The standards of proficiency for practitioner psychologists
Daeth y safonau hyn yn weithredol ar 1 Medi 2023 gan ddisodli fersiynau blaenorol.
These standards set out safe and effective practice in the professions we regulate. They are the threshold standards we consider necessary to protect members of the public.
Professionals must meet all the standards of proficiency to register with us and meet the standards relevant to their scope of practice to stay registered with us.
Nodyn am yr hyn a ddisgwyliwn gennych
Rhaid i chi fodloni’r holl safonau hyfedredd er mwyn cofrestru â ni a bodloni’r safonau sy’n berthnasol i gwmpas eich hymarfer er mwyn parhau’n gofrestredig â ni.
Os oes amheuaeth yn cael ei fwrw ar eich ymarfer, byddwn yn ystyried y safonau hyn (a’r safonau ymddygiad, perfformiad a moeseg) wrth benderfynu pa gamau gweithredu, os o gwbl, y bydd angen i ni eu cymryd.
Mae’r safonau hyfedredd yn ategu gwybodaeth a chanllawiau a gyhoeddir gan sefydliadau eraill, megis eich corff proffesiynol neu eich cyflogwr. Rydym yn cydnabod rôl werthfawr cyrff proffesiynol o ran darparu canllawiau a chyngor ynglŷn ag ymarfer da sy'n gallu eich helpu chi i fodloni’r safonau a geir yn y ddogfen hon.
Rydym hefyd yn disgwyl i’r rhai sy’n cofrestru fodloni safonau’r HCPC o ran ymddygiad, perfformiad a moeseg a safonau o ran datblygiad proffesiynol parhaus.
Cwmpas eich ymarfer
Cwmpas eich ymarfer yw’r maes neu’r meysydd yn eich proffesiwn y mae’r wybodaeth, y sgiliau a’r profiad gennych ynddynt i ymarfer yn gyfreithlon, yn ddiogel ac yn effeithiol, mewn ffordd sy’n bodloni’r safonau ac nad yw’n creu unrhyw berygl i’r cyhoedd nac i chi’ch hunan.
Rydym yn sylweddoli y bydd cwmpas ymarfer rhywun sydd wedi cofrestru yn newid dros dreigl amser ac y bydd ymarfer unigolion profiadol sydd wedi cofrestru yn aml yn datblygu mwy o ffocws ac yn dod yn fwy arbenigol nag ymarfer cydweithwyr sydd newydd gofrestru.
Gallai hynny fod oherwydd arbenigedd mewn maes penodol neu gyda grŵp arbennig o gleientiaid, neu symud i rolau rheoli, addysgu neu ymchwil. Bob tro y byddwch yn adnewyddu eich cofrestriad, gofynnir i chi lofnodi datganiad i gadarnhau eich bod yn parhau i fodloni’r safonau hyfedredd sy’n berthnasol i gwmpas eich ymarfer.
Gallai cwmpas penodol eich ymarfer olygu nad ydych yn gallu parhau i ddangos eich bod yn bodloni’r holl safonau perthnasol ar gyfer eich proffesiwn cyfan.
Cyn belled â’ch bod yn sicrhau eich bod yn ymarfer yn ddiogel ac yn effeithiol o fewn cwmpas penodol eich ymarfer ac nad ydych yn ymarfer yn y meysydd ble nad yw’r hyfedredd gennych i wneud hynny, ni fydd hyn yn broblem. Os byddwch chi'n dymuno camu allan o gwmpas eich ymarfer, dylech chi fod yn sicr bod y gallu gennych i weithio’n gyfreithlon, yn ddiogel ac yn effeithiol.
Golyga hyn fod angen i chi arfer barn bersonol drwy ymgymryd ag unrhyw hyfforddiant angenrheidiol neu ennill profiad, cyn symud i faes newydd yn eich ymarfer.
Bodloni’r safonau
Mae hi’n bwysig eich bod yn bodloni’r safonau hyn ac yn gallu ymarfer yn gyfreithlon, yn ddiogel ac yn effeithiol. Fodd bynnag, nid ydym yn rhoi unrhyw orchmynion ynglŷn â sut y dylech fodloni’r safonau. Fel arfer, mae mwy nag un ffordd o fodloni pob un o’r safonau a gallai eich dull chi o fodloni’r safonau newid dros dreigl amser oherwydd gwelliannau o ran technoleg neu newidiadau yn eich ymarfer.
Byddwn yn aml yn cael cwestiynau gan rai sydd wedi cofrestru sy’n bryderus y gallai rhywbeth y gofynnwyd iddynt ei wneud, polisi, neu’r ffordd y maent yn gweithio olygu nad ydynt yn gallu bodloni’r safonau. Byddant yn aml yn poeni y galli hynny effeithio ar eu cofrestriad.
Fel gweithiwr proffesiynol ymreolus, mae angen i ci wneud penderfyniadau ar sail gwybodaeth a rhesymeg ynglŷn â’ch ymarfer er mwyn sicrhau eich bod yn bodloni’r safonau sy’n berthnasol i chi.
Mae hynny’n cynnwys ceisio cyngor a chefnogaeth gan ddarparwyr addysg, cyflogwyr, cyrff proffesiynol, undebau ac eraill er mwyn sicrhau y caiff llesiant defnyddwyr y gwasanaeth ei ddiogelu bob amser. Cyn belled â’ch bod yn gwneud hynny ac yn gallu cyfiawnhau eich penderfyniadau os gofynnir i chi wneud, mae’n annhebygol iawn na fyddwch chi’n bodloni’r safonau.
Iaith
Rydym yn sylweddoli bod y rhai sydd wedi cofrestru gyda ni yn gweithio mewn ystod o leoliadau gwahanol, sy’n cynnwys ymarfer uniongyrchol, rheoli, addysg, ymchwil a rolau mewn diwydiant. Rydym hefyd yn sylweddoli y gall y defnydd o derminoleg fod yn fater sy’n cyhyrfu emosiynau.
Mae’r rhai sydd wedi cofrestru gyda ni yn gweithio gyda phobl wahanol iawn ac yn defnyddio termau gwahanol i ddisgrifio’r grwpiau sy’n defnyddio’u gwasanaethau neu’n cael eu heffeithio ganddynt. Mae rhai o’r bobl sydd wedi cofrestru gyda ni yn gweithio gyda chleifion, eraill gyda chleientiaid ac eraill gyda defnyddwyr gwasanaethau. Bydd y termau y byddwch chi’n eu defnyddio yn dibynnu ar sut a ble byddwch chi’n gweithio. Rydym wedi defnyddio termau yn y safonau hyn sydd, yn ein tyb ni, yn adlewyrchu orau y grwpiau rydych chi’n gweithio gyda hwy..
Yn y safonau hyfedredd, rydym yn defnyddio ymadroddion megis ‘deall’ a ‘gwybod’. Mae hynny er mwyn i’r safonau barhau’n berthnasol i rai sydd wedi cofrestru ar y pryd o safbwynt cynnal eu haddasrwydd i ymarfer, yn ogystal â darpar aelodau o’r gofrestr nad ydynt wedi dechrau ymarfer eto ac sy’n gwneud cais i gofrestru am y tro cyntaf.
Safonau hyfedredd
Mae’r safonau hyn yn weithredol o 1 Medi 2023.
Mae’r safonau’n cynnwys elfennau generig, sy’n berthnasol i bawb sy’n cofrestru gyda ni, ac elfennau proffesiwn-benodol, sy’n berthnasol i’r rhai sydd wedi cofrestru sy’n perthyn i un o’r proffesiynau rydym yn eu rheoleiddio.
Nid yw’r safonau’n hierarchaidd ac maent oll yr un mor bwysig o safbwynt ymarfer.
- The generic standards, which apply to all professions, are written in black, bold text..
- The profession-specific standards are written in black, plain text.
- The domain-specific standards have their own headings and are written in blue text.
At the point of registration, practitioner psychologists must be able to:
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1.1 identify the limits of their practice and when to seek advice or refer to another professional or service1.2 recognise the need to manage their own workload and resources safely and effectively, including managing the emotional burden that comes with working in a pressured environment
1.3 keep their skills and knowledge up to date and understand the importance of continuing professional development throughout their career
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2.1 maintain high standards of personal and professional conduct2.2 promote and protect the service user’s interests at all times
2.3 understand the importance of safeguarding by actively looking for signs of abuse, demonstrating understanding of relevant safeguarding processes and engaging in these processes where necessary
2.4 understand what is required of them by the Health and Care Professions Council, including, but not limited to, the standards of conduct, performance and ethics
2.5 respect and uphold the rights, dignity, values and autonomy of service users, including their role in the assessment, diagnostic, treatment and/or therapeutic process
2.6 recognise that relationships with service users, carers and others should be based on mutual respect and trust, maintaining high standards of care in all circumstances
2.7 understand the importance of and be able to obtain valid consent, which is voluntary and informed, has due regard to capacity, is proportionate to the circumstances and is appropriately documented
2.8 understand the importance of capacity in the context of delivering care and treatment
2.9 understand the scope of a professional duty of care, and exercise that duty
2.10 understand and apply legislation, policies and guidance relevant to their profession and scope of practice
2.11 recognise the power imbalance that comes with being a healthcare professional, and ensure they do not abuse this for personal gain
2.12 understand the complex ethical and legal issues of any form of dual relationship and the impact these may have on service users
2.13 recognise appropriate boundaries and understand the dynamics of power relationships
2.14 understand the organisational context for their practice as a practitioner psychologist
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3.1 identify anxiety and stress in themselves and recognise the potential impact on their practice3.2 understand the importance of their own mental and physical health and wellbeing strategies in maintaining fitness to practise
3.3 understand how to take appropriate action if their health may affect their ability to practise safely and effectively, including seeking help and support when necessary
3.4 develop and adopt clear strategies for physical and mental self-care and self-awareness, to maintain a high standard of professional effectiveness and a safe working environment
3.5 manage the physical, psychological and emotional impact of their practice
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4.1 recognise that they are personally responsible for, and must be able to justify, their decisions and actions4.2 use their skills, knowledge and experience, and the information available to them, to make informed decisions and/or take action where necessary
4.3 make reasoned decisions to initiate, continue, modify or cease treatment, or the use of techniques or procedures, and record the decisions and reasoning appropriately
4.4 make and receive appropriate referrals, where necessary
4.5 exercise personal initiative
4.6 demonstrate a logical and systematic approach to problem-solving
4.7 use research, reasoning and problem-solving skills when determining appropriate actions
4.8 understand the need for active participation in training, supervision and mentoring in supporting high standards of practice, and personal and professional conduct, and the importance of demonstrating this in practice
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5.1 respond appropriately to the needs of all groups and individuals in practice, recognising that this can be affected by difference of any kind including, but not limited to, protected characteristics, intersectional experiences and cultural differences5.2 understand equality legislation and apply it to their practice
5.3 recognise the potential impact of their own values, beliefs and personal biases (which may be unconscious) on practice and take personal action to ensure all service users and carers are treated appropriately with respect and dignity
5.4 understand the duty to make reasonable adjustments in practice and be able to make and support reasonable adjustments in their and others’ practice
5.5 recognise the characteristics and consequences of barriers to inclusion, including for socially isolated groups
5.6 actively challenge these barriers, supporting the implementation of change wherever possible
5.7 recognise that regard to equality, diversity and inclusion needs to be embedded in the application of all HCPC standards, across all areas of practice
5.8 understand the impact of differences of any kind, including, but not limited to, the protected characteristics* , intersectional experiences and cultural differences, on psychological wellbeing or behaviour including how these differences may result in experiences of marginalisation
5.9 understand the requirement to adapt practice to meet the needs of different groups and individuals
* The Equality Act 2010 defines the protected characteristics as age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity. Equivalent equality legislation in Northern Ireland protects age, disability, gender, race, religion or belief and sexual orientation.
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6.1 adhere to the professional duty of confidentiality and understand when disclosure may be required6.2 understand the principles of information and data governance and be aware of the safe and effective use of health, social care and other relevant information
6.3 recognise and respond in a timely manner to situations where it is necessary to share information to safeguard service users, carers and/or the wider public
6.4 understand the need to ensure that confidentiality is maintained in all situations in which service users rely on additional communication support (such as interpreters or translators)
6.5 recognise that the concepts of confidentiality and informed consent extend to all mediums, including illustrative clinical records such as photography, video and audio recordings and digital platforms
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7.1 use effective and appropriate verbal and non-verbal skills to communicate with service users, carers, colleagues and others7.2 communicate in English to the required standard for their profession (equivalent to level 7 of the International English Language Testing System, with no element below 6.5*)
7.3 understand the characteristics and consequences of verbal and non-verbal communication and recognise how these can be affected by difference of any kind, including, but not limited to, protected characteristics,** intersectional experiences and cultural differences
7.4 work with service users and/or their carers to facilitate the service user’s preferred role in decision-making, and provide service users and carers with the information they may need where appropriate
7.5 modify their own means of communication to address the individual communication needs and preferences of service users and carers, and remove any barriers to communication where possible
7.6 understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter
7.7 use information, communication and digital technologies appropriate to their practice
7.8 understand the need to provide service users or people acting on their behalf with the information necessary, in accessible formats, to enable them to make informed decisions
7.9 select the appropriate means for communicating feedback to service users
7.10 provide psychological opinion and advice in formal settings, as appropriate
7.11 communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences
7.12 explain the nature and purpose of specific psychological techniques to service users
7.13 summarise and present complex ideas in an appropriate form
7.14 use formulations to assist multi-professional communication and understanding
7.15 understand explicit and implicit communications in a practitioner–service user relationship
7.16 appropriately define and contract work with commissioning service users or their representatives
Counselling psychologists only
7.17 understand how empathic understanding can be helped by creativity and artistry in the use of language and metaphor
* The International English Language Testing System (IELTS) tests competence in the English language. Applicants who have qualified outside of the UK, whose first language is not English and who are not applying through the Swiss Mutual Recognition Route (SMR) must provide evidence that they have reached the necessary standard. More information is available here: Statement on English language proficiency requirements for internationally trained health and care professionals.
** The Equality Act 2010 defines the protected characteristics as age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity. Equivalent equality legislation in Northern Ireland protects age, disability, gender, race, religion or belief and sexual orientation. -
8.1 work in partnership with service users, carers, colleagues and others8.2 recognise the principles and practices of other health and care professionals and systems and how they interact with their profession
8.3 understand the need to build and sustain professional relationships as both an autonomous practitioner and collaboratively as a member of a team
8.4 contribute effectively to work undertaken as part of a multi-disciplinary team
8.5 identify anxiety and stress in service users, carers and colleagues, adapting their practice and providing support where appropriate
8.6 understand the qualities, behaviours and benefits of leadership
8.7 recognise that leadership is a skill all professionals can demonstrate
8.8 identify their own leadership qualities, behaviours and approaches, taking into account the importance of equality, diversity and inclusion
8.9 demonstrate leadership behaviours appropriate to their practice
8.10 act as a role model for others
8.11 promote and engage in the learning of others
8.12 understand the need to engage service users and carers in planning and evaluating assessments, treatments and interventions to meet their needs and goals
8.13 understand the need to implement interventions, care plans or management plans in partnership with service users, other professionals and carers
8.14 initiate, develop and end a practitioner–service user relationship
8.15 understand the dynamics present in relationships between service users and practitioners
8.16 plan, design and deliver teaching and training which takes into account the needs and goals of participants
8.17 support the learning of others in the application of psychological skills, knowledge, practices and procedures
8.18 determine and use appropriate psychological formulations in partnership with service users to facilitate their understanding of their experience or situation
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9.1 keep full, clear and accurate records in accordance with applicable legislation, protocols and guidelines9.2 manage records and all other information in accordance with applicable legislation, protocols and guidelines
9.3 use digital record keeping tools, where required
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10.1 understand the value of reflective practice and the need to record the outcome of such reflection to support continuous improvement10.2 recognise the value of multi-disciplinary reviews, case conferences and other methods of review
10.3 reflect critically on their practice and consider alternative ways of working
10.4 understand models of supervision and their contribution to practice
Clinical psychologists and counselling psychologists only
10.5 critically reflect on the use of self in the therapeutic process
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11.1 engage in evidence-based practice11.2 gather and use feedback and information, including qualitative and quantitative data, to evaluate the response of service users to their care
11.3 monitor and systematically evaluate the quality of practice, and maintain an effective quality management and quality assurance process working towards continual improvement
11.4 participate in quality management, including quality control, quality assurance, clinical governance and the use of appropriate outcome measures
11.5 evaluate care plans or intervention plans using recognised and appropriate outcome measures, in conjunction with the service user where possible, and revise the plans as necessary
11.6 recognise the value of gathering and using data for quality assurance and improvement programmes
11.7 revise formulations in the light of ongoing intervention and, when necessary, reformulate the situation
11.8 monitor agreements and practices with service users, groups and organisations
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12.1 understand the structure and function of the human body, together with knowledge of physical and mental health, disease, disorder and dysfunction relevant to their profession12.2 demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process
12.3 recognise the role(s) of other professions and stakeholders relevant to the work of their domain, and understand how they may relate to the role of practitioner psychologist
12.4 understand the structures and functions of health and social care systems and services in the UK, plus other services relevant to the work of their domain
12.5 understand the theoretical basis of, and the variety of approaches to, assessment and intervention
12.6 understand the role of the practitioner psychologist across a range of settings and services
12.7 understand the application of consultation models to service delivery and practice, including the role of leadership and group processes
Clinical psychologists only
12.8 understand theories and evidence concerning psychological development and psychological difficulties across the lifespan and their assessment and remediation
12.9 understand more than one evidence-based model of formal psychological therapy
12.10 understand psychological models related to how biological, sociological and circumstantial or life-event-related factors impinge on psychological processes to affect psychological wellbeing
12.11 understand psychological models related to a range of presentations including:
- service users with presentations from acute to enduring and mild to severe;
- problems with biological or neuropsychological aspects; and
- problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions12.12 understand psychological models related to service users:
- from a range of social and cultural backgrounds;
- of all ages;
- across a range of intellectual functioning;
- with significant levels of challenging behaviour;
- with developmental learning disabilities and cognitive impairment;
- with communication difficulties;
- with substance misuse problems; and
- with physical health problems12.13 understand psychological models related to working:
- with service users, couples, families, carers, groups and at the organisational and community level; and
- in a variety of settings including in-patient or other residential facilities with high-dependency needs, secondary health care and community or primary care12.14 understand change and transition processes at the individual, group and organisational level
12.15 understand social approaches such as those informed by community, critical and social constructivist perspectives
12.16 understand the impact of psychopharmacological and other clinical interventions on psychological work with service users
Counselling psychologists only
12.17 understand the philosophical bases which underpin those psychological theories
12.18 understand the philosophy, theory and practice of more than one evidence-based model of formal psychological therapy
12.19 understand psychological models related to a range of presentations including:
- service users with presentations from acute to enduring and mild to severe;
- problems with biological or neuropsychological aspects; and
- problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions12.20 understand the therapeutic relationship and alliance as conceptualised by each model
12.21 understand the spiritual and cultural traditions and practices relevant to counselling psychology and their application to service users and carers, as well as its variation at organisational and community levels
12.22 understand the primary philosophical paradigms that inform psychological theory with particular regard to their relevance to, and impact upon, the understanding of the subjectivity and inter subjectivity of experience throughout human development
12.23 understand theories of human cognitive, emotional, behavioural, social and physiological functioning relevant to counselling psychology including people of all ages and culture;
- across a range of intellectual functioning;
- with significant levels of challenging behaviour;
- with developmental learning disabilities and cognitive impairment;
- with communication difficulties;
- with substance misuse problems; and
- with physical health problems12.24 understand different theories of lifespan development and their assessment and remediation
12.25 understand social and cultural contexts in a manner informed by community, critical and social constructivist perspectives
12.26 understand theories of psychopathology and of change including transition processes at the individual, group and organisational level
12.27 understand the impact of psychopharmacology and other interventions on psychological work with service users
Educational psychologists only
12.28 understand the role of the educational psychologist across a range of school and community settings and services
12.29 understand the educational and emotional factors that facilitate or impede the provision of effective teaching and learning
12.30 understand psychological theories of, and research evidence in, child, adolescent and young adult development relevant to educational psychology
12.31 understand the structures and systems of a wide range of settings in which education, health and care are delivered for children, adolescents and young adults, including child protection procedures
12.32 understand psychological models related to the influence of school ethos and culture, educational curricula, communication systems, management and leadership styles on the cognitive, behavioural, emotional and social development of children, adolescents and young adults
12.33 understand psychological models of the factors that lead to underachievement, disaffection and social exclusion amongst vulnerable groups
12.34 understand theories and evidence underlying psychological intervention with children, adolescents, young adults, their parents or carers, and education and other professionals
12.35 understand psychological models related to the influence on development of children, adolescents and young adults from:
- family structures and processes;
- cultural and community contexts; and
- organisations and systems12.36 understand change and transition processes at the individual, group and organisational level
12.37 understand the theoretical basis of, and the variety of approaches to, consultation and assessment in educational psychology
12.38 understands the impact of school systems and the educational curriculum, including the legal framework relating to support and funding in schools, on children and young people
12.39 understand psychological models related to a range of presentations including:
- service users with presentations from acute to enduring and mild to severe;
- problems with biological or neuropsychological aspects; and
- problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions12.40 understand psychological models related to service users:
- from a range of social and cultural backgrounds;
- of all ages;
- across a range of intellectual functioning;
- with significant levels of challenging behaviour;
- with developmental learning disabilities and cognitive impairment;
- with communication difficulties;
- with substance misuse problems; and
- with physical health problemsForensic psychologists only
12.41 understand the application of psychology in the legal system
12.42 understand the application and integration of a range of theoretical perspectives on socially and individually damaging behaviours, including psychological, social and biological perspectives
12.43 understand psychological models related to a range of presentations including:
- service users with presentations from acute to enduring and mild to severe;
- problems with biological or neuropsychological aspects; and
- problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions12.44 understand psychological theories and their application to the provision of psychological therapies that focus on offenders and victims of offences
12.45 understand effective assessment approaches with service users presenting with individually or socially damaging behaviour
12.46 understand the development of criminal and antisocial behaviour
12.47 understand the psychological interventions related to different service user groups including victims of offences, offenders, litigants, appellants and individuals seeking arbitration and mediation
Health psychologists only
12.48 understand context and perspectives in health psychology
12.49 understand the epidemiology of health and illness
12.50 understand:
- biological mechanisms of health and disease;
- health-related cognitions and behaviour;
- stress, health and illness;
- individual differences in health and illness;
- lifespan, gender and cross-cultural perspectives; and
- long-term conditions and disability12.51 understand applications of health psychology and professional issues
12.52 understand healthcare in professional settings
12.53 understand psychological models related to how biological, sociological, and circumstantial or life-event-related factors impinge on psychological processes
Occupational psychologists only
12.54 understand the following in occupational psychology:
- psychological assessment at work;
- learning, training and development;
- leadership, engagement and motivation;
- wellbeing and work; and
- work design, organisational change and developmentSports and exercise psychologists only
12.55 understand cognitive processes, including motor skills, practice skills, learning and perception; and self-regulation
12.56 understand psychological skills such as:
- goal setting;
- self-talk;
- imagery;
- pre-performance routines;
- arousal control, such as relaxation and activation; and
- strategies for stress and emotion management12.57 understand exercise and physical activity including:
- determinants, such as motives, barriers and adherence;
- outcomes in relation to affect, such as mood and emotion;
- cognition and mental health issues, such as self-esteem, eating disorders, depression and exercise dependence;
- lifestyle and quality of life; and
- injury12.58 understand individual differences including:
- mental toughness, hardiness and resilience;
- personality;
- confidence;
- motivation;
- self-concept and self-esteem; and
- stress and coping12.59 understand social processes within sport and exercise psychology including:
- interpersonal skills and relationships;
- group dynamics and functioning;
- organisational issues; and
- leadership12.60 understand the impact of developmental processes, including lifespan issues and processes related to career transitions and termination
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13.1 change their practice as needed to take account of new developments, technologies and changing contexts13.2 gather appropriate information
13.3 analyse and critically evaluate the information collected
13.4 select and use appropriate assessment techniques and equipment
13.5 undertake and record a thorough, sensitive and detailed assessment
13.6 undertake or arrange investigations as appropriate
13.7 conduct appropriate assessment or monitoring procedures, treatment, therapy or other actions safely and effectively
13.8 recognise a range of research methodologies relevant to their role
13.9 recognise the value of research to the critical evaluation of practice
13.10 critically evaluate research and other evidence to inform their own practice
13.11 engage service users in research as appropriate
13.12 apply psychology across a variety of different contexts using a range of evidence-based and theoretical models, frameworks and psychological paradigms
13.13 conduct consultancy
13.14 formulate specific and appropriate management plans including the setting of timescales
13.15 manage resources to meet timescales and agreed project objectives
13.16 use psychological formulations to plan appropriate interventions that take the service user’s perspective into account
13.17 direct the implementation of applications and interventions carried out by others
13.18 make informed judgements on complex issues in the absence of complete information
13.19 work effectively whilst holding alternative competing explanations in mind
13.20 generalise and synthesise prior knowledge and experience in order to apply them critically and creatively in different settings and novel situations
13.21 choose and use a broad range of psychological assessment methods, appropriate to the service user, environment and the type of intervention likely to be required
13.22 decide how to assess, formulate and intervene psychologically from a range of possible models and modes of intervention with service users or service systems
13.23 use formal assessment procedures, systematic interviewing procedures and other structured methods of assessment relevant to their domain
13.24 critically evaluate risks and their implications
13.25 recognise when further intervention is inappropriate, or unlikely to be helpful
13.26 initiate, design, develop, conduct and critically evaluate psychological research
13.27 understand and use applicable techniques for research and academic enquiry, including qualitative and quantitative approaches
13.28 use professional and research skills in work with service users based on a scientist-practitioner and reflective practitioner model that incorporates a cycle of assessment, formulation, intervention and evaluation
13.29 understand and apply research ethics
13.30 conduct service and large scale evaluations
Clinical psychologists only
13.31 assess social context and organisational characteristics
13.32 develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models
13.33 draw on knowledge of developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities
13.34 understand therapeutic techniques and processes as applied when working with a range of individuals in distress including:
- those who experience difficulties related to anxiety, mood, adjustment to adverse circumstances or life-events, eating, psychosis, use of substances; and
- those with somatoform, psychosexual, developmental, personality, cognitive and neurological presentations13.35 deliver appropriate psychological therapies acquired through study and supervised practice and maintained with regular, ongoing supervision
13.36 implement, on the basis of psychological formulation, psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the service user
13.37 implement therapeutic interventions based on a range of evidence-based models of formal psychological therapy to defined levels of competence, including the use of cognitive behavioural therapy
13.38 promote awareness of the actual and potential contribution of psychological services
13.39 evaluate and respond to organisational and service delivery changes, including the provision of consultation
13.40 understand and be able to act on and provide advice on policy concerning health and care
Counselling psychologists only
13.41 contrast, compare and critically evaluate a range of models of therapy
13.42 draw on knowledge of developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities
13.43 critically evaluate theories of mind and personality
13.44 understand therapy through their own life-experience
13.45 adapt practice to take account of the nature of relationships throughout the lifespan
13.46 formulate service users’ concerns within the chosen therapeutic models
13.47 critically evaluate psychopharmacology and its effects from research and practice
13.48 critically evaluate theories of psychopathology and change
13.49 implement, on the basis of psychological formulation, psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the service user
13.50 implement therapeutic interventions based on a range of evidence-based models of formal psychological therapy
13.51 promote awareness of the actual and potential contribution of psychological services
13.52 evaluate and respond to organisational and service delivery changes, including the provision of consultation
Educational psychologists only
13.53 develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models
13.54 carry out and analyse large-scale data gathering, including questionnaire surveys
13.55 work with key partners to support the design, implementation, conduct, evaluation and dissemination of research activities and to support evidence-based research
13.56 formulate evidence-based interventions that focus on applying knowledge, skills and expertise to support local and national initiatives
13.57 develop and apply effective interventions to promote psychological wellbeing, social, emotional and behavioural development and to raise educational standards
13.58 implement evidenced-based interventions and plans through and with other professions and with children and young people, parents and/or carers
13.59 adopt a proactive and preventative approach in order to promote the psychological wellbeing of service users
13.60 choose and use a broad range of psychological interventions, appropriate to the service user’s needs and setting
13.61 integrate and implement therapeutic approaches based on a range of evidence-based psychological interventions
13.62 promote awareness of the actual and potential contribution of psychological services
Forensic psychologists only
13.63 plan and design training and development programmes
13.64 plan and implement assessment procedures for training programmes
13.65 promote awareness of the actual and potential contribution of psychological services
13.66 assess social context and organisational characteristics
13.67 research and develop psychological methods, concepts, models, theories and instruments in forensic psychology
13.68 evaluate and respond to organisational and service delivery changes, including the provision of consultation
13.69 draw on knowledge of developmental and social changes and constraints across an individual’s lifespan to facilitate adaptability and change
13.70 implement interventions and care-plans through and with other professionals who form part of the service user careteam
13.71 implement, on the basis of empirically derived psychological formulation, psychological therapy or other interventions appropriate to the presenting maladaptive or socially damaging behaviour of the service user
13.72 integrate and implement evidence-based psychological therapy at either an individual or group level
Health psychologists only
13.73 plan and implement assessment procedures for training programmes
13.74 develop appropriate psychological assessments based on appraisal of the influence of the biological, social and environmental context
13.75 develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models
13.76 carry out and analyse large-scale data gathering, including questionnaire surveys
13.77 draw on knowledge of developmental, social and biological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities
13.78 contrast, compare and critically evaluate a range of models of behaviour change
13.79 understand techniques and processes as applied when working with different individuals who experience difficulties
13.80 develop and apply effective interventions to promote psychological wellbeing, social, emotional and behavioural development and to raise educational standards
13.81 evaluate and respond to change in health psychology and in consultancy and service-delivery contexts
13.82 to implement, on the basis of psychological formulation, psychological therapy or other interventions appropriate to the presenting problem, and to the psychological and social circumstances of the service user
13.83 integrate and implement therapeutic approaches based on a range of evidence-based psychological interventions
13.84 choose and use a broad range of psychological interventions, appropriate to the service user’s needs and setting
Occupational psychologists only
13.85 assess individuals, groups and organisations in detail
13.86 use the consultancy cycle
13.87 research and develop psychological methods, concepts, models, theories and instruments in occupational psychology
13.88 use psychological theory to guide research solutions for the benefit of organisations and individuals
13.89 understand and act and provide advice on policy development concerning employees’ and job seekers’ rights
13.90 run, direct, train and monitor others in the effective implementation of an application
Sport and exercise psychologists only
13.91 assess social context and organisational characteristics
13.92 develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models
13.93 formulate service users’ concerns within the chosen intervention models
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14.1 understand the need to maintain the safety of themself and others, including service users, carers and colleagues14.2 demonstrate awareness of relevant health and safety legislation and comply with all local operational procedures and policies
14.3 work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques, in a safe manner and in accordance with health and safety legislation
14.4 select appropriate personal protective equipment and use it correctly
14.5 establish safe environments for practice, which appropriately manage risk
Sports and exercise psychologists only
14.6 demonstrate awareness of the possible physical risks associated with certain sport and exercise contexts
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15.1 understand the role of their profession in health promotion, health education and preventing ill health15.2 understand how social, economic and environmental factors (wider determinants of health) can influence a person’s health and wellbeing
15.3 empower and enable individuals (including service users and colleagues) to play a part in managing their own health
15.4 engage in occupational health, including being aware of immunisation requirements
Background and publication (BG)
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We first published standards of proficiency for practitioner psychologists in July 2009.
We review the standards regularly to look at how they are working and to check whether they continue to reflect current practice in the professions we regulate. Our most recent review began in 2019 and included a formal consultation and close collaboration with key stakeholders, registrants and professional bodies. The revised sets of standards for all 15 professions were formally approved by our Council in March 2022 and came into effect on 1 September 2023.
The profession-specific standards for practitioner psychologists were developed with the input of the relevant professional bodies and the views of stakeholders during our consultation work. We are confident that the standards are fit for purpose and reflect safe and effective professional practice for practitioner psychologists.
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Fel rhan o’n hymrwymiad i sicrhau bod y safonau’n parhau’n berthnasol i ymarfer proffesiynol cyfredol, rydym yn parhau i wrando ar ein rhanddeiliaid ac yn sicrhau y caiff y safonau eu hadolygu'n rheolaidd.
Gallai hynny olygu y bydd diweddariadau i’r safonau yn y dyfodol, a allai gynnwys cywiriadau, diwygiadau neu newidiadau er mwyn sicrhau bod y safonau’n parhau’n berthnasol.
Mae hyn yn elfen hollbwysig o safbwynt cyflawni ein diben o hyrwyddo rhagoriaeth yn y proffesiynau rydym yn eu rheoleiddio, a hyrwyddo gofal o ansawdd uchel y gall y cyhoedd gael mynediad ato yn ddiogel a hyderus.
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This document contains minor amendments to typographical errors, meaning it may differ slightly from previous versions published on our website.
The publication code for these standards is 20230901POLPUB PYLSoP.
What's changed?
On 1 September 2023 the updated standards of proficiency came into in effect, which included changes to the standards for all professions and changes to profession-specific standards.
To see the changes between the previous and updated sets of standards, download the comparison table for practitioner psychologists.
You can also view information on the key changes for all professions, access helpful resources or view comparison tables for the other professions.
Gwybodaeth bellach
- Cyhoeddwyd:
- 01/09/2023
- Resources
- Standards and guidance
- Is-gategori:
- Professional standards
- Audience
- Cofrestredig
- Profession
- Practitioner psychologists