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 in both Highgate and Harley Street. On occasion, we may also complete some training sessions in other locations off site. 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 2019-20 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.

AP INDUCTION AND TRAINING PROCESS 2019 - 2020

All training is based on the EdPsychs’ cognitive learning structures model and the social development models for APs and SAPs are interleaved throughout the process. The full AP training program for 2019-20 is:

  • 21st August: APs and SAPs. Welcome to EdPsychs for new APs. Introduction: EdPsychs’ expectations and core values. Thinking about your core values, problem-based teaching, the role of an AP and an EP, evidence-based practice and where to find key information. The BPS and HCPC Codes of Conduct. The AP journey and the nature of informed consent. Developing philosophical questioning skills and critical reasoning skills. Introducing the EdPsychs’ gifted, talented and able skills curriculum. Meet your SAP mentors. Using EdPsychs online resources and libraries. Pre-reading will be sent in July. Highgate. Session run by JH (EP), KM (EP) and SOH (TEP).
  • 22nd August: APs and SAPs. Ethics, safeguarding and managing difficult situations. GDPR, cause for concern forms and recording information. Pre-reading will be sent in July. Highgate. Session run by Professor IG and EG (Director and actress).
  • 23rd August: APs: Voice of the child training; using spiritual listening, philosophical questioning and coaching questions to developing an understanding of client views. Pre-reading will be sent in July. Highgate. Session run by Professor IG and EG (Director and actress).
  • 23rd August: SAPs. Training to Train Training 1. Using cognitive learning structures, social models and group dynamics to build impactful and memorable training. Analysis of training, assessment and reflection models. Highgate. Session run by KM (EP) and JH (EP).
  • 27th August: APs and SAPs. The SEN Code of Practice and the graduated response model. 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. Highgate. Session run by KM (EP).
  • 28th August: APs. Introduction to anxiety: three models of qualitative and quantitative assessments; Case study analysis and using an IFF to develop a wider understanding of cause and effect. Using support materials in schools. Highgate. Session run by JH (EP).
  • 28th August: SAPs. Training to Train Training 2. Using cognitive learning structures, social models and group dynamics to build impactful and memorable training. Analysis of training, assessment and reflection models. Highgate. Session run by KM (EP) and JH (EP).
  • 29th August: APs. Using Personal Construct Psychology to explore client thinking. Using sociograms in schools. Q and A session. Highgate. Session run by SF (EP) and SOH (TEP).
  • 29th August: SAPs. Training to Train Training 3. Group presentations; professional feedback and support models and long term development structures. Highgate. Session run by KM (EP) and JH (EP).
  • 30th August: APs. Understanding dyslexia: ethical diagnosis, BPS and Rose report guidelines and evaluating evidence based practice. Using evidence based interventions to support reading, spelling, phonics and reading comprehension skills. Systemic models of support and helping teachers develop a dyslexia friendly classroom. Highgate. Session run by JH (EP).
  • 30th August: SAPs. Introduction to using coaching models with clients to explore their thinking. Using coaching triads to develop EP and SAP practice. Using models based on Solution Focused Brief Therapy. Session run by KM (EP) and SOH (TEP).
  • 2nd September: APs. Mindfulness 1. Introduction to MAP. Highgate. Session run by JM (EP).
  • 2nd September: SAPs. Core Skills for Successful Difficult Conversations. Highgate. Session run by SG, Educational Leadership Coach, supported by a team of actors.
  • 3rd September: APs and SAPs. Specialist training in supporting students with SEMH. School site. Session run by KM (EP).
  • 3rd September: APs. Understanding dyscalculia: ethical diagnosis, diagnostic guidelines and evaluating evidence based practice. Using evidence based interventions at whole class, group and individual work levels. Harley Street. Session run by JH (EP).
  • 3rd September: SAPs. Setting up nurture groups in school. Highgate. Session run by LW (EP).
  • 4th September: APs and SAPs. Baselining, tracking and measuring impact. How EdPsychs’ EPs use SEMH, ADHD and ASD screeners to build personalised, tracked programmes of support. Looking at wider evidence bases that we will use throughout our work across the year. Highgate. Session run by KM (EP) and JH (EP).
  • 4th September: APs and SAPs. Using EdPsychs timesheets; staff handbooks, pensions and additional support structures. Highgate. Session run by AB (IT support).
  • 26th September: EPs and SAPs. ‘Life Compass’ coaching training Part 1. Highgate. Session run by Emeritus Professor IG with a team of actors.
  • 27th September: APs. Cognitive Behavioural Approaches in Education at Tier 2 Level Part 1. Highgate. Session run by JM (EP).
  • 31st October: EPs and SAPs. Using supervision and mentoring models: Nine layers of mentoring and support model. Attending EPs will then be enrolled onto the BPS two day supervision training course. Harley Street. Session run by KM (EP) and JH (EP).
  • 1st November: APs. Mindfulness 2. Evaluation of initial MAP sessions and further activities. Highgate. Session run by JM (EP).
  • 28th November: EPs and SAPs. ‘Life Compass’ coaching training Part 2. Highgate. Session run by Emeritus Professor IG with a team of actors.
  • 29th November: APs. Running the Happiness Curriculum (AM). Zones of Regulation training (PM). Highgate. Session SM (AP SEMH) and SF (EP).
  • 6th December: EPs and APs. Equalities and Inclusion in EP practice Part 1. Promoting equality and inclusion in EP practice: legislation and frameworks, multi-cultural awareness, bilingualism, EP assessments. Highgate. Session run by ET (EP).
  • 7th December: APs and SAPs. Negotiation skills training. Highgate. Session run by Professor IG and a team of actors.
  • 12th December: SAPs. Training to train presentations. Highgate and Harley Street. Sessions run by KM (EP), JH (EP) and SOH (TEP).
  • 12th December: Staff evening dinner. 7pm. Islington.
  • 11th January: APs and SAPs. TEP Q and A day part 1. Highgate. Session run by SOH (TEP) and three other guest TEPs.
  • 24th January: EPs and SAPs. ‘Life Compass’ coaching training Part 3. Highgate. Session run by Emeritus Professor IG with a team of actors.
  • 31st January: EPs and APs. Equalities and Inclusion in EP practice Part 2. Promoting equality and inclusion in EP practice: inequalities and disadvantage in education, working with diverse cultures and communities, the role of the EP in promoting social justice. Highgate. Session run by ET (EP).
  • 1st February: APs and SAPs. TEP Q and A day part 2. Highgate. Session run by SOH (TEP) and three other guest TEPs.
  • 27th February: SAPs. Training to train presentations. Highgate and Harley Street. Sessions run by KM (EP), JH (EP) and SOH (TEP).
  • 28th February: APs. Cognitive Behavioural Approaches in Education at Tier 2 Level Part 2. Highgate. Session run by JM (EP).
  • 27th March: EPs and SAPs. Using philosophical approaches and Socratic questioning skills in psychology. Harley Street, JM (EP).
  • 23rd April: EPs and APs. Attachment Theory Day 1. 'Recognition, potential causes and psychological theories and models'. Harley Street. Session run by LW (EP).
  • 24th April: SAPs. Cognitive Behavioural Approaches in Education Part 1. Vignettes, analysing recordings of CBS sessions and case analysis. Highgate. Session run by JM (EP).
  • 21st May: EPs and APs. Attachment Theory Day 2. 'Assessment tools, interventions, support, evaluation and evidence-based practice'. Harley Street. You must have attended day 1 to attend day 2 as they are follow on sessions. Session run by LW (EP).
  • 22nd May: SAPs. Cognitive Behavioural Approaches in Education Part 2. Vignettes, analysing recordings of CBS sessions and case analysis. Highgate. Session run by JM (EP).
  • 26th June: SAPs. Cognitive Behavioural Approaches in Education Part 3. Vignettes, analysing recordings of CBS sessions and case analysis. Highgate. Session run by JM (EP).
  • 10th July: SAPs and APs. Full year evaluation (Harley Street) and then the end of year evening dinner in Islington.

EdPsychs will run a number of additional Saturday sessions for EPs, APs and SAPs. The dates for these have still to be confirmed. These will be on:

  • The role of philosophy in applied psychology. TBC
  • EdPsychs’ ‘Study skills’ and ‘Prepare to succeed’ training courses. TBC
  • Motivational Interviewing. TBC.

All sessions run throughout the year are free for EPs registered with or employed by EdPsychs Ltd and for APs, SAPs and TEPs employed by EdPsychs Ltd.

 

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