: P.D.J.Chadwick@bath.ac.uk Doctoral Programme in Clinical Psychology
Department of Psychology 10W Room 3.55
Academic Director University of Bath
Dr Jo Daniels Claverton Down
E-mail: J.Daniels@bath.ac.uk Bath BA2 7AY
11Clinical Psychology Supervisor Handbook 2021
Summary of Placement requirements and documentation
Requiring the Placement Requiring only the Requiring Clinical Tutor
Supervisor’s Input Trainee’s Input Input
Placement Induction Check list Develop plan with trainee to
Within 1 week of placement start f eed f orward issues f rom
previous placement
Of f er early placement visit if
indicated
Placement Specif ication and Collaborate in contract Review when submitted and at
Contract development and mid-placement
Within 2 weeks of placement incorporate agreed issues
start f rom end of placement
meeting
Observation of supervisor x2 Placement Observation Check at MPR this has been
arranged in f irst f ew weeks of Form x 2 possible
placement (Structured Observation of
Supervisor)
Observation of trainee x 2 Production of video / audio / Check at MPR this has been
(Structured Observation of observational opportunities possible
Trainee), ideally in the form of f or supervisor to complete
DACCs competency assessments
Mid-Placement Ratings and Mid-Placement Ratings and
Feedback Feedback Review these at MPR
No later than mid-point of the No later than mid-point of
placement the placement
Mid-Placement Review Meeting Mid-Placement Review Tutor to attend and f ormally
with Programme Tutor Meeting with Programme document mid-placement review
No later than mid-point of the Tutor meeting with supervisor and
placement No later than mid-point of trainee.
the placement If required, a remediation plan
should be f ormally developed
and agreed by the Clinical
Director.
Case Study – Supervisor review Case Study submitted at Check submission
and f eedback End of Placement (except
Prior to case study submission for C6)
Sign and agree the Clinical Log Clinical Log Book Review signed log book and
at end of placement gather inf ormation f or Clinical
Tutor summary sheet
End of Placement Ratings and End of Placement Ratings If no remediation plan, EPR with
Feedback and Feedback. tutor is an inf ormal meeting to
develop plans f or next
Trainee to upload MPR, placement.
EPR f orms and DACCs to
Moodle f or tutor to sign of f. If remediation plan present, tutor
will join a f ormal EPR meeting
with supervisor and tutor.
Tutor to sign of f final MPR / EPR
/ DACC documentation on
Moodle to indicate placement
pass.
12Clinical Psychology Supervisor Handbook 2021
Appendix 1: Induction Checklist
Background overview of service
Other service settings and
locations which may be visited
when on placement
Contact details/availability of
supervisor
e.g. telephone numbers,
schedule/location
Who’s who
e.g. names, telephone numbers if
appropriate, roles, responsibilities
Site layout
e.g. therapy rooms, client facilities,
staff facilities
Work space
e.g. trainee desk space, telephone
use, computer use
Security & Restricted areas:
e.g. access codes, passes, keys
etc.
Emergency procedures
e.g. panic buttons, emergency
numbers, fire procedures, first
aiders, safeguarding procedures
Health and safety
e.g. accident reporting, hazard
reporting, lifting risks, dangers
Dress code
Time and attendance system
e.g. start and finish times,
lunchtimes, attendance when not
seeing clients
Sickness reporting
e.g. who to call, arrangements for
cancelling client sessions
General administration
e.g. appointment arrangements,
recording attendance, secretarial
arrangements
Records system
e.g. clinical record keeping,
psychology notes
Local housekeeping
e.g. tea and coffee facilities
Stationery and supplies
e.g. storage, supplies
Local facilities and amenities
e.g. canteen, shops
Transport and parking
e.g. local bus routes, train stations,
parking permits, car park spaces
13Clinical Psychology Supervisor Handbook 2021
Appendix 2: Guidelines for the Preparation of
Clinical Placement Contracts
Primary Supervisor: Trainee:
Placement dates:
Type of Placement:
1. Aims of the placement
List the key aims of the placement as relevant for the clinical area (e.g. as outlined by DCP
guidelines) but also taking into account the trainee’s needs which they will have identified in their
training needs assessment and which may also form part of a pre-placement meeting.
Please also state if another supervisor/s is to be involved and if so, in what capacity.
2. Clinical experience to be provided
List the particular experiences that form the core competencies (BPS) for the relevant clinical area. It
may be useful to have sub-headings – e.g. Assessment, Intervention, or any other grouping
appropriate to the placement.
3. Other experiences including teaching
Consider experiences other than direct clinical practice which might be available as part of the
placement experience. Ideally this would include opportunities to prepare and deliver
teaching/training, attending teaching/training specific to the placement experience, attendance at
relevant staff groups, visits to other services etc.
4. Supervision arrangements
Specify how supervision will be delivered according to minimum standards for supervision i.e. at least
1 hour weekly of individual supervision and total 3 hours contact time per week. If the primary
supervisor (clinical psychologist) is not the person providing weekly individual supervision, please
specify who will do this and outline the schedule for meeting with the primary supervisor (which
should occur at least fortnightly). If your supervisor is not BABCP accredited, has a 2nd supervisor
who is a BABCP accredited been appointed from within the service? If so, please specify how and
when this supervision will take place. (If a BABCP 2nd supervisor is not available within the placement,
the course BABCP lead- Rachel Paskell- will advise regarding supplementary CBT supervision).
5. Direct Observation
During the placement, the trainee needs to conduct at least 2 structured pieces of observation of their
supervisor or other relevant professional using the observation forms to encourage active watching
and theory-practice links. The supervisor needs to observe the trainee on at least 2 occasions and
provide the trainee with feedback. The placement observation forms can be used for this purpose if
helpful. Please discuss and document how and when these pieces of observational work will occur.
Ideally these observations will be direct assessments of competence. Competency assessments
should be completed used the structured tools available. The trainee will discuss the schedule of
competency assessments and their needs within this with you. For example, CBT competencies are
assessed in a developmental fashion throughout the course of training. It is likely that they will require
rating of clinical competence using the CTS-R (or variant) and this should include discussion of the
development needs identified within previous CTS-R ratings. Additional observation of trainee
informally, early on in placement, is also recommended.
7. Mid-placement feedback
Date of feedback to be arranged at this point, precisely if possible, or at least the week in which this
will be done. The mid-placement review with the Programme Clinical Tutor will be convened
separately but in light of this date.
14Clinical Psychology Supervisor Handbook 2021
8. Reflective Practice
Developing reflective practice skills is an important aspect of training, consider the trainee’s needs in
this area with them, opportunities to develop skills on the practice placement and your supervisory
style in facilitating reflective practice as part of supervision.
9. Annual Leave & Cover
Please make a note of any University closure dates and DClinPsy. Programme Fixed Leave dates if
relevant and any annual leave arrangements for both trainee and supervisor. Please nominate a
colleague who will, in general, be available for the trainee to consult when the supervisor is not there
and also nominate a cover person for periods when the primary supervisor is on annual leave.
10. Detailed case reports
There is a requirement for trainees to complete case studies for assessment purposes. Please could
you enter, as an aim of the placement, that the trainee will do at least one such study whilst on
placement with you.
11. Carry over cases
If the trainee is to continue with a case/s from previous placements, please specify. The time to be
devoted to this should be estimated and entered.
12. Log Books
It is a requirement that the trainee keeps a log book of clinical activities, which has t o be seen and
signed by the supervisor at the end of the placement. Please specify this in the contract.
13. Service related project
It is a requirement of the programme that a small scale, service-related piece of research is
undertaken. If this is being done on your placement, please include it as part of the contract.
14. Induction
Please review the Induction checklist at the very beginning of the placement and ensure that the
trainee documents the information required in terms of room/desk space available, clinical space and
safety procedures, emergency contact and other essential safety information etc.
15. Other
Other matters, like special considerations or adjustments to be noted here.
16. Signatures
17. Date
Please have the Contract typed. A copy should be kept by trainee and one by supervisor, and a third
copy sent to your Clinical Tutor.
18. Changes following mid-placement feedback:
If changes to the contract are required following the mid-placement feedback and review meeting,
please attach on a separate sheet, trainee and supervisor to sign and date accordingly.
15Clinical Psychology Supervisor Handbook 2021
Appendix 3: Statement of minimum standards in
clinical supervision
1. There must be a f ormal, scheduled supervision meeting each week that must be of at least 1
hour’s duration. Longer supervision will sometimes be needed, especially where team or group
supervision is used. In addition, supervisors should try to make themselves available f or inf ormal
discussion of matters that arise between f ormal supervision sessions. The total contact between
the trainee and supervisor must be at least 3 hours a week, and will need to be considerably
longer than this time at the beginning of training.
2. In cases of team or group supervision, trainees must always receive, in addition, an appropriate
amount of individual supervision. Individual supervision must provide opportunities to discuss
personal issues, prof essional development, overall workload and organisational dif f iculties as well
as on-going casework.
3. Nominate a ‘cover’ supervisor that the trainee can turn to when on leave/holiday.
4. Provide an induction programme to the trainee when a placement starts.
5. Ensure that the Placement Contract is f inalised and signed within ten days of commencement of
placement.
6. Ensure that f eedback/rating f orms are f illed and discussed at mid -placement and at end of
placement.
7. Ensure that the Log Book is f illed by the trainee, and sign it at end of p lacement.
8. Discuss the trainee’s requirements (e.g. case study, service research, time f or carry-over cases)
at the outset, and include these in the Placement Contract.
9. In addition to discussing clinical work, it is essential that the trainee and supervis or have
opportunities to observe each other at work: the trainee can learn much more f rom this and it is
essential in order f or the supervisor to give the trainee accurate and constructive f eedback.
Placements may dif f er in the most appropriate opportunities f or such direct contact: some may
use joint clinical work, others may pref er audiotape, videotape or a one-way screen. Some f orm of
mutual observation of clinical work is regarded as essential.
10. Ensure that the trainee has the opportunity to observe you at work (with clients) at least on two
occasions during the placement and completes the structured placement observation f orm.
11. Ensure that you observe the trainee at work on at least two occasions and provide f eedback to
the trainee based on the observation. The structured observation f orms can also be used f or this
purpose.
12. Ensure that the trainee gets a good range and quantity of experience. For core placements,
these are def ined by the BPS guidelines f or clinical specialities and the Department’s own more
detailed documents. If necessary, arrange f or the trainee to see clients f rom a colleague’s team.
13. Be alert to the trainee’s workload. Make sure he/she is not overburdened. It is important no t to
use a trainee as an extra pair of hands. The active treatment case load of a trainee should not
exceed seven at any given time.
14. Provide the trainee with constructive f eedback on an ongoing basis, in addition to the f ormal
written f eedback at mid-placement and end of placement.
15. Provide guidance of reading, discuss theoretical issues, and f oster theory -practice links as part of
supervision.
16Clinical Psychology Supervisor Handbook 2021
Appendix 4: Key Placement Documents
You should also have been provided with the f ollowing documentation:
1. Guidelines f or the preparation of placement contracts
2. Induction checklist
3. Placement Observation f orms
4. Placement f eedback f orms (Mid and End of placement rating f orms)
5. Direct Assessments of Clinical Competence (Index of tools and Assessment f ront sheet)
6. Sickness and Absence recording
7. Case Study Guidelines
8. Clinical Supervisor Case Study Review and Feedback Form
17Clinical Psychology Supervisor Handbook 2021
Appendix 5: Online Supervisor Resources
We are pleased to announce a new online system providing a wide range of resources
which may be useful for your role as a regional supervisor on the University of Bath Clinical
Psychology Programme.
You will be able to access:
• general information about the doctorate programme
• specific placement information
• a range of tools for the direct assessment of clinical competence
• materials from CPD events
• various psychometric measures for adults and children
• information and introductory videos from staff members amongst many other
resources
Gaining access to the online system is a quick process.
Please send an email expressing your interest to our administration team, bathcp-
admin@bath.ac.uk. It would be greatly appreciated if you make the subject of your email
‘Supervisor - Moodle Help’.
You will then be sent a unique username and password to access Moodle. The admin team
will be happy to help you with any queries relating to these resources.
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