1 CONDITIONS OF SERVICE TITLE: REPORTING TO: Clinical Tutor CBT Tutor Clinical Practice Director LOCATION: CBT Tutor - Edinburgh or Glasgow Clinical Tutor - Glasgow GRADE: A4C Band 8b SALARY SCALE: 46,625-57,640 pro rata HOURS AND DAYS OF WORK: Part time; Clinical Tutor 4 sessions, CBT Tutor 3 sessions. Based on a normal working week of 37.5 hours. Office opening hours are 0700 to JOB STATUS: Fixed term/secondment opportunity. CBT Tutor up to March 2016 Clinical Tutor up to March 2018 NOTICE PERIOD: 1 month ANNUAL HOLIDAYS: 27 days rising to 29 days after 5 years service, rising to 33 days after 10 years service PUBLIC HOLIDAYS: 8 local/ Public Holidays per annum REHABILITATION OF OFFENDERS CLASSIFICATION: The exemption status of posts within NES may change in the future and all successful candidates should be aware that they may be asked to obtain a further Disclosure from the Criminal Records Bureau at a later date, should a post s status change, or if they are transferred or promoted into a post that is exempt. SUPERANNUATION: Please note under changes to workplace pension arrangements introduced by the UK Government, NHS Education for Scotland along with other employers requires to ensure all staff are automatically enrolled in a pension scheme. Consequently, all new starts from 1 October 2013 will be automatically enrolled into the NHS Superannuation Scheme (Scotland). Contributions are based on whole time pensionable earnings as set out in the table below:-
2 CONDITIONS OF SERVICE Employee contribution rates in 2014/2015 Tier Annual Pensionable Pay (Full Time Equivalent) Contribution 1 Up to 15,431 5% 2 15,432 to 21, % 3 21,388 to 26, % 4 26,824 to 49, % 5 49,473 to 70, % 6 70,631 to 111, % 7 111,377 to any higher amount 14.5% Sessional workers who work more than 10 sessions per week under NHS condition may be unable to contribute further to the superannuation scheme. The conditions above are for information purposes only and may be subject to variation. They do not form the basis of a legal contract.
3 PERSON SPECIFICATION Essential Criteria these are attributes without which a candidate would not be able to undertake the full remit of the role. Applicants who do not clearly demonstrate in their application that they possess the essential requirements will normally be eliminated at the short listing stage. Desirable Criteria these are attributes which would be useful for the candidate to hold. When short listing, these criteria will be considered when more than one applicant meets the essential criteria. Means of Assessment please note that candidates invited for interview will be notified if there will be a requirement to undertake a test or presentation. These additional assessments may be used to judge one or more criteria within the factor. Factors Essential Desirable Education and Professional Qualifications Experience/Training (including research if appropriate) Specific Skills and Knowledge Experienced Clinical Psychologist Eligible for Chartered status Registered with HCPC Experience of supervision of Clinical Trainees Experience of taking a lead role in initiatives Knowledge and interest in Clinical Practice Education Knowledge of contemporary issues in CPE as they relate to training & education of clinical psychologists A broad knowledge of health community structures Evidence of team working and collaboration Personal Attributes Excellent communication (both written and verbal) and interpersonal skills Ability to build effective working relationships with staff at all levels and across complex networks of organisations. Ability to cope with challenging deadlines Independent, flexible, adaptable and open to change Previous experience in a similar or related role Experience of Management of other staff groups Means of Assessment Application & Pre-Employment checks Application & Interview Application, Interview, Presentation Interview, Presentation Other Factors Able to meet travel requirements of the role Application & Interview
4 JOB DESCRIPTION VALIDATION (Approval for Advertising) Job Title: AfC Band Clinical Tutor Enter Band 8B JD Approval Date: 07/09/2015 HR Approval by: Sandi Millar (c/o Emma Reid)
5 NHS EDUCATION FOR SCOTLAND JOB DESCRIPTION 1. JOB DETAILS: JOB REFERENCE JOB TITLE DEPARTMENT AND LOCATION Clinical Tutor Department of Clinical Psychology University of Edinburgh or University of Glasgow IMMEDIATE MANAGER S TITLE Clinical Practice Director 2. JOB PURPOSE The Clinical Tutors are accountable for the delivery, quality assurance and development of clinical practice education and training for doctorate level clinical psychology trainees who will be competent and fit to practise within NHS Scotland. This training includes both university based teaching / skills workshops and clinical placements in the NHS in Scotland. Clinical tutors must develop and maintain information systems which support the quality assurance of clinical practice education. Clinical Tutors have responsibilities for quality assurance, acting on behalf of the university in roles such as Director of Studies. Clinical tutors have responsibility for overseeing the clinical, personal and professional development of up to 40 trainees throughout the 3-5 years of their training. Clinical tutors are responsible for developing, delivering and monitoring post-qualification supervisor training for clinical psychologists. Clinical tutors can be expected to have wide-ranging responsibilities for the national programme of research integral to the doctorate psychology training programme. Responsibilities include advising the programme and individual trainees about appropriate practice based research, involvement in ethics committees and acting as research supervisors and internal examiners as appropriate. The research activity is carried out in NHS Boards across Scotland. In addition clinical tutors are expected to be active researchers in clinical practice education as major contributors to the NES led research as it relates to the quality assurance and governance of clinical practice education for psychologists in training. To enable the post holder to be effective in this post, they will also be expected to maintain and draw on their professional/clinical skills at a highly specialist level by working at least one session per week within a highly specialist clinical setting there is a recognition that maintenance of highly specialist clinical skills is essential to enable the post holder to keep abreast of contemporary clinical, training and service related issues within applied psychology. This also enables the post-holder to provide highly specialised clinical advice. This role requires advanced theoretical and practical knowledge, the ability to teach large staff groups, high level communication skills, the ability to make judgements based on highly complex facts, and planning and organisation of a broad range of complex activities. The Clinical Tutor must act with autonomy to make day-to-day decisions about clinical training. They also act in a highly specialist capacity to make recommendations regarding very complex training issues to the Clinical Practice Director. Clinical Tutors must negotiate differences of opinion and conflicting perspectives between key parties in a sensitive manner and make decisions based upon a highly complex range of information, collaborating with others as gate-keepers of the professional qualification.
6 3. DIMENSIONS NES Psychology Directorate The psychology directorate in NES consists of a Director an Associate Director, another Associate Director (who leads on Psychological Therapies) and the services of secretarial support and a management accountant. A training office manager post has also been established to set up and manage a central office to support training for psychologists in NHS Scotland. There are two directors of clinical practice (one for each of the clinical psychology doctoral courses) who are employed directly by NES. Professional leadership and operational management of both directors of clinical practice is through the Associate Director although not co-located at the same base. Posts in support of the educational agenda for psychology include: Clinical Tutors (this post) (who are employed either directly by NES or via secondment). Clinical tutors are line managed by the clinical practice director. Local NHS tutors. Local NHS tutors are employed via SLAs with each of the NHS Boards across Scotland and the Associate Director is responsible for performance management of the local tutors via the SLAs and the Heads of Psychology services in each Board. Project-based Lead posts (posts employed to lead on specific projects and line managed by the Associate Director) NES also supports a senior information analyst and an information analyst (0.5 wte) at ISD working on workforce data for psychology services. NES manages the budget for psychology pre-registration training (approx 8m). More than 60% of the budget comprises salaries for trainees and clinical tutors. Currently there are 2 clinical psychology courses in Scotland. The Training Programme The University of Edinburgh/Glasgow and NHS Scotland Clinical Psychology Doctoral Training Programme (hereafter referred to as the training programme) are three, four or five year post-graduate doctoral professional training programmes. Each intake consists of adult post-graduate trainees who are employed by local NHS boards, and complete six professional clinical training placements over the duration of training. The training programmes are linked to over 400 NHS and social care training placements and clinical supervisors. Trainees who complete the course over 4 or 5 years have work placements which run concurrent to their clinical training placements. The programme is run by the programme team which includes academic staff employed by the university and clinical practice staff (including this post) funded by NES. Accreditation The Health Professions Council (HCPC) and the British Psychological Society (BPS) are both involved in assessing training standards with HCPC holding responsibility for accreditation of the programme through regular visits. 4. ORGANISATION CHART
7 Clinical Practice Team Director of Clinical Practice Local Tutor (employed via SLAs with Boards) NHS line managers Clinical Tutor* Trainees * This Post The Clinical Practice Teams both work from a separate host base at either the University of Glasgow or the University of Edinburgh premises, remote from other NES offices.
8 5. ROLE OF THE DEPARTMENT NES Psychology Directorate The Psychology Directorate is responsible the strategic direction and commissioning of pre-registration postgraduate training in Clinical and Applied Psychology (Healthcare) to meet the needs of NHS Scotland; the facilitation of the continuing professional development of psychologists working in NHS Scotland and the contribution of psychology to the cross-cutting work of NES. NES has been charged by the Scottish Government with responsibility for expanding training capacity and modernising training pathways for psychologists to meet the needs of NHS Scotland. The specific strategic objectives are to expand training capacity while maintaining quality standards; to achieve a prompt and sustainable response to service need; to increase flexibility of training pathways in line with Scottish Government workforce policy and to make best use of resources. NES works in partnership with NHS Boards to commission pre registration postgraduate training places from Universities. The NES posts are located within the universities Clinical Practice Teams. We have supplemented central funding with a partnership funding scheme whereby for each locally funded salary for a trainee NES provides the salary for another and meets the educational costs for both. By increasing the flexibility of routes through training and introducing new Masters level training for graduate psychologists we have created unique roles for psychologists in NHS Scotland. This post is part of the Clinical Practice Team. Clinical Practice Team Clinical Tutors are members of the clinical practice team. This team plays a pivotal role in the relationship between the above bodies. Through input to the joint training committee they affect the longer-term strategic direction of the training programme. As NES funded staff they help manage the relationship between NES as training commissioner and the university as training provider. As NHS staff they help maintain the commitment of local NHS psychology departments to providing clinical placements and academic input. As directors of studies for the university they exercise a duty of care in terms of the personal, professional and clinical development of clinical psychology trainees. 6. KEY AREAS OF RESPONSIBILITY: KEY RESULT AREAS / MAIN TASKS Quality Assurance of Professional Training NB: To enable the post holder to be effective in this post, they will also be expected to maintain their professional/clinical skills at a highly specialist level by working at least one session per week within a highly specialist clinical setting there is a recognition that maintenance of highly specialist clinical skills is essential to enable the post holder to keep abreast of contemporary clinical, training and service related issues within applied psychology. To plan and organise a highly complex programme of professional clinical training, which requires ongoing complex formulation and adjustment at a Programme and at individual trainee level. To liaise with senior NHS psychology managers in relation to fitness to practise issues. This post involves overseeing the personal, professional and clinical development and wellbeing of up to 50 trainees and involves responsibility (in conjunction with university staff) for the annual appraisal of trainees. This process involves making judgments which need to integrate a number of highly complex facts, which require analysis, interpretation and comparison of a range of options. Examples of these judgments include trainees fitness to practice, competence and potential failure of their training.. Clinical tutors, NHS clinical supervisors and NHS psychology managers all have expertise in these areas. Each situation has unique characteristics and where expert opinion differs clinical tutors * make the ultimate judgment.
9 *(NB: as designated by the university, clinical tutors have the following responsibilities:) Placement Planning: The tutor will plan and organise a continuous programme of clinical placements for doctoral trainees throughout their 3 years of training. Over 100 placements are required in an academic year. During this time trainees will carry an independent caseload and must achieve their Intended Learning Outcomes for the related Course. The placement must also meet a range of standards whilst balancing individual factors, as outlined: 1) The trainee: placement planning requires that trainee learning needs are matched to an appropriate placement, which will meet both the Intended Learning Outcomes set by the University and professional body, and the specific training needs of individual trainees, as identified by their individual assessments and outcome of individual academic appraisal. 2) Educational Governance of training placements: training placements and supervisors are required to meet standards set by the professional body, and recognised by the University. It is the post holder s responsibility to operationalise these standards through a formal process of approving placements, accrediting supervisors and monitoring placements (see Placement Visits below). 3) NHS service needs: placement planning must reflect the needs of the stakeholder services in order to distribute the workforce resource efficiently. The tutor will liaise and negotiate with Local Tutors and supervisors in planning suitable local NHS clinical training placements which will support local NHS service needs. 4) Service limitations: placement planning requires balancing the placement needs of three year-groups with a limited number of placements in each health board area, whilst also meeting bi-annual rotation deadlines. There is a high demand for training placements but availability of adequate placements can be limited or fluctuate due to local staffing changes. 5) Communication: the post holder must give timely notice of placement confirmation to trainees and supervisors, and is responsible for maintaining and distributing placement standards information, assessment tools and resources to supervisors, (including the team s online resources). Therefore placement plans must be finalised months in advance of each rotation date. The time attached to placement planning is lengthy and involves the integration of highly complex information on individual learning needs, educational benchmarks, professional standards, service level needs and local placement availability across different services. The planning process is continuous to accommodate the liaison and accreditation procedures, ahead of deadlines. The impact of the plans extends across a wide range of NHS Boards and other organizations such as social work where the trainee may be based. To develop and provide a high standard of clinical placement experience, in accordance with the Programme Handbook, HCPC, British Psychological Society, and other relevant internal and external policies and guidelines. Annual Academic Appraisal (Individual Learning Plan Reviews): To lead the annual academic appraisal process of Doctoral-level clinical psychology trainees in partnership with NHS employers and the University Programme. This process involves drawing on, integrating and negotiating a number of highly complex facts, which require analysis, interpretation and comparison of a range of options, resulting in making recommendations on the continuing progress and training of the individual trainee. This is particularly pertinent for those trainees attached to specific services, to ensure equity of training and reaching adequate standards. The appraisal process informs each trainee s Individual Learning Plan and sets the requirements for their future training. This task co-ordinated by Clinical Tutors, but delivered in partnership with NHS boards and University; it is scheduled at the same stage in the year for all trainees, and requires significant advanced and strategic planning to bring together trainees, line managers and employer representatives with the tutor. To monitor clinical competency development, and contribute to the assessment of Doctorate level clinical psychology clinical competencies through a range of feedback (from NHS Supervisors Doctorate level clinical psychology trainees, and Local Tutors) and to review Individual Learning Plans on a regular basis.
10 To collaborate with the Clinical Practice Director in the development and maintenance of quality assurance and educational governance systems within the clinical practice education elements of the East of Scotland postgraduate training Programme. Responsible on a regular basis for providing reports to the Programme Organisers Group. Placement Visit and co-ordination of Placement Visits: Tutors co-ordinate a team of assessors to conduct Placement Visits (on-site assessments) and confirm final plans for this; the post holder will also conduct placement visits. Visits with Doctorate-level clinical psychology trainees and clinical supervisors ensure the quality of placement provision, objectively monitor trainee progress towards the acquisition of competencies and individual educational needs; support and advise the trainee and supervisor in managing difficulties on placement and submit reports back to the tutor. This requires the integration of highly complex information about individual learning needs, educational benchmarks and professional standards in order to give feedback and make recommendations about the successful completion of placement to the trainee, supervisor, and make necessary recommendations to the University. Placement visits and allocation of visitors is planned and co-ordinated concurrently with placement-planning. To develop and maintain systematic operational procedures related to clinical practice training of the Doctorate level clinical psychology trainees, for example placement audit. To teach and assess Doctorate level clinical psychology trainees at different stages in developing clinical competencies, to take remedial action where difficulties arise, and to make appropriate recommendation to the examination board. The post holder is expected to draw on concurrent highly specialist clinical skills and expertise. To provide supervisor support, ongoing developments and training through workshops, liaison and Placement Visits. This requires excellent communication and liaison skills, involving integration of highly complex information from various sources: the University, NHS service level information. Supervisor Training: Tutors plan and co-ordinate supervisor training for the Programme, meeting the needs of both new and experienced supervisors by organising regular training events. Tutors are responsible for both delivering training and commissioning external trainers. Supervisor training is ongoing and must integrate the needs of supervisors, the training Programme agenda, and complement CPD offered to supervisors by other agencies, thus requiring tutors to work across agencies, consult with supervisors representatives and review and adapt the programme of training to reflect current needs, in partnership with NHS stakeholders and the Programme. The post holder will also contribute at a strategic level to the national (Scotland-wide) continuing professional development of supervisors for the Programme. To liaise with key individuals within NES/ Scottish Universities/ NHS partnership in relation to Doctoral clinical training provision, (e.g. Academic staff, NHS Managers, Local Tutors and Supervisors, and NES educational project leaders). To undertake recruitment and selection of Doctorate level clinical psychology trainees for the West/East Training Course in collaboration with NHS boards. Responsible on a regular basis for providing reports to Training Course Committee Meetings. There is a regular requirement to use computer software to develop reports, spreadsheets and documents on behalf of the Clinical Practice Director, the Joint Training Committee and others. Examples include the annual review of the course, workload allocation within the clinical practice team, the Individual Training and Development Plans and the Programme newsletter which is distributed throughout Scotland. Computer software also used to allocate mid-placement visits, plan end of placement meetings and calculate return to work following maternity leave or extended sick leave. To be responsible for taking an accurate minute of Training Course Committee Meetings. These formal minutes are subsequently circulated to all course stakeholders including NHS supervisors, NHS Heads of Service, trainee clinical psychologists and university staff. They are required to be circulated as part of the BPS and HCPC approval of the programme.
11 Teaching/Research/Project Development To devise a developmental programme of teaching and training centred on clinical competency and reflective practice, and to research and audit the impact of training to inform its future development. To develop and deliver teaching on the Programme at a highly specialist level, particularly contributing to the academic, research and clinical teaching. This involves specific teaching of trainees and qualified clinical psychologists (clinical supervisors) who provide clinical placements to trainees. This involves presenting complex training information to large staff groups. Trainees are taught in groups of up to 40, and supervisor groups are taught in groups of approximately 40. Facilitation of smaller group workshop tasks within teaching is common. As module co-ordinators take responsibility for devising and overseeing the delivery of core academic content at doctoral level. This includes developing and delivering specific training programmes to clinical psychology trainees (e.g. professional issues training, clinical skills training, child, learning disability, older adults teaching). Postholders areas of responsibility for training and development are likely to be based on the NHS area of specialist practice which they have to maintain as a requirement of this post. To take lead responsibility for a range of projects, for instance developing, coordinating and delivering teaching modules (including new and experienced supervisor training). To take lead responsibility for clinical tutor team on a range of projects, for instance user and public involvement strategies and implementation, course review processes and constitutional reviews. To bring highly specialist clinical knowledge and experience to teaching and assessment on the Programme, and to maintain that highly specialist level of knowledge and experience through concurrent work as a Chartered Clinical Psychologist in an NHS setting. To audit the annual selection process for doctoral trainees. To provide highly specialist clinical advice regarding patient care to trainees, and provide highly specialist clinical advice regarding clinical supervision to supervisors, including managing difficulties directly related to the trainees clinical work. This former is achieved by teaching on specialist topics (for instance how to provide psychological therapy to specific groups of patients), giving advice on cases within the tutor s area of expertise, advising on research in specific groups, provision of tutorials to trainees and advising on professional conduct and ethical issues. To provide an overarching level of quality assurance of clinical care by monitoring the provision of supervision to trainees working with NHS clients, assessing trainees competence in their NHS clinical work, and through the delivery of highly specialist clinical advice through supervisor training, supervision being a vital element the framework of clinical governance. It is therefore an essential requirement to have and maintain that highly specialist level of knowledge clinical skills and experience through concurrent work as a Chartered Clinical Psychologist in an NHS setting to perform these roles in the training of clinical skills. A commensurate requirement for Continuing Professional Development is necessary to maintain these skills and satisfy British Psychological Society standards necessary for maintaining practising certificate. To initiate, lead and audit specialist projects designed to develop and assure quality clinical practice education, in line with NES and University strategic direction. To collaborate with University academic staff in planning and implementing the curriculum to ensure an integrated approach to doctoral training. Clinical psychology as a profession prides itself on its research base and research practice skills. The clinical practice team is responsible for ensuring that the research undertaken within the DCLin Psy Programme is clinically relevant and responsive to the strategic goals of both NES and NHS in Scotland. Postholders can be expected to have a wide range of responsibilities for research in at least three broad areas: doctoral trainees, clinical practice development and research in own clinical specialism.
12 Doctoral Trainees o The DClin Psy includes an extensive programme of research undertaken by the 130 plus trainees who all have to complete a series of doctoral level research projects. Post holders can be expected to take on a range of responsibilities including advising trainees on research design and methodology, being part of committees which oversee and approve trainees research projects, acting as research supervisor for specific pieces of research, advising and assisting on various aspects of project management of research and ensuring that research is effectively disseminated. Post-holders may also act as internal supervisors and may design and participate in research supervision training. Clinical Practice Development o There is a growing research base around clinical practice development and the supervisory process. Postholders are expected to contribute to this research base through active participation in research. This can include being involved in research being run by other clinical practice educators and developing and project managing our own research programme. For example this could include the formal development and testing of methods for assessing trainee clinical competence, researching what contributes to effective clinical supervision and identifying methods of best practice for supervisor training. Research in own Clinical Specialism o Given the location within a university department and the requirement that postholders hold a concurrent NHS post, postholders also conduct research in their own areas of clinical expertise. This involves all aspects of the research process from conceptualisation, through design, grant application, ethics approval, project management of the research and presentation of research findings within professional journals and conferences as appropriate. Post-holders may also be asked to be internal or external examiners and review journal articles in their speciality area. Programme Assessments: As part of the delivery of Clinical Training, and in partnership with the University, the post-holder will regularly contribute to the planning, setting and marking of clinical assessments and formal educational assessment, including delegated assessment of clinical competence by supervisors, setting and marking examination scripts, and assessments of competence such as course-work assignments, and reflective account essays which are submitted as a part of the doctoral thesis leading to doctoral award. The post holder will also work in partnership with the University to develop and review marking criteria and guidelines for these assessments. These tasks involve highly complex decisions and judgements, requiring integration of University standards for the achievement of a doctoral level award in addition to professional standards for training. Tutors work in liaison with University Module co-ordinators to ensure that the assessments reflect the integration of clinical and academic aspects of training, and follow a developmental course. The post holder is required to plan an annual schedule of formal assessment deadlines and examinations within the trainee timetable and in collaboration with the Programme, requiring ongoing co-ordination with the University to stagger competing deadlines and tasks and take account of the University calendar (eg ensuring tasks are complete prior to exam board meetings and graduation deadlines etc.), which increases complexity. Policy / Service Development To contribute to developing policies and procedures which enhance quality assurance and educational governance. To contribute to strategic development of the Edinburgh University / NHS Scotland Clinical Psychology Programme or University of Glasgow / NHS Scotland Psychology Programme. To contribute to the national clinical practice and supervision agenda. To undertake the ongoing development of assessment processes for clinical assignments. To contribute to the development, implementation, evaluation and monitoring of the operational policies and services related to the work of the clinical practice education team.
13 To make proposals for, and contribute to, policy development and implementation and service development both within the specialist service and specifically within partnership settings where service changes impact beyond the immediate working environment. 7. USE OF PHYSICAL RESOURCES Equipment and machinery The post holder is required to be computer-literate, familiar with software, such as Microsoft Word, Excel, Powerpoint and statistical packages. Responsible for overseeing the development of database systems and inputting data to these systems, containing trainee demographic details and a record of their clinical and academic progress. The post holder is required to demonstrate the use of a range of psychological assessment materials to Doctorate level clinical psychology trainees in the course of teaching. Systems The post holder is required to have an awareness of University organisational systems, particularly having regard to Programme time-tabling, academic staff roles and responsibilities, and departmental policies and procedures, as well as the location of a range of relevant departments and personnel across Scotland. The post holder is required to be familiar with NHS strategic and policy direction, and with the issues arising within a range of service delivery systems. This includes developing a working knowledge of West of Scotland NHS Psychology Services, their location, personnel and key organisational issues. The generic nature of training is such that Clinical Tutors require to possess knowledge of multiple organisational and professional contexts and in respect of several client groups. The post holder, as an employee of NES, will be required to develop familiarity with their policies, procedures and systems of communication, databases, e-learning and employment. On occasion the post holder will attend at NES bases in Glasgow and Edinburgh. 8. ASSIGNMENT, GENERATION AND REVIEW OF WORK The postholder works autonomously and at a highly specialist level of independent judgement on a day-to-day basis. The postholder has an autonomous role within research and audit project work. The Clinical Tutor will report directly to the Clinical Practice Director. The post holder will collaborate in efficient operational, day-to-day running of the clinical training system within the Programme.
14 9. COMMUNICATIONS AND WORKING RELATIONSHIPS The post holder is required to deal with highly sensitive, highly complex and often contentious information in working with Doctorate level clinical psychology trainees, in terms of difficulties arising in achievement of competencies, the supervisory relationship, or in any other training relationships. The post holder is required to be a sensitive and excellent communicator in this regard, providing and receiving highly complex information across multiple agencies. This requires negotiation, conflict resolution, and empathic skills, in order to lead to agreement and co-operation between multiple parties. The post holder is required to recognise the need for, and provide, individual support to Clinical Psychology trainees. It is recognised that the period of study is highly pressured due to the demands of academic teaching, research, clinical work, examination, coursework, and personal study. The highly distressing nature of the context within which Doctorate level clinical psychology trainees both work and study, requires that the trainees themselves are supported in developing coping strategies for their future work in the field of Psychology (for example working with inpatient and outpatient populations who have experienced trauma, severe and enduring mental health problems, emotional/physical/sexual abuse, severe disability, terminal illness, complex risk assessment). The post holder will require to plan training placement experience which is fit for purpose for Doctorate level clinical psychology trainees, balancing NHS service needs and availability with individual training requirements of Doctorate level clinical psychology trainees. The post holder, by teaching at a specialist level, and presenting to large staff groups, is required to be an excellent communicator. Highly complex, highly sensitive and at times contentious clinical material will regularly be included in teaching sessions. The post holder is expected to draw on concurrent highly specialist clinical skills and expertise. The post holder is part of a partnership involving three major organisations: the University (University of Glasgow or University of Edinburgh) Local NHS and social care services, and NHS Education for Scotland. There is therefore requirement, in collaboration with the Clinical Tutor Team, to liaise and communicate effectively with a wide range of personnel across this complex communication network. On a daily/weekly basis such contacts include: University Academic staff, including the Programme Director, University Advisers and Lecturers Clinical Practice Director University support staff (e.g. IT, secretarial staff)) Doctorate level clinical psychology trainees NHS and Social Care Local Managers and Employers NHS Local Tutors NHS supervisors NES project leaders and co-workers The Clinical Tutor will be required to attend various meetings, such as the Programme Organisers Group, the Supervisors Subcommittee, Local Tutors Network and to convene regular year group review meetings with trainees and report back to the Programme Organisers Group at a strategic level.
15 10. MOST CHALLENGING PARTS OF THE JOB Working at a highly specialist level to deliver Clinical Practice Education, and balance this against the delivery of specific project work and another role within the NHS, working as a Chartered Clinical Psychologist or equivalent. Maintaining the integrity and quality of educational training placements within the NHS, where these standards conflict with the services demand for trainees. The Clinical Tutor is required to balance the needs of the local NHS services and supervisors with the learning and placement needs of Doctorate level clinical psychology trainees. This requires integration of highly complex information, and frequent and empathic communication with NHS stakeholders, with a prime focus on problem solving and planning. Achieving a balance between participating in clinical practice educational projects, assisting in monitoring quality assurance and educational governance of NHS clinical training, and participating in a range of operational tasks (e.g. placement visits, placement planning, Doctorate level clinical psychology trainee appraisal) is challenging in terms of mental effort, time management and communication skills. Understanding the complex inter-communication processes across the multi-partnered environment (NES, the University and numerous NHS Health Boards) and adapting high level communication skills to provide optimum outcomes. Frequently providing individual support on an emotional and professional level to Doctorate level clinical psychology trainees undertaking training in a highly emotional and highly distressing field of work, and playing a role in developing the trainees ability to copy with this work and study. Working with the strict time-tabling of the Programme (ie within constraints of the University Academic year and examination deadlines) requires excellent organisational and time management skills, managing NHS clinical workload Managing difficulties which have arisen during the course of a placement, for example, trainee underperforming and supervisor recommending placement failure, or assisting new supervisors to manage trainees professional behaviour. Planning placements outside the regular rotation schedule for trainees, or for trainees requiring additional time to complete training, for example, due to maternity leave. These placements may leave teaching elements out of synchrony, so can also require additional tutorials to accommodate gaps in teaching. Managing recommendations of failure from Clinical Supervisors, particularly where this conflicts with the recommendation of the University; or making recommendations of placement failure, particularly where this conflicts with the supervisors recommendations, and will frequently by appealed by the trainee. This process requires accumulating formal evidence and preparation of reports for the University programme, to be scrutinised by the University Examinations Board and external examiners. Managing or accommodating adjustments to teaching timetable, schedule of assessments and examinations, or annual appraisal, as subsequent exams, placements and decisions are dependent on the smooth running of the planned annual timetable and elements are carefully scheduled around the developmental delivery of training. Teaching is especially vulnerable in this way due to the range of staff with delegated responsibility for teaching. Placement planning can frequently require organisation of out-of-area placements, where trainees are hosted outwith their employing board, and is complicated by the need for honorary contracts etc., requiring preparatory work well in advance of the placement start. Managing short-notice changes to placement plans, thereby creating the need to generate and approve an adequate placement plan within a more limited time-frame.
16 11. EFFORT REQUIRED TO DELIVER THE REQUIREMENTS OF THE POST Physical skills Standard Keyboard skills Experience in delivering teaching on key psychometric/neuro-psychometric tools and tests, requiring specific spatial placing/manipulation of cards/pieces of the tool This role requires the planning, co-ordination and delivery of clinical training for work as a Clinical Psychologist, including the ability to administer neuropsychological assessments, which require the acquisition of specific physical skills. Administration of particular tests requires physical skills to deliver them with the required speed (the tests have specific requirements regarding the speed at which they are administered) and accuracy. As these assessments are standardised, deviation from the required speed and accuracy in administration renders the assessments invalid. The development of skills in neuropsychological assessment requires formal teaching, practice, observation and feedback in a variety of clinical settings. In order to perform the educative and quality assurance role required by the Clinical Tutor post, it is essential that the post holder have, and understand, the physical skills required by Neuropsychological Assessment, and may also require these in the teaching element of their post. Physical effort Frequent need to meet time commitments at a range of localities: planning routes, finding way within unfamiliar campus/ buildings. Sitting for extended periods at a desk/ computer station Standing for extending periods of time whilst lecturing, teaching and running workshops. Mental effort This post requires frequent meetings with trainees and clinical supervisors. These meetings can cover client care, quality of supervision and fitness to practise and require maintaining an awareness of background issues (including national and local policies), understanding of the different perspectives in the room whilst actively working towards an appropriate outcome to the meeting. This process requires intense concentration. Frequent periods of intense mental effort where the post holder has to actively work towards conflict resolution. Requires high level intellectual effort on an intensive basis. Must be able to think strategically and have the ability to analyse complex information to inform plans and actions. Ability to adapt communication style appropriately to the task. The post requires concentrated effort under pressure of time and competing priorities. Requirement to change focus/concentration to different subject matters related to role (eg Doctorate level clinical psychology trainee issues versus project work), demanding flexibility in ability to maintain attention to tasks. Requirement to frequently deal with events demanding urgent action. Emotional effort Postholder acts as NHS Director of studies for up to 40 doctoral trainees. This involves overseeing their personal, clinical and professional development. During the course of training some trainees experience significant levels of personal stress for example prompted by bereavement and family breakdown. In addition the nature of clinical work at times can raise significant issues for trainees (for instance in the area of sexual abuse or when clients self-harm and attempt / commit suicide). At these times the postholder will be in frequent contact with the trainee to offer support, facilitate access to additional support and monitor their progress. It is difficult to estimate the exact frequency of these events but on average clinical tutors are probably exposed to highly distressing circumstances at least once a week. Managing dual-role relationships between Clinical Tutors and clinical psychology trainees (pastoral care, evaluators, tutors) can be highly emotionally demanding, particularly where these roles conflict. Working Conditions Frequent requirement to use road transportation across Scotland for instance when conducting mid-placement visits, attending meetings in local Health Board areas and other course related business. Considerable use of VDU for
17 prolonged periods when in the office. Occasional exposure to verbal aggression. 12. QUALIFICATIONS AND/OR EXPERIENCE SPECIFIED FOR THE POST Applicants should be, or eligible to be, a Chartered Clinical Psychologist Registered with HCPC as a Practitioner Psychologist Qualified to Doctorate level, or equivalent via a recognised equivalence route. Advanced theoretical and practical knowledge of a range of work procedures and practices. Applicants should be an experienced clinical psychologist. Doctoral level knowledge of a broad range of advanced theoretical, clinical and research skills: o Advanced & analytical research skills. o A high level theoretical understanding of, and clinical experience in the application of, psychological models applied in clinical practice (assessment, formulation, intervention, evaluation of intervention outcomes) and across various specialist clinical settings (eg Learning Disabilities, Child, Adult Mental Health, Neuropsychology, Older Adults). o A high level understanding of and experience in models of supervision, supervisor skills and practice. A broad knowledge of health community structures. Knowledge of contemporary issues in clinical practice education as they relate to the training and education of clinical psychologists. Experience of participating in a local NHS/ University project/ audit/ initiative. Evidence of team-working and collaboration. Excellent communication skills, both verbal and written. Computer literate, with ability to work with Microsoft Office packages. Able to meet the travel requirements of the role.
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