Assistant Psychologist Induction and Training Process

APs observe assessments, attend EP consultations, talk through casework with the psychologist, complete structured observations and assessments under EP guidance, support and train school staff on areas EdPsychs have trained them on and work directly with students to implement EP recommendations, strategies, interventions and programmes and evaluate impact of their work.

Direct contact work with students takes up around 50-75% of an APs time depending on the school they are working in.

APs also train teaching assistants and gather informed consent, EP questionnaires and associated paperwork.

APs also work directly with the SENCo and Inclusion Manager of their host school on a daily basis, and SENCos and Inclusion Managers have been trained on how best to use and support an AP in their school. 

Each Assistant Psychologist (AP) is under the direct supervision of an experienced educational psychologist for at least 20 days a year in term time.

In addition, APs receive additional supervision from:

  • Their link Senior AP
  • The AP team more widely
  • John Hepburn, Company Director
  • Other EPs supporting the company 

AP induction and ongoing support and training 

Pre-induction all APs must:

  • Complete our online child protection training programme
  • Register for Graduate Basis for Chartered Membership with the BPS
  • Complete the EdPsychs' DBS process
  • Read and understand all relevant HCPC and BPS guidelines
  • Complete core reading on the work of an educational psychologist and EP casework
  • Visit schools with an attached AP and shadow them for at least two days
  • Set up an EdPsychs' portal access account with our IT team led by Aaron
  • Set up on the EdPsychs' payroll account led by Tereza and Isabella

ASSISTANT PSYCHOLOGIST INDUCTION AND TRAINING PROCESS

APs will complete their initial induction training online. On occasion, we may also complete some training sessions in person (usually at Harley Street and at Highgate). Training sessions are run by a team of experienced educational psychologists, CBT practitioners, professional coaches and former doctoral course directors.

All AP and SAP training sessions are open to EPs and Trainee Educational Psychologists (TEPs) currently supporting schools with EdPsychs' contacts.

The AP induction programme is a professional training programme developed by a team of educational psychologists to allow APs to support EPs effectively in a school with an EdPsychs’ EP contract, rather than a programme of study.

APs are expected to develop personally and professionally during their time with EdPsychs (which has a one-year minimum commitment) and each AP must work in a way that protects the company, the profession, the school, our client group and the AP themselves.

This ongoing ethical, professional, compliance orientated 'safety first' approach runs through the entire functioning of a professional psychologist in independent practice and APs are also expected to maintain these standards of professional conduct (at BPS level) in their own work.

The 2020-21 running order is presented below. Each day runs from 9am to 5pm with breaks and lunch built in.

It should be noted that EdPsychs run an interleaved problem based teaching approach where skills are taught, practised, embedded and developed over time.

Much of the additional ongoing training and support an AP receives is built into their daily work, and the following training package is the starting point of the training process rather than the training process itself. APs and SAPs will have an additional 20-40 days per year working alongside an experienced educational psychologist in their attached school, and additional supervision, training, mentoring and learning opportunities will occur there also (and these experiences will be different for each AP and SAP as individual EPs and schools work differently).

The core AP and SAP training is outlined below.

Psychologist and Senior Assistant Psychologist Training: 2020-2021

All training will be completed remotely in the first instance and until further notice. Assistant Psychologist (APs) and Senior Assistant (SAPs) training days will all follow the interactive, deep processing EdPsychs format of:

  1. Pre-reading and pre-thinking activities
  2. Multi-layered interactive training sessions on the day: APs and SAPs will be working in pairs and in groups and trainers will facilitate different layers of thinking and questioning skills in all sessions
  3. Post session thinking and activities
  • All training in Blue is compulsory and part of the AP role for APs.
  • All training in black is compulsory and part of the SAP role for SAPs.
  • All training in purple is compulsory for the full SAP and AP team.
  • Training in green is voluntary and just provides APs and SAPs with additional learning experiences advanced by the company. You will need to sign up for these in advance with Tereza Matysova (Operational Director at EdPsychs Ltd).
  • All training is underpinned by the EdPsychs Remote working, GDPR and Health and Safety policies.
  • EdPsychs employed and consultant Educational Psychologists (EPs) are welcome to attend any AP or SAP training as long as they complete over 50 days a year with the company. You will need to sign up for these in advance with Tereza Matysova (Operational Director at EdPsychs Ltd).
  • Additional training sessions are usually added as the year progresses. Please keep looking on this page for updated schedules and potential date and time changes. Brechje (PAP) will also send out updates to the full AP team as and when these sessions are booked in. As always, please notify Tereza of attendance in advance.

 

Assistant Psychologist and Senior Assistant Psychologist training schedule.

  • 21st August: Pre-Induction Training: Meeting some of the AP Team. The AP Journey with EdPsychs; core values, AP development curves and the use of reflective logs. Q and A with two EPs from the RLDT team. Session run by KM (EP) and JH (EP). 4-6pm.
  • 24th August: Using spiritual listening and qualitative psychological approaches in schools. How to use qualitative materials to better understand a client’s thinking, wellbeing, motivation and aspirations. This is supporting future AP use of Personal Construct Psychology, Solution Focused Brief Therapy, coaching and voice of the child work. Session run by Professor IG, KM (EP) and JH (EP). 9am – 5pm.
  • 25th August: Using the GROW model of coaching to further explore client thinking. Session run by Professor IG. 4pm-6pm.
  • 26th August: Welcome to EdPsychs. Meeting the full AP team. The company’s use of Problem Based Learning will be introduced, and active examples advanced. The role of an EP and an AP will be discussed and BPS and HCPC Codes of Practice and ethical practice in the workplace introduced (this will underpin all EP and AP work across the year). Observe an introductory planning meeting and see systemic, individual and developmental EP work in progress. This will be linked to a case analysis story arc; an example EP report and enquiry around long term support and planning of student’s welfare and development. The positive reporting model of company practice will be developed, and APs will be introduced to company referral forms and good practice. Supervision structures (by EPs) and Mentoring structures (by Senior APs) will be introduced. Session run by JH (EP) and KM (EP). 9-5pm.
  • 26th August: SAP research project. This began in May 2020 and the previous seven sessions of research project work will be further developed here. This year’s research question has been clarified and the SAP team will look at different types of research study; information gathering options and sample sizes. SAP team roles will be clarified as will research hypotheses. Core reading books, research materials and reading materials will be collated and distributed. Session run by Professor IG. 9am-5pm.
  • 27th August: Voice of the child work: advancing a client centred approach. Use of qualitative materials to explore client thinking, experiences, aspirations and core motivations and the types of psychological and school based support the would benefit from. Session run by Professor IG. 9am-5pm.
  • 27th August: The SAP team will continue with research project work; consider sample, research questions, methods of working and data collection. Future research team dates and workflow agreed on and allocated. Professor IG to lead. 9am-5pm.
  • 28th August: The SEN Code of Practice and the graduated response model of EP practice. Using the graduated response model to help schools use their resources more effectively. How EdPsychs EPs build provision maps and develop high quality SEN provision in schools using systemic, whole school approaches that are externally audited. Measuring impact and long-term evaluation structures. This session is linked to August 26th planning meeting observation and case story arcs of Plan, Do, Review models. Session run by KM. 9am – 5pm.
  • 28th August: The SAP team will continue with research project work; consider sample, research questions, methods of working and data collection. Future research team dates and workflow agreed on and allocated. Ethics forms examined and company ethics form drafted for submission. Professor IG to lead. 9am-5pm.
  • 1st September: Ethical and Professional Practice: doing the right thing in EP and AP practice. Case studies; ethical vignettes and when to access EP supervision and AP mentoring over and above the usual supervision and mentoring structures. Wider support structures of the company introduced. Professor IG to lead. 9am -5pm.
  • 1st September: Learning how to run the EP consultation model. The distinction between expertise, evidence base, mentoring, exploration and coaching. Definitions of coaching and coaching psychology and introductory models of consultation and of coaching practice. Qualities, competencies and skills that contribute to effective coaching in schools. Session run by KM (EP). 9am-5pm.
  • 2nd September: Introduction to SEMH case work and case analysis. Initial work around ‘what is anxiety?’ and ‘what is stress?’, theoretical underpinnings, introduction to IFF use and three types of assessment for anxiety. Interactive case analysis work will be embedded in this session so APs understand how their link EPs are working and the approaches they are using. This session will be linked to the graduated response model and to Tier 2 school based intervention. Additional links will then be made to upcoming training run by AR (EP), LW (EP), JM (EP), AC (EP), IG (EP) and ET (EP). Session run by JH (EP). 9am-5pm.
  • 2nd September: Learning how to run the EP consultation model day 2: use of solution focused coaching and understanding how coaching triads can be used to develop good practice. Practice sessions using coaching triads with models of coaching and consultation. Session run by KM (EP). 9am-5pm.
  • 3rd September: Using questionnaires and screeners to support EP work: baselining, tracking and evaluating progress on interventions to support case analysis. Session run by JH (EP). 9am-5pm.
  • 3rd September: Successfully managing difficult conversations: use of coaching and solution focused approaches in the workplace. Use of practical vignettes, modelling, role play and video based work. Session run by SG and a team of actors and coaches. 9am-5pm.
  • 4th September: Attachment Theory day 1: ‘Recognition and potential causes, psychological theories and models’. Session run by LW (EP). 9am-5pm. All APs and SAPs.
  • 7th September: Attachment Theory day 2: ‘Assessment Tools, interventions, support, evaluations and evidence based practice in schools. Session run by LW (EP). 9am-5pm. All APs and SAPs.
  • 8th September: Being an ethical AP under EP supervision, direction and control. The company portal and timesheet model; Using supervision and mentoring sessions in the company (recording and frequency). Understanding company remote working guidelines; remote training guidelines and metacognitive structures underpinning these. Reflect on earlier ethics and safeguarding training and revisit referral form training and safeguarding monitoring records. Session run by JH (EP), KM (EP) and AB (IT). 9am – 5pm.
  • 8th September: Using SFBT when working with students and staff. Understanding EP use of the SFBT approach; target setting and helping clients develop their own solution focused problem solving models. Link to EP consultation process and solution focused coaching. Session run by AR (EP). 9am – 5pm.
  • 9th September: Company Health and Safety policy and staying safe in schools. Using AP interventions as directed by your link EP. Final points around first week in schools. Q and A with EPs and Senior APs. Session run by JH (EP), KM (EP). 9am-5pm. All SAPs and APs.
  • 10th September: First day for all APs in schools. Complete first week AP activities; meet the SENCo and SEN team and the school safeguarding officer and complete school orientation. Set up AP rooms; check and read through AP toolkit resources and set up first week AP mentoring sessions. Link EPs will start planning meeting this week or early next week. Set up link EP supervision sessions.
  • 11th September: Complete AP handover meetings with last year’s school link AP. Go through all handover documents and company referral forms; previous AP workload and company IFFs and support and intervention tracker documents. Begin organising files and (potentially) updated IFFs for students with referral forms for first link EP visits. Complete voice of the child wellbeing sessions for students with referral forms to inform the initial EP planning meeting.
  • 11th September: 2019-2020 - SAPs and APs goodbye dinner. Islington, London. 7.30pm.
  • 11th September ongoing: Senior AP research team will set up a schedule of research meetings (a minimum of 80 hours direct EP supervision time across 40 weeks of the academic year) with Professor IG (dates to be circulated separately). Research, Leadership and Development team EPs have ongoing invitations to these meetings and all information, minutes and key reading materials circulated to RLDT EPs on a fortnightly basis. Professor IG to lead.
  • 16th September: What is mindfulness? JM (EP) to lead. 4pm-6pm.
  • 25th September: Setting up Nurture groups in schools. EP working models, EP allocation schedules and how to support EPs running Nurture Group sessions. Session run by LW (EP). 9am – 5pm.
  • 30th September: Exploring Mindfulness for children: MAP 1-3. Session run by JM (EP). 4pm-6pm.
  • 14th October: What is Thinking? Philosophy, Mindfulness and CBT (MAP 4): Session run by JM (EP). 4pm-6pm.
  • 23rd October: Using Personal Construct Psychology with Clients to understand their thinking. Using sociograms to understand friendship and social dynamics in the classroom. Session run by AR (EP). 9am – 5pm.
  • 23rd October: Coaching training. Further developing coaching models and use of Coaching Triads. Using coaching to support reflective practice and AP mentoring sessions. Session run by KM (EP). 9am – 5pm.
  • 25th November: Supporting parents and the wider community: Session run by AR (EP). 4pm-6pm.
  • 27th November: SEMH day; These sessions were already completed by APs and run by JM (EP) on 16th September, 30th September and 14th October.
  • 27th November: EP consultation and client support. Stages of Change Models; Choice Theory, American goal base outcomes in psychology and Motivational Interviewing; Using the WEDP approach and the miracle question more strategically. Session run by KM (EP). 9am – 5pm.
  • 9th December: Twenty top tips on how to plan, negotiate and achieve a successful career in psychology: An interactive discussion to help you plan a successful career path. Session run by Professor IG. 4pm – 6pm.
  • 11th December: Working Memory and Executive Functioning. Understanding the role working memory and executive functioning play in supporting learning and managing everyday tasks. EP recognition, assessment and support and AP additional support models. Session run by KM (EP). 9am – 5pm.
  • 11th December: How do EPs approach a case? Case analysis 1: beginning with the school referral form, exploring school thinking and initial reports; integrating plan, do, review processes and updated student voice, initial screeners and top down and time and motion observations; building an IFF and initial EP hypotheses; considering EP approach to the case; looking at EP qualitative and quantitative data and assessment results; analysing evidence of impact records and building a case analysis underpinned by a evidence based interventions. Building in Plan, Do, Review sessions and ongoing tracking work to evaluate and refine EP intervention plans (all using hypothetical cases and data). Session run by JH (EP). 9am – 5pm with pre-reading materials. Senior APs to bring initial case analysis.
  • 11th December: SAP and AP Christmas meal. Islington, London. 7.30pm.
  • 12th December: TEP day one. Run by previous APs who are now TEPS. Q and A about life on the doctoral courses and TEP development curves. What experiences did TEPs use as APs and what do they wish they’d focused more on as an AP? APs generate their own practice questions and present to a small section of the team with constructive feedback. Session run by TEPs. 9am – 5pm.
  • 16th December: What is therapy? Ensuring we don’t step across professional boundaries. Session run by JM (EP). 4pm – 6pm.
  • 13th January: CBT Basics: Bonds, goals and tasks. Session run by JM. 4pm – 6pm.
  • 27th January: Formulation and Challenging thinking in educational psychology and CBT. Session run by JM. 4pm – 6pm.
  • 29th January: Equality and opportunity in EP practice. How EPs maintain an awareness of cultural differences and the strengths and weaknesses of different assessment methods in different cases. Session run by ET (EP). 9am – 5pm.
  • 29th January: How do EPs approach a case? Case analysis 2: beginning with the school referral form, exploring school thinking and initial reports; integrating plan, do, review processes and updated student voice, initial screeners and top down and time and motion observations; building an IFF and initial EP hypotheses; considering EP approach to the case; looking at EP qualitative and quantitative data and assessment results; analysing evidence of impact records and building a case analysis underpinned by a evidence based interventions. Building in Plan, Do, Review sessions and ongoing tracking work to evaluate and refine EP intervention plans (all using hypothetical cases and data). Session led by JH (EP). 9am – 5pm with pre-reading materials. Senior APs to bring initial case analysis.
  • 30th January: TEP day two. APs and SAPs can only attend this day if they attended TEP day one. Practice group tasks and AP presentations. Video possibilities for those who would like this. TEPs who were former EdPsychs APs. 9am – 5pm.
  • 26th February: Challenging yourself as a person and as an AP and future EP: Curiosity and reflection in EP practice. Sessions run by JM (EP). 4pm-6pm.
  • 26th February: Research day: beginning writeups. SAPs to choose their own times. Part of Professor IGs supervision structure.
  • 17th March: Embedding CBT into educational psychology practice. Session run by JM (EP). 4pm-6pm
  • 26th March: Case analysis 3: learning how a professional psychologist interprets assessments, builds hypotheses and advances evidence based interventions. Session run by JH (EP). 9am-5pm.
  • 21st April: Guest speaker TBC. 4pm-6pm.
  • 30th April: Supporting students with SEMH in schools: session run over three sessions (4pm-6pm). Dates and times to be confirmed. Session run by AC (EP).
  • 30th April: Cognitive Behaviour Support groups training: Session 1. Deciding on a suitable Tier 2 case; frameworks for working; informed consent guidelines and case set-up and rapport building. Senior APs will be split into two groups for these sessions (AM and PM). Session run by JM (EP). 9am – 5pm.
  • 12th May: Metacognition and how it supports learning in the classroom: Session run by AR (EP). 4pm-6pm.
  • 28th May: Research Group 2 Introductory session for APs staying on as Seniors next year (2021-22). Session run by Professor IG. 9am – 5pm.
  • 28th May: Cognitive Behaviour Support groups training: Session 2. Feedback on video case sessions, supervision on key points and clarification by next steps. This session is supported by additional training and supervision provided individually since Session 1. Senior APs will be split into two groups for these sessions (AM and PM). Session run by JM (EP). 9am – 5pm.
  • 18th June: Research Group 2 - Session 2 (this is doctoral preparation research). This is for APs staying on as Seniors next year (2021-22). This session will be supported by fortnightly sessions between session 1 and session 2. Times to be confirmed. This session is run by Professor IG. 9am – 5pm.
  • 18th June: Cognitive Behaviour Support groups training: Session 3. Feedback on video case sessions, supervision on key points and clarification by next steps. This session is supported by additional training and supervision provided individually since Session 2. Senior APs will be split into two groups for these sessions (AM and PM). Session run by JM (EP). 9am – 5pm.
  • 9th July: APs earliest finish date in school. End of academic year meeting (4pm-6pm). Session run by JH, KM and AR (EPs).
  • 9th July: End of year staff dinner. Islington, London. 7.30pm.

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