Specific Training Standards

Preface
For the immediate future EIATSCYP  Fully Accredited Member Organisations may consider registration for those of their clinical members who have worked with children and young people for several years, through the EIATSCYP grandparent procedures. However in the line with developments in several European countries the following training standards take effect from September 1st, 2010 for those who wish to work with children and young people and who have no clinical experience or too little clinical experience to successfully complete the grandparent procedures.

Ethics and Anti Oppressive Practice

Policy Statement

EIATSCYP recognises and respect the child’s individual human rights including the right to self-determination, within reasonable levels of their need for safety, protection and care and in accordance with the law relating to Child Protection and the rights or parents and carers.

EIATSCYP recognises and acknowledges the need to value the validity of a child’s subjective experience and appreciates that their creative adjustments are their best possible ‘way of being’, in the circumstances. This may, and frequently does manifest in ways that are challenging and difficult for others.  EIATSCYP acknowledges the child alone is rarely, if ever, the sole problem.

EIATSCYP encourages and promotes awareness of  power issues in the  therapeutic relationship; the nature of the clinicians own process, conscious and unconscious,  with regard to dependency and vulnerability of the child’s physical emotional, psychological needs.

EIATSCYP requires Member Organisations to promote non-discriminatory practice in terms of race, culture, religion, gender, sexual orientation and disability, which permeate the child’s life, and with regard to the experience of children and young people in the context of the wider field: socio political, cultural and ecological.

EIATSCYP requires Member Organisations to have a published equal opportunities policy that aims to ensure that no candidate in training, or any applicant positions receives less favourable treatment on grounds that cannot be shown to be justified.

EIATSCYP recognises and encourages the development of the capacity for reflexive practice including the maturity to recognise when the therapist should seek other professional advice and support.

1.     EIATSCYP Member Organisations are required to have training programmes that:

1.1     will enable the trainee clinician to identify and work with a child at a level consistent with the child’s experience, developmental phase and needs.

1.2    supports and challenges the trainee to work with the child to develop their skills and resources to engage  realistically with their life situation and to help realise their potential.

1.3    promote multidisciplinary work with children, along with the necessity for inter and intra-professional dialogue, cooperation and collaboration.

1.4    require trainees address issues of personal development in training through individual personal therapy throughout a training programme and on a weekly basis.

2.    Entry requirements to EIATSCYP accredited training programmes

2.1    Candidates for training in EIATSCYP Member Organisations will possess a  stable personality able to sustain a therapeutic  relationship and a level of  emotional warmth and competency in relation to children and young people.

2.2      Candidates for training in EIATSCYP Member Organisations will have the potential to identify and contain personal issues arising from engaging in therapeutic work with children.

2.3    A personal life compatible with the value base and professional ethics of a  relational developmental model.

2.4       Entry to training is at post graduate level or equivalent level that will support candidates to cope satisfactorily with the academic demands of EIATSCYP accredited training programmes.

2.4    If there is any uncertainty about a candidate’s academic capacity for training  then EIATSCYP Member Organisations procedures for the  accreditation of prior learning (APL) can be applied. This can include provision of a
candidate’s CV, a portfolio of relevant work with children, formal and informal  education, and references from an appropriate person(s). In addition, a written project of a minimum 2,000 words relating to psychotherapy can be required by the EIATSCYP Member Organisation, at their discretion.

2.5       A minimum two References

2.6       Enhanced police check (current and clear)

2.7       Interview(s) must be conducted by senior teaching members of EIATSCYP Member Organisations

3.      Core curriculum

The EIATSCYP agreed core curriculum is intended to support trainees to achieve a clear grasp of the  relational developmental approach  underpinning the practice of child psychotherapy or psychotherapeutic counselling as conceptualised and taught by the EIATSCYP Member Organisation from assessment to termination. The curriculum will be subject to change subject to periodic review and revision by the EIATSCYP Board in the light of  developments in the field.

3.1 EIATSCYP Member Organisations may provide training and development in child psychotherapy and/or psychotherapeutic counselling to:

graduate psychotherapists (and psychotherapeutic counsellors) who already have clinical experience in working with adults. Areas of knowledge and understanding are conceptualised and delivered over a minimum of a minimum 14 months.

Trainees with a relevant first degree or equivalent who meet the entry requirements above and will pursue a programme lasting a minimum four years for accreditation as a psychotherapy working with children and young people.

Trainees with a relevant first degree or equivalent who meet the entry requirements above and will purse a programme lasting a minimum three years for accreditation as a psychotherapeutic counsellor working with children and young people.

3.2 Themes and subject areas underpinning the core assumptions of a relational developmental approach shall include:

  • Pre birth and birth transition
  • Creative adjustments
  • Life Script
  • Interpersonal relations (repetition and/or reparation)
  • Theory of change from a relational developmental perspective
  • Family, Community and School
  • Special Educational Needs, Emotional, Social & Behavioural Difficulties
  • Mental Health issues
  • Attachment theory
  • Theories of Child and Adolescent Development
  • Shame and Envy
  • Neuroscience
  • Assessment/Risk Assessment, Diagnosis
  • Termination  of therapy including premature endings
  • Child protection legislation
  • Interdisciplinary and Multi-agency Working with emphasis on appropriate procedures and protocols for  information sharing
  • Supervision
  • Anti oppressive practice

3.2       Supervision hours and clinical practice hours will in vary length vary according to which of the three types of programme a trainee is enrolled.

  • for Training at post qualification level, that is, where admission to an accredited  programme requires the candidate already be a practising Psychotherapist/Psychotherapeutic Counsellor with Adults, training shall not normally be shorter than 14 months, requiring 200 hours of clinical practice and a minimum 60 hours of supervision.
  • for trainees on an accredited four year psychotherapy programme the requirement is a minimum 450 hours clinical practice and 200 hours of supervision.
  • for trainees on an accredited three year psychotherapeutic counselling programme the requirement is a minimum of 300 clinical practice hours and 100 supervision hours.

3.3       Trainees on EIATSCYP accredited programmes are required to undergo their own personal therapy on a weekly basis for the duration of their training programme irrespective of previous therapy undertaken. This is considered a fundamental ethical requirement, given that  the curriculum and accompanying  training experiences will stimulate and re- stimulate past and current personal issues.

3.4    The accredited training programme must adhere to the EIATSCYP Code of Ethics and Professional Practice.

3.5    The rights of students are to be safeguarded through:

  • EIATSCYP approved procedures and processes of quality assurance
  • EIATSCYP approved Complaints Procedure
  • EIATSCYP approved Grievance procedure
  • EIATSCYP approved Equal Opportunities Policy.

3.7       Trainees and staff of all EIATSCYP Member Organisations are required to  familiarise themselves with the EIATSCYP approved Health & Safety policy and procedures.

4.         Research

4.1  EIATSCYP Member Organisations are required to teach research methods compatible with the philosophical and value base of their relational developmental approach and include a research case study (and/or other relevant research methodology) as part of the trainees assessment.

5.         Assessment

5.1      EIATSCYP accredited training programme are required to provide:

  • Written criteria for the assessment of trainees coursework together with written information on the length of modules/workshops/seminars/lectures.
  • The ways in which the purpose and modes of assessment relate to the learning outcomes must be  clearly identified.

5.2     Opportunities should provided for feedback to enable trainees to assess  their own strengths and developmental needs, via course work, supervisors  reports and tutor feedback during workshops.

5.3    The final evaluation of trainees’ competence should include internal assessment and external verification of both theoretical understanding and clinical competence.

6.       Qualification

6.1    Upon successful completion of an EIATSCYP accredited programme  graduates are eligible for EIATSCYP certification.

7.       Continued professional development

7.1    EIATSCYP   Member Organisations are requested to uphold the principle of the  life long learning and the monitoring of practice for the protection of the public.
7.2    EIATSCYP Member Organisations are therefore required to publish a Continued Professional Development Policy.

Appendix 1

Generic Training Outcomes
The generic training outcomes below are based upon the generic training outcomes established by the United Kingdom Council for Psychotherapy in March 2001 and may be seen as a general guide in the areas of competency required to practice. More recently one of the Euroips staff was closely involved in the writing of National Occupational standards (NOS)  for psychotherapy in  the UK (published by Skills for Health in October 2009).When these have completed their field testing they will supersede the generic outcome format below. Trainees will be issued with a copy of the NOS  in due course and while the NOS are clearly related to the UK context they will have likely have an influence in other European nations, to a greater or lesser degree.

Knowledge and Understanding

The successful trainee is expected to demonstrate:

A1. Knowledge base:

A1.1 An advanced level of theoretical knowledge of the chosen model of psychotherapy

A1.2 A general level of understanding of other major models of psychotherapy.

A1.3 An advanced level of understanding of research methods relevant to the chosen model of psychotherapy.

A1.4 A general knowledge of research methods relevant to the major models of psychotherapy.

A2 Analysis:
The ability to formulate:

A2.1 A model of the mind and/or person.

A2.2 A model of individual development.

A2.3 A model of therapeutic change using theoretical knowledge of the chosen model of psychotherapy.

A2.4 Analyse complex, incomplete or contradictory areas of clinical understanding in order to conceptualise a range of therapeutic interventions.

A3 Synthesis and Creativity:
The ability to:

A3.1 Develop hypotheses and generate therapeutic responses to clinical problems.

A4 Evaluation:
The ability to:

A4.1 Critically reflect, assess and report on own and others work with children and young people.

A4.2 Critique chosen model of psychotherapy.

Personal Skills

B1 Therapeutic Skills
Demonstrate ability to use theoretical knowledge to be able to:

B1.1 Assess child’s s suitability for psychotherapy.

B1.2 Formulate and apply appropriate therapeutic processes/strategies.

B1.3 Establish and work with the therapeutic relationship.

B1.4 Make appropriate therapeutic interventions.

B1.5 Manage the termination of therapy, both planned and premature endings.

B2 Self Appraisal and critical reflection on clinical practice
The ability to:

B2.1 Critically reflect on the therapeutic process and own functioning in order to develop practice.

B3 Planning and management of learning/practice
The ability to:

B3.1 Autonomously use resources for learning.

B3.2 Prepare for and make effective use of supervision.

B3.3 Identify, clarify, assess and manage a range of clinical problems.

B4 Communication and Presentation
The ability to:

B4.1 Engage confidently in communications with other professionals.

B5 Interactive Professional and Group Skills
The ability to:

B5.1 Negotiate and handle conflict.

B5.2 Work co-operatively with others.

Context of Professional Practice

C1 Characteristics of professional setting

The trainee is expected to acquire:

C1.1 Experience of complex and unpredictable or specialised context that may demand capacity for adaptation and innovative practice.

C2 Responsibility
The trainee is required to demonstrate:

C2.1 Autonomy in professional practice.

C2.3 Awareness of ethical requirements and standards of professional practice.

C2.4 Ability to work proactively and co-operatively with others to formulate solutions to ethical problems.

C2.5 Capacity to tolerate ambiguity and uncertainty that often occasion ethical dilemmas.

Transferable Skills

A2.4 Analyse complex, incomplete or contradictory areas of clinical understanding in order to conceptualise a range of therapeutic interventions.

A4.1 Critically reflect, assess and report on own and others work with clients.

B2.1 Critically reflect on the therapeutic process and own functioning in order to develop practice.

B3.1 Autonomously use resources for learning.

B4.1 Engage confidently in communications with other professionals.

B5.1 Negotiate and handle conflict.

B5.2 Work co-operatively with others.

C1.1 Experience complex and unpredictable or specialised context that may demand capacity for adaptation and innovative practice.

C2.1 Autonomy in professional practice.

C2.2 Responsibility for self-monitoring.

C2.3 Awareness of ethical requirements and standards of professional practice.

C2.4 Ability to work proactively and co-operatively with others to formulate solutions to ethical problems.

C2.5 Capacity to tolerate ambiguity and uncertainty that often occasion ethical dilemmas.

Original Spring 2007
Revised 2008, 2010, 2011 and 2013