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Wideningparticipationto
PsychologicalWellbeingPractitionertraining
ProjectreporttoHealthEducationEngland
CentreforOutcomesResearchandEffectivenessUniversityCollegeLondon
October2017
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WideningparticipationtoPsychologicalWellbeingPractitionertraining:ProjectreporttoHealthEducationEngland
1. ExecutiveSummary1.1 HealthEducationEngland(HEE)commissionedUniversityCollege LondontoundertakeaprojectonwideningparticipationtoIAPT PsychologicalWellbeingPractitioner(PWP).ThemajorityofcurrentPWP traineesareyoungwhitefemalegraduates,particularlygraduatesof psychologyandrelateddegreecourses,andtheHEEbriefwastodevelop aseriesofrecommendationstowidenthepotentialpoolofapplicantsto thePWProleandtraining.1.2 AnationalprojectgroupofPWPcourseleadsandrepresentativesofIAPT servicesacrossEnglandcarriedouttheproject.Evidenceobtained included:
• Surveysofstakeholderswithresponsesfrom12PWPcoursedirectors,51IAPTservices,160PWPsandPWPtraineesand6HEEareamentalhealthleads
• InformationfromPWPcoursesonapplicationandparticipationrates• AnanalysisofacademicrequirementstoundertakethePWPtraining
androle1.3 Stakeholderswereunanimousabouttheneedforandbenefitsof wideningparticipation.Peopleovertheageof35(currently18%ofPWP traineesacrossallcourses)wereconsideredtobethemostimportant targetgroup,followedbyminorityethnicgroups(currently22%across allcourses,but34%inLondon)andmen(currently16%acrossall courses).Keybenefitsofwideningparticipationpromotedby stakeholderswere:
• Bringingagreatdiversityofexperiencetotherole(especiallybymorematureapplicants),
• BetterrepresentingthepopulationseenbyIAPTservices• Thepotentialthatthesemorediversegroupswillstaylongerinthe
PWProlecomparedtotheyoungerPWPswhocommonlyusethisasasteppingstonetofurthertrainingandrolesinpsychologicaltherapiesandmentalhealth.
1.4 Keyrecommendations,clusteredbyresponsibilityfortakingforwardthe recommendationare: RecommendationstoNHSEnglandandHEE1.5 ThereshouldbeanationalstrategytopromotethePWProletothe generalpublictoincreaseawarenessofthePWPjobroleandofPWP training.ThisshouldbelinkedwithpromotionofIAPTasawhole.Online videosofworkinIAPTserviceswithserviceusertestimonyandtalking headsofstaff,includingdiversePWPs,shouldbepartofthisstrategy.
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1.6 HEEshouldjointlyconsiderwithSTPs,HEIsandIAPTserviceproviderstheprovisionofalternative/varianttypesofPWPtraining,suchasundergraduateroutes,part-timeoptions,trainingoveralongerperiodoftimeandapprenticeshipvocationaltraining,whichmightsuittheneedsofsomepeoplefromnon-traditionalbackgrounds.AllsuchvarianttrainingroutesshouldtrainpeopletodeliverthePWPnationalcurriculumlearningoutcomesatacompetentstandard.
Recommendationstoprofessionalbodies(BPSandBABCP)
1.7 TheBritishPsychologicalSociety(BPS)andBritishAssociationof BehaviouralandCognitivePsychotherapies(BABCP)shouldeach promotetheroleofPWPsascontributingtotheavailabilityof psychologicalandcognitivebehaviouralinformedinterventionstothe public
RecommendationstoSTPsandCCGs
1.8 STPsandCCGsshouldsupportHEIsandIAPTserviceprovidersinlocal targetedmarketingapproachestoattractawiderrangeofapplicantsto PWPtraining.1.9 STPsshouldsupportHEIsandIAPTserviceprovidersindevelopmentof accessschemestohelppeoplefromnon-traditionalbackgroundbebetter preparedforPWPtrainingandbetterequippedtomakesuccessful applicationsfortraining.1.10 STPsshouldjointlyconsiderwithHEE,HEIsandIAPTserviceproviders theprovisionofalternative/varianttypesofPWPtraining,suchas undergraduateroutes,part-timeoptions,trainingoveralonger periodoftimeandapprenticeshipvocationaltraining,whichmightsuit theneedsofsomepeoplefromnon-traditionalbackgrounds. RecommendationstoPWPcoursesandIAPTserviceproviders1.11 IAPTservicesprovidersandHEIPWPcourseprovidersshould collaborateonlocaltargetedmarketingapproachestoattractawider rangeofapplicantstoPWPtraining.Theyshouldbesupportedinthisby STPs,whichwillincreasinglyhaveakeyroleinlocalworkforceplanning, andcollaborativeinitiativesarelikelytoworkbestattheSTParealevel. Suggestionsandexamplesoftargetedmarketinginitiativescanbefound insectionXofthisreport.1.12 IAPTserviceprovidersandHEIsshoulddevelopaccessandsupport routestohelppeoplefromnontraditionalbackgroundbebetterprepared forPWPtrainingandbetterequippedtomakesuccessfulapplicationsfor training.Theyshouldconsiderbothformalschemessuchasaccess courses,NVQtraining,foundationdegreesandassistantpractitioner schemesandmoreinformalapproachessuchasmentoring,shadowing,
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secondments/placements/workandvolunteerexperienceinIAPT services.FormalschemesshouldbesupportedbySTPs.1.13 IAPTservicesprovidersandPWPcourseprovidersshouldjointlyreview andagreerecruitmentandselectioncriteriaandprocessestoensure thesedonotindirectlydeterordisadvantageapplicantsfromnon- traditionalbackgrounds.Reviewshouldcover(1)advertising/ recruitmentprocesses(includingadvertisingtimetables)(2)thewritten (applicationform)andinterviewquestionsandtasks(e.g.roleplays) usedforshortlistingandinterviewdecisions(3)bothacademic andrelevantexperienceoperationalcriteriausedinshortlistingand selectionfollowinginterview(i.e.numericalscoringsystems).1.14 Whereverpossible,thereshouldbejointselectioninterviewsbetween PWPcoursesandIAPTservicesproviders.1.15 PWPcoursesandIAPTservicesprovidersshouldroutinelymonitorthe applicationandselectionratesofkeydiversegroupstocheckiftheyare lesslikelytobeselectedand,ifso,considerwhethermodificationsto recruitmentandselectioncriteriaandprocessesmightbeappropriate.1.16 PWPcoursesandIAPTservicesprovidersshouldconsiderwhat additionalsupportmightbeneededforPWPtraineesfromnon- traditionalbackgroundsduringtheirPWPtrainingandputinplace supportsystemsaccordingly.1.17 HEE,STPs,HEIsandIAPTserviceprovidersshouldjointlyconsiderthe provisionofalternative/varianttypesofPWPtraining,suchas undergraduateroutes,part-timeoptions,trainingoveralonger periodoftimeandapprenticeshipvocationaltraining,whichmightsuit theneedsofsomepeoplefromnon-traditionalbackgrounds.Allsuch varianttrainingroutesshouldtrainpeopletodeliverthePWPnational curriculumlearningoutcomesatacompetentstandard.1.18 IAPTserviceprovidersshouldconsiderwaystomakethePWProlemore attractiveasacareer,includingcontinuingtrainingandcareer developmentopportunities.2. Introduction2.1 HealthEducationEnglandcommissionedUniversityCollegeLondonin February2017toundertakeaprojectonwideningparticipationtoPWP training.Thebackgroundtothisapproachwasrecognitionthatthe majorityofPWPtraineesareyoungwhitefemalegraduates,particularly graduatesofpsychologyandrelateddegreecourses.Thecommissioning briefwastoidentifybarriersforapplicantsfromadiversebackgroundin beingabletoapplyandbeselectedforPWPtraining,whileconsidering therequirementsofPWPtrainingandtheclinicalroleandtodevelopa
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seriesofrecommendationsthatcouldbetestedbyservicesandHEIstobe abletowidenthepotentialpoolofapplicantstothePWProle.3. Methods3.1 AsmallprojectgroupofPWPcoursedirectorsandrepresentativesof IAPTservicesfromacrossEnglandledtheproject(membershipat Appendix1).3.2 Theprojectgroupdevelopedaseriesofsurveysoftheexperienceand viewsofdifferentstakeholdersincluding:
• PWPcoursedirectors• IAPTserviceleads• PWPsandPWPtrainees,especiallythosefromadiversebackground• HEEareamentalhealthleads
ThesurveyswerecarriedoutinMay2017.3.3 12PWPcoursedirectors,51IAPTservices,160PWPsandPWPtrainees and6HEEareamentalhealthleadsrespondedtothesurveys 3.4 Followinganalysisofthesurveydata,additionalinformationwas obtainedfromPWPcourseleadstoclarifyspecificissues:
• PercentageofPWPtraineesfromkeytargetgroups(older,BME,maleandundergraduateintake)
• ApplicationratesfromtargetgroupscomparedtonumbersselectedontoPWPcourses
• ConsensusonminimumacademicabilityrequiredforpeopletomeetthenationalPWPcurriculumlearningobjectivesinareasonablelengthoftrainingtime
3.5 Adraftreportofthefindingswithrecommendationswasthendrawnup andcirculatedtothesamesetofstakeholderswithinvitationto comment.Stakeholdersendorsedtherecommendationsandmadea numberofadditionalsuggestionsthatwereincorporatedintothefinal report.4. Summaryofstakeholdersurveyfindings4.1 Theresultsofthestakeholdersurveysaresummarisedunderheadingsof:
• Targetgroupsforwideningparticipation• Barriers/obstaclestothesegroupsapplyingforandenteringPWP
training• Ideas/suggestions/initiativesforincreasingapplications/involvement
ofthesetargetgroupsinPWPtraining
4.2 FullresultsofthePWPcourseandserviceleadsandindividualPWPandPWPtraineestakeholdersurveysareatAppendix2.
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Targetgroupsforwideningparticipation4.3 BothPWPcourseandIAPTservicesidentifiedthesamethree
demographicgroupsastheirtoptargetsforwideningparticipation.Thesewereinorder-olderapplicants(variouslydefinedfrom30+upwards),minorityethnicgroupsandmen.Oftheseolderapplicantswerementionedby61%ofIAPTservices(comparedto31%forminorityethnicgroupsand27%formen).OtherdemographiclinkedgroupsmentionedlesscommonlywereLGBT,disability,otherthanmiddleclass,alternativereligiousgroupsandbilingual.
4.4 Peoplewithmore,longerand/orwiderlifeexperiencewerethenext
mostfrequentlyidentifiedtargetgroup.Thiscategorywouldbeexpectedtooverlapwiththe“older”demographicgroupidentifiedasthetoppriority.Stakeholdersmadesuggestionsofavarietyofdifferentkindsofspecificworkexperience/rolesthatmightbeparticularlyusefultotarget.TheseincludedotherNHSandsocialcareprofessionals(includingnurses,socialworkers,OTscounsellors),supportworkers(includinghousingsupportworkersandSTRworkers),peoplewithexperienceworkinginothermentalhealthroles,peopleworkingincharitable/thirdsectororganisationsandteachers.“Careerchangers”werementionedbyanumberofstakeholders,acategorywhichagainislikelytooverlapwiththewiderlifeexperienceand“older”categories.
4.5 Non-graduatesandpeoplewithloweracademicqualificationsweregiven
astargetsbybothcoursesandservices.Whileonlymentionedbyaminorityastargets(25%courses,8%ofservices),theissueofacademicqualificationsfiguredsignificantlylaterinthesurveyinrelationtobarriers/obstacles(seebelow).
4.6 AnumberofIAPTservices(11%)gavepeoplelivinglocallyand/orwho
arelocalactivemembersofthecommunity(e.g.communitydevelopmentworkers)askeytargets.
4.7 Peoplewithlivedexperienceofmentalhealthproblemswerementioned
bytwoIAPTservices. Barriers/obstaclesforwideningparticipation4.8 ThebarriersandobstaclesidentifiedbyPWPcoursesandIAPTservices
wereratherdifferentfromthoseidentifiedbythesurveyrespondentsfromPWPandPWPtraineesfromdiversebackgroundsastheobstaclesthattheypersonallyexperiencedintheirjourneytoPWPtraining.Possiblereasonsforthedifferencesarediscussedattheconclusionofthissection.
4.9 ThetopobstacleidentifiedbyPWPcoursesandserviceswasacademic
qualificationrequirementsand/orapreferencefor“traditional”candidateswithhigheracademicachievement/potential.Thisacademic
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requirement/preferencewasseenasbothdeterringnon-traditionalcandidatesfromapplyingandleadingtothemnotbeingselected.Bycontrast,noneofthediversePWPsurveyrespondentsmentionedthisashavingbeenanobstacleforthemontheirpathwaytoPWPtraining.However,thesesamePWPsdididentifythisasanissuetoconsiderintermsofideas/suggestionsforincreasingapplicationsfromdiversegroups(seenextsection)
4.10 ThesecondtopbarrieridentifiedbybothIAPTservicesandcoursesand
alsoonsomediversePWPstakeholderlistswereaspectsofrecruitmentpracticesandselectioncriteriaandprocedures.Whilesomeoftheseoverlappedwiththeacademicqualificationrequirements/preferencesissueabove,thesecommentswereaboutawiderrangeandmorespecificoperationalaspectsofrecruitmentandselectionprocedures.Theseincluded(1)advertisingonNHSJobswithacapafterthefirst100or200applicantsadvantagingthepreparedtraditionalcandidate(2)formalpersonspecificationsforthePWProlebeingskewedtowardstraditionalapplicants(3)theabilitytocompleteapplicationsformsandanswerinterviewquestionswellbeingmoredifficultformorediverseapplicantswithoutthesameknowledgeoftheroleandwhattosayandoftenwithoutthesamewritingandverbalskillsastraditionalapplicantsand(4)thequantitativeoperationalcriteriausedinshortlistingandinterviewsfavouringtraditionalapplicants(5)thehecticpaceandhighvolumeofrecruitment/selectionleadingtothoseselectingusingmorerestrictedcriteriaratherevenwherewiderselectioncriteriahavebeenagreed.AninterestingaspectofsomeIAPTserviceandPWPcoursesresponseswasthattheyattributedaspectsofselectionproceduresdeterminedbytheotherpartyasreflectingapreferencefor“traditional”overmorediversecandidates.Whileonlyaminorityofbothmadecommentsalongtheselines,itwasnoteworthythatwherethisoccurredeachconsideredtheotheras,inthewordsofonerespondent,“havingswayovercandidateappropriateness”.
4.11 LackofawarenessofthePWPjobroleandavailabilityoftrainingforthe
roleamongthegeneralpublicandwiderpoolofpotentialapplicantsinparticularwasthethirdtopobstaclementionedbybothcoursesandservices.WhilenotmentionedasapersonalobstaclebythediversePWPsrespondents,thismayhavebeenastheyinterpretedthisquestionastheirjourneyfromlearningaboutthePWPjobroletogettingontoacourse.TothesurveyquestionaskinghowtheyfirstheardaboutthePWProle,theolderPWPsoftenmentionedthishappeningbyhappenstanceandinthelaterquestiononideas/suggestionsforincreasingpublicvisibilityoftherolefiguredhighlyintheiranswers(seebelow),soPWPsthemselvesclearlyidentifiedthisasanissue.
4.12 Bycontrast,thetoptypeofobstaclesidentifiedbydiversePWPintheir
journeytoPWPtrainingwerepracticalissuesregardingfinances(dropinsalary,borrowingmoney),geography(havingtomovetoanothertown),
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childcareand,forolderPWPs,thedifficultdecisioninthefirstplacetomakeacareerchange.
4.13 ThesecondtopbarrieridentifiedbydiversePWPswasdifficulty
obtainingrelevantvolunteerorpaidmentalhealthorotherrelevantexperiencetogetselectedontoPWPtraining.
4.14 BothPWPsrespondentsandservicesidentifiedviewsofthePWProleand
ormoregenerallyjobrolesintalkingtreatments/mentalhealthasbeingeithernotforpeoplelikethem(notformen/notforapersonfrommyminoritybackground)orbeingveryawarethattheywouldbeaminorityintrainingandworkasbarrierstobeovercome.SomePWPrespondentscommentedaboutbeingveryawareofthisduringtheirtrainingandattimesfeelingthattheirtrainingcoursewastargetedtowardstraditionalcandidatesandhaddifficultyadaptingtotheirdifferentexperience.
4.15 AfurtherbarriermentionedbybothservicesandolderPWPtraineeswas
anxietyaboutgoingbackintoeducationand/ormanagingcourserequirementsafteralongtimeawayfromeducation.Thismayinpartbearealisticanxiety-someolderPWPscommentedthatitwasindeedhardduringtheirPWPtrainingtogetbackintodoingcourseworkandexams.
4.16 Otherbarriersmentionedbycoursesand/orserviceswere(1)lowpay
forthePWProle(2)lackofcareerprogressionintherole(3)requirementtotrainfulltimeand(4)geographyofcourses(beingtoofarfromwherepeopleareliving).
4.17 ThedifferencefoundbetweentheobstaclesidentifiedbythediversePWP
surveyrespondentscomparedtothoseidentifiedbycoursesandservicesmaybeduetoanumberofreasons.First,certainbarriersidentifiedbycoursesandservices(e.g.academicqualifications)maywellnothavebeenpersonallyanobstacleforthePWPsurveyrespondentsandthisiswhytheyweresuccessfulingettingontoPWPtraining.Second,asnotedthePWPsurveyrespondentsmayhavefocusedtheirresponseaboutobstaclesononlyapartoftheirjourneyfromlearningaboutthePWPjobroletogettingontoacourseandnotonthefulljourney.Theirresponsestoothersurveyquestionscertainlyindicateawarenessofawiderrangeofpotentialobstaclestothosetheypersonallyfaced.
Ideas/suggestion/initiativesforwideningparticipation4.18 Surveyrespondentsmadearangeofsuggestionsofwaystowiden
participationinPWPtraining.Allstakeholdergroupsmadesimilartypesofsuggestions.Inaddition,coursesandservicesdescribedavarietyofwideningparticipationinitiativestheyhadundertaken(25initiativesinall)–inresponsetoaspecificsurveyquestionaboutinitiatives.Theseideasandinitiativesfellunderthefollowingbroadheadings,inorderoffrequency:• PromotingandmarketingthePWProleandtraining
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• Reviewingrecruitmentandselectioncriteriaandprocesses• Developingaccess/mentoring/supportroutes• BetterpayandcareerdevelopmentopportunitiesforPWPs• Alternativetypesoftrainingcourses• Supportfordiversetraineesoncourses• Examplesofspecificsuggestionsandinitiativesaregiveninboxes.
4.19 SuggestionsandinitiativesaroundpromotingandmarketingthePWP
roleandtrainingwerebyfarthemostfrequent,witharoundhalfofeachtypeofstakeholderrespondent(courses,servicesanddiversePWPs)makinggeneralorspecificsuggestions.Stakeholdersdescribedbothaneedforuniversalpromotionandmarketingtothegeneralpublic,givenlowawarenessofthePWProleandtraining,andtargetedmarketinginitiativestospecificgroups.Ideasforpromotiontothegeneralpublicincluded:• nationalTVandradioadvertising• stallsatjobfairs• promotionviaJobCentres• careertalksinschools• PWPcourseand/orIAPTserviceopendays/events.
Ideasformarketingtotargetedgroupsincluded:• makingclearincoursematerialsandwebsitesthatolderpeople,BME
groups,peoplewithoutstandardacademicqualificationsandothermorediversegroupsareencouragedtoapply(withvideovignettesandquotesofdiversePWPtraineesandstatingthatadiversebackgroundcanbeanadvantage)
• advertisinginlocalmedia• postersincommunityvenues• outreachtolocalcommunitygroups/viacommunityleadersto
identifypeoplewhomightbesuitable• advertisingonBMEandLGBTwebsites• advertisinginmedia/onwebsitestopickupspecificsecondcareer
groups(e.g.mothersre-enteringtheworkforce,teachers,otherhealthandsocialcareprofessionals)
• liaisingdirectlywithemployers/occupationalhealthdepartmentswheresomeemployeesmaynolongerbeabletoundertakethephysicalrequirementsoftherole(fireservice,ambulanceservice,military)
• useofsocialmedia• openeventsforspecifictargetedgroups• promotionbyIAPTemploymentadvisors.
MarketingcampaignforolderapplicantsHealthEducationEnglandNorthCentralEastLondoncommissionedUniversityCollegeLondontopilotamarketingapproachtoattractmorematurepeoplewithawiderrangeoflifeexperiencetoPWPtraining.
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Amarketingexpertwascommissionedtoadviseonandcoordinateamarketingcampaign.ThemaincampaigninvolvedastrikingadvertintheGuardian(olderreadership)coordinatedintimewithemailsfromaspecialistmarketingcompanyto250,000emailaddressesofpeopleintherelevantdemographictargetgroup(age35-65,livingintheLondonarea,etc).BothnewspaperadvertandemailslinkedpeopletoanEventbritepagetosignuptoOpenEveningeventsaboutPWPtraining,togetherwithlinkstowebinformationaboutPWPtraining.PWPsandseniorPWPsdescribingtheirexperienceoftrainingandtherolewerecentraltotheopenevents.ThetwoOpenEveningEventswereoversubscribed.Ofthosewhoregisteredandattended,45madeapplicationstoPWPtraining.Therewasanoverallincreaseinthenumberandproportionofapplicantsfromamaturebackground(age35+)from95inthepreviousyearto256intherecruitmentroundfollowingthemarketingcampaign.
LocallytargetedrecruitmentTheLincolnshireIAPTsteps2changeserviceservesalargeruralcounty.Assuchitperhapsnotappealingtoyoungerworkersandtheyfoundmanytraineeslefttheservicewhenqualified.TheydecidedinsteadtotargetrecruitmentatcurrentHealthCareSupportWorkersintheTrust.TheadvantagetothisapproachwasthatthestaffarealreadyworkingandlivinginLincolnshiresoknowwhatitisliketoliveinaruralcountyandtheyalsohaveexperienceofworkingwithpatientswithmentalhealthissues,thereforebringingawealthofexperience.Thishaschangedthemakeupofthestaffinggroup,fromgenerallyyoungerfemalestoavarietyofagesandmoremales.Theyanticipatethiswillleadtoalowerturnoverandthatourpatientsreapthebenefitsofanexperiencedmorediverseworkforce
Targetingspecificminoritygroups TheOrthodoxJewishcommunityisasignificantreligiousminorityinSalford.In2011theproportionsofpatientsaccessingtheIAPTservicefromthisminoritygroupwasconsiderablyshortofthelevelsexpected.SixDegreesSocialEnterprise,thestep2IAPTserviceprovider,developedtheEisLedaberprojecttoaddressthisdisparity.EisLedabermeans‘timetotalk’inHebrew.TheprojecthasbeensuccessfulinachievingitsaimsofincreasingtheuptakeofNHSfundedIAPTservicesandaddressinghealthinequalitieswithinthiscommunity.Akeyelementoftheproject’ssuccesshasbeenthetargetedrecruitmentofTraineePWPsandvolunteersfromtheOrthodoxJewishcommunity.TheadvertisingsourcesdifferedfromtraditionalroutesandSixDegreesworkedcloselywiththecommunityandHigherEducationInstitutestoovercomequalificationbarriers.SixDegreeshashadtobeflexibleto
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accommodatethereligiousneedsoftheOrthodoxJewishstaffingrantingflexibleworkinghoursandunderstandingtheiruniqueculturalreferencepointsandboundaries.Theembeddedworkershavetoohadtodealwithpersonalchallengesasaconsequenceofbothlivingandworkingwithinarelativelyclosedcommunity.In2013,SixDegreesidentifiedasignificantincreaseinthenumberofrequestsforPolishinterpreters.Therewerehigherattritionratesandculturalissuesaffectingtreatmentoutcomes.SixDegreesrecruitedPolishspeakingtraineestoassistSixDegreestoaddressandimprovehealthoutcomesanddeveloporganisationalculturalcompetence.Thiswasverysuccessful,bothintermsofrecruitment,increasedaccessratesandimprovedrecoveryrate.InordertosupportthePolishspeakingtrainees,theservicerunaspecialistBMEsupervisiongroupthatenablesstafftodeveloptheircompetenciesindeliveringculturallyadaptedlowintensityinterventions.
4.20 Reviewingandamendingrecruitmentandselectioncriteriaand
processesandmonitoringtheseinpracticewasthesecondbroadthemethatstakeholdersmadecommentson.Theseincludedreviewingpersonspecificationsfortherole,reviewingapplicationsandinterviewprocessesandreviewingshortlistingandselectioncriteriatomakeitmorelikelythatpeoplefromadiversebackgroundwillapplyandbeselected.Specificsuggestionswithinthiswere:• requiringservicesanduniversitiestojointlyagreecriteriaand
whereverpossiblejointlyinterviewcandidates• givingcreditinshortlistingandselectioncriteriaforawiderrangeof
workandlifeexperiencesasrelevant(andgenerallyweightingmoretowardstolifeexperienceandlesstowardsacademicachievement)
• reviewingspecificaspectsoftheapplicationprocess(writtenapplicationformandinterview)whichmayfavourpeoplewithadegreeandinsideknowledgeofIAPTandbiasagainstthosewithamorediversebackground
• consideringalternativeselectiontaskslikeroleplayswhicharebothrelevanttotheroleandmaybelessbiasedinfavouroftraditionalapplicants.
4.21 RoutestopreparepeopleforPWPtrainingwasthethirdstrandofideas
advancedbyallstakeholdergroups.Specificsuggestionsincludedbothformalschemesandarrangementssuchasaccesscourses,NVQtraining,foundationdegreesandassistantpractitionerrolesandmoreinformalapproachessuchasmentoring,shadowing,secondments/placements/workandvolunteerexperienceinIAPTservicesandotherbridgingopportunitiesthatwouldhelppeoplefromnontraditionalbackgroundbebetterpreparedfortrainingandbetterequippedtomakesuccessfulapplicationsfortraining.
AssistantPractitionersforIAPTServices
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TheNorthWestPsychologicalProfessionsNetworkinCollaborationwithHealthEducationEnglandhaspioneeredtheintroductionofanAssistantPractitioner(AP)rolewithinIAPTServices.In September 2016 three trainee APs were recruited to work withinIAPT teams across Greater Manchester, linked with undertaking aFoundationDegreeatTheUniversityofBolton.TheFoundationDegreeprovides foundation degree level training for assistant practitionersworkinginarangeofhealthservices.12monthsintothispilotscheme,theAProlewithinIAPThascometobeseenasanexcellentsupportingroleforPWPsandanopportunityforcareerprogressionwithintheIAPTserviceSince the pilot began, there has been growing regional and nationalinterest in the apprenticeship levy and a Higher ApprenticeshipAssistant Practitioner standard and training is being developed. TheNorthWestIAPTrecruitmentandcareerdevelopmentprojectnowaimsto link with this and collaborate with educational providers of APapprenticeship to create a training programme to achieve sustainablerecruitment and training for those wishing to progress with the IAPTservice.Formoreinformationcontact:[email protected]
4.22 WaystomakethePWProlemoreattractiveasacareerwerementioned
asafactortoaddresstoattractdiversecandidatesbyallstakeholdergroups.Specificsuggestionswerehigherpayandanimprovedcareerstructureandopportunitiesforcareerprogression.ThiswasparticularlymentionedbyolderPWPsandmalePWPs(NBagreaterproportionofthemalesurveyrespondentswereage35+thanfemalesurveyrespondents–40%vs28%).ThatolderPWPshadmentionedfinancesasapersonalbarrier/obstacletotrainingasaPWPunderlinesthisasasignificantissue.
4.23 Developmentofalternative/varianttypesofPWPtrainingroutewas
suggestedbyolderPWPrespondentsandbothcoursesandservices.Specificsuggestionsweremoreundergraduateleveltrainingroutes,part-timetrainingoptions,longerandmoreflexiblecoursesthatcouldtrainpeoplewhowouldbenefitfromlongertrainingandapprenticeshipandvocationaltrainingroutes.ThecurrentdevelopmentofaPWPapprenticeshipstandardwasmentionedbybothservicesandcoursesasastructurethatcouldbeusedtodeliveravocationalandmoreflexibleapproachtotrainingthatmightbebettersuitedtotrainingpeoplewithlimitedacademicqualifications.
PWPApprenticeshipTrainingInSeptember2016aworkinggroupwasestablishedtoexplorethepossibilityofprovidinganalternativerouteintoPWPtrainingthrough
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theApprenticeshipScheme.AswellastheapprenticeshipschemeofferinganalternativefundingstreamforPWPtraining,oneaimofthisdevelopmentwastoprovideadifferentaccessroutethatwouldallowlocalIAPTserviceprovidersmoresayinthedemographicofpeoplewhoarebroughtintotraining.Thismightincludeselectingandtailoringtrainingtopeoplewithdifferentqualificationlevelsandfromrelevantlocalcommunitiesanddemographicbackgrounds.Thehopewasthatasupportedrouteintotrainingthroughapprenticeshipprocessescouldfacilitateahome-grownworkforcetoemergethatcouldpotentiallyproduceamorerepresentativeandstableworkforceinthefuture.Theprojecthasnowbecomeaformalstandarddevelopmentcommitteeandisworkingoncompletinganapprenticeshipstandardandanassessmentschedule,whichwillleadtotheformalrecognitionofthisalternativerouteintotrainingandaccesstothealternativefundingstrandsassociatedwithapprenticeships.Followingdiscussionwithallstakeholdersthefocusofthestandardhasmovedtowardsensuringthatthereiscontinuityandparitywithexistingtrainingprocessesastheapprenticeshipbecomesarealitytocontinuefundingandsupportforfutureworkforcetrainingprovision.Thefocusoftheapprenticeshipprocessonserviceledselection,recruitmentandtrainingwillfacilitatelocalinitiativesfocusingontargeteddemographicstoemergealongsiderigorousassuranceofparitytoexistingtraining.TheapprenticeshipprocesshaspotentialinthiswaytosupportlocalisedworkforceplanninganddevelopmentandthewideningparticipationagendaaswellassecuringasecondfundingschemeforPWPtrainingintothefuture.ItishopedthestandardwillbereadyfordeliverybySeptember2018/19
4.24 FinallytheolderPWPsurveyrespondents,butnootherstakeholder
group,madesuggestionsaboutPWPcoursesprovidingadditionalsupportandguidanceformorediversetraineesinassignments/submissionsandotheraspectsofthecourse,especiallyiftheyhavenotbeeninformaleducationforalongtimeandmaybeneveratuniversitylevel.Theyinadditionsuggestedthatcoursewebsitesandpromotionalmaterialshouldincludetheavailabilityofsuchsupporttopeoplefromadiversebackgroundasapartoftheirmarketingstrategy.
5. Currentparticipationandapplicationratesfromkeytargetgroups5.1 Followinganalysisofthesurveydata,additionalinformationwas obtainedfromPWPcourseleadson:
• PercentageoftraineesonPWPcoursesfromkeytargetgroupsidentifiedbysurveyrespondents-older,BME,maleandnongraduates
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• ApplicationratesfromthesetargetgroupscomparedtonumbersselectedontoPWPcourses
Responseswereobtainedfrom12courses.Averageproportionoftraineesfromthetargetgroupsincurrentandrecent(upto3previousyears)cohorts(totalPWPtrainees=1278)fromtherespondingcourseswere:• Age35+=18%• BME=22%• Male=16%• Onundergraduate(vspostgraduateroute)=7%
5.2 Therewassomevariationbetweencoursesinproportionage35+and BMEtrainees.Whilemostcourseshadsimilarproportionsage35+,the UniversityofCentralLancashirehadamuchhigherproportionintheir twocohorts(36%).ProportionofBMEtraineesoncoursesvariedfrom 2%to34%onthewholereflectinggeographyofthecourses(with Londonthehighest).Proportionofmenwasverysimilarbetweencourses (13%-21%).Proportionontheundergraduaterouteweregenerallylow (1%-8%),buttwocourseshadhigherundergraduatenumbers (Birmingham17%,Teeside13%).5.3 Informationonapplicationratesfromtheidentifiedtargetgroupswas onlyobtainedfromtheUCLcourse.Asrecruitmentformostcourseswas ledbyservicesandservicesmostlyusedNHSJobsonwhichinformation majorityofcourseswereunabletoaccessthedatarequiredtocompare applicationtoselectionratios.RecruitmenttotheUCLcourseinrecent cohortshasbeenbyapplicationdirectlytoUCL,hencethebetter availabilityofapplicationdata.ForUCL,therelativeproportionsapplying andstartingPWPtrainingfortwoyearsofcohortswere:
• Age35+:Applications=459/2460(19%);starting24/243(10%)• Male:Applications=405/2460(16%);starting33/243(14%)• BME:Applications=724/1791(40%);starting66/196(34%)
5.4 Thesefiguresindicatethatolderapplicantswerelesslikelytobeselected andtherewasasimilartrendforapplicantsfromBMEbackgrounds.For olderapplicants,UCLundertookanauditofselectionofoldercandidates foronecohorttoexploretherelativecontributionofuniversityand servicestoanyselectionbias.ThiswaspossibleasUCLoperatesatwo stageshortlistingprocedureforselectionforinterviewswhereuniversity shortlistforinterviewfromtheremainingcandidates.TheUCLaudit suggestedthatbothuniversityandservicesselectedoutmoreolder applicants,theuniversitylonglisting92/256(36%)ofage35+vs45% (393/871)ofyoungercandidatesandservicesshortlisting45/92(49%) ofthelonglistedolderapplicantsvs267/393(70%)oftheyounger longlistedcandidates.Onceshortlisted,atinterviewolderandyounger candidateswereequallylikelytobeselected.
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5.5 ThelackofdataaboutapplicationratesfromuniversitiesotherUCLmean thatitisnotpossibletodrawfirmconclusionsabouttherelative contributionoflowapplicationratesvsselectionprocedurestolow participationfrommorematurepeople,men,BMEgroupsandpeople withoutanundergraduatedegree.However,reportsfromothercourses confirmthedatafromUCLofveryhighapplicationratesfromyounger femalegraduates,theonedifferenceatUCLbeingthatahighproportion werefromBMEbackgroundsratherthanpredominantlywhite.Thus wideningparticipationhastostartbyincreasingapplicationratesfrom theseunder-representedgroups.6. AcademicrequirementsforPWPtraining6.1 Giventheinterestofstakeholdersurveyrespondentsinbroadening
accesstopeoplewithoutstandardacademicqualificationsandthecommentsofsomerespondentsthatacademicrequirementswereunnecessaryorexcessiveincurrentPWPtraining,theprojectgroupundertookananalysisofthePWPacademicrequirements.
6.2 ThestartingpointforthisanalysiswasthePWPnationalcurriculum.This
setsoutlearningoutcomesthatPWPtraineesneedtoachievebytheendoftheirtrainingcourse.TheselearningoutcomesineffectdefinethecompetenciesrequiredofPWPstoundertakethePWProle.TheyweredefinedatthebeginningofthenationalIAPTrolloutandhavebeenamendedinonlyminorwayssince.ThecurrentPWPnationalcurriculumlearningoutcomesaresetoutinAppendix3.TheyareincorporatedintotheBPSaccreditationstandardsforPWPcourses.
6.3 Theselearningoutcomesincludedemonstrationofknowledgeand
understandingofanumberofareasrelevanttoPWPpracticeaswellasdemonstrationofcompetenceinusingthisknowledgeandunderstandingaspartofrole-playedandliveclinicalworkwithpatients.Togethertheselearningoutcomesrequire“academic”(knowledge,understandingandanalytic)aswellas“clinical”(interpersonal,practicalanddecisionmaking)skills.
6.4 ShowingevidencethatPWPtraineeshavemettheselearningoutcomesanddemonstratecompetenceinpracticeisthefunctionofassessments,bothwrittenassessmentsandclinicalcompetencyassessments.WrittenassessmentsevidencethetraineePWP’sunderstandingandknowledgeofkeyareasrelevanttoPWPpractice;clinicalcompetencyassessmentsevidenceusingthisknowledgeandunderstandingtogetherwithappropriateskillsinrole-playedand/orliveclinicalwork.ThepassmarkforassessmentsistheboundarythatdetermineswhetheraPWPhasmetthelearningoutcomesandiscompetenttopractice.
6.5 AtthebeginningoftheIAPTprogrammeitwasestablishedthatthe
absoluteminimumrelevantknowledgeandunderstandinganduseofthisinpracticerequiredtodemonstrateachievementoftheselearning
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outcomeswasequivalenttopassinganundergraduate(level6)course.Theminimumpassmarknormallysetatlevel6is40%,whichcorrespondstogradedescriptorsassociatedwithaminimumlevelofknowledgeskillsandanalysisatthisacademiclevel.Theexpectedknowledgeskillsandcompetenceatlevel7(apostgraduatecourse)aresignificantlymorestringentand,inaddition,arenormallyaresetat50%level.Thesystemoflevelsofqualifications(fromlevels1-8,fromNVQlevel1todoctorate)andminimumpassmarkforeachprovidesthestandardwell-establishedsystemforbenchmarkinglevelsofreasoningandthinkingskillsrequiredfordifferenttypesoftaskandroles.Assuchthechosenlevelofassessmentreflectsthestandardpracticalmethodofestablishingandassessingthatstudentshavemetminimumstandardsforcompetencytopractice.
6.6 Movingfromassessmentofcompetenceatendoftrainingtoselectionof
appropriatecandidatesforPWPtraining,akeyquestionforselectioniswhethercandidatesarelikelytobeabletoachievetherequiredlearningoutcomesinareasonablelengthoftrainingtime.Thestandardwaytodecidewhethersomeonehasthelearningpotentialtoachievelearningoutcomesandpassacourseataspecificlevelofqualification(level6forPWPsonanundergraduateroute)isthattheyhaveobtainedqualificationsatahighenoughpassmarkatapreviouslevel.Thisisfineforpeoplewhohaverelevantqualifications.ForPWPstherelevantqualificationsareeitheranundergraduatedegree(level6),whichindicatestheylikelyhaveabilitytopassaPWPcourseatpostgraduatelevel(level7);orevidenceofsuccessfulstudyatlevel5,whichconfirmstheylikelyhaveabilitytopassaPWPcourseatundergraduatelevel(level6).Forcandidateswhodonothavearelevantqualification,trainingcourseshavetouseothermethodstoevaluatelearningpotentialinordernottoselectcandidateswhoareathighriskoffailingtoachievethePWPnationalcurriculumlearningoutcomesandfailingtodemonstrateadequatecompetencebytheendoftheirtraining.GeneralapproachesusedbothbyPWPandothercoursesare:• Usingselectiontestsorothertasksatadmissiontoassesslearning
potential.Somemedicalschoolsroutinelyusesuchtestsinselection.APWPcourseexampleissettingawrittenessaythatcandidatescompleteintheirowntimeoverafewweeks(seebox).
• Evaluatingwhethercandidatespriorexperienceandachievementsareequivalenttotheusualpre-requisitequalificationfortheprogrammeofstudy.Thusacandidatewhoroutinelywrotecomplexreportsaspartoftheirworkmightbeconsideredinthesereportstodemonstrateanalyticskillsequivalenttothoseachievedonalevel6degreecourse.Accreditationofpriorexperientiallearning(APEL)isaformalprocessofthiskind,althoughusuallyusedtodemonstratethatstudentscanbeexcusedfromelementsofacourseratherthantodemonstrateequivalencebyexperienceofentryqualificationstoacourse.
• Assessingwhethercandidatescanusetheirpriorexperienceandlearninginnewcontexts(seebox),aprocessreferredtoas
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encapsulationofpriorlearning.Candidatesarerequiredtoundertakealearningmoduleandtodemonstratethroughnewlearningthattheyareabletoacquireknowledge,understandingandanalysiscommensuratewithstudyatlevel5.Thisisamorerigorousapproachthanthetwoabove,butwouldallowaccessforthosewhomightbeunabletodemonstratethisbytheotherapproaches.
Anessaytasktoselectnon-graduatesTobroadenaccessandofferequalopportunitiestothosewithnon-traditionalbackgroundswhocannotbeconsideredthroughtheAPELroute,whichcontinuestohaveafocusonacademicachievement,theUniversityofSouthamptonoffersanalternativeroute.ThisrouteispredominantlytakenupbythosealreadyemployedinTrustsatpresent,butthiswouldnotbeconsideredtheonlyoption.Potentialcandidates,eitheridentifiedpriortoapplyingforaposition,orafterapplyingandhavingbeenidentifiedasnothavingevidenceofstudyatL5,areaskedtowritea2000wordessayonatopicsetbytheprogrammelead,currentlyabouttheadvantagesofbehaviouralapproachesovercognitiveones.Thepotentialapplicantissenttheessaytitle,butarealsosentthemarkinggridwhichwillbeusedtoassessthelevelsotheyunderstandwhatisbeinglookedforbythemarker.Theyaregivenupto4weekstocompletethisandareremindthatthisneedstobetheirownworkasultimatelyifsomeoneelsecompletesthisforthemthentheycouldwellstruggleontheprogramme.Theessayisthenmarkedbyoneofthecourseteam,againstthecriteria.Ifthecandidatedoesnotmeettherequiredstandard,butisassessedtobenottoofarfromtherequiredlevelthenthecandidateisprovidedwithstructuredfeedback(asastudentwhofailedanacademiccomponentonaprogrammewouldbe)andoffereda2ndattempt,againtobecompletedin4weeks.Successfulcompletionofthis,oratthe1stattemptthensatisfiesthecoursedirectorthatthiscandidateshouldbeabletomanagetherequiredlevel.Ofthosewhohavegainedentrytotheprogrammethiswayallhavecompletedtheprogramme,buthavegenerallyrequiredadditionalsupport.
Ane-learningmoduletoassesslearningpotentialTheUEAcoursehascreatedane-learningmoduletoenableaccesstoPWPtrainingawiderpoolofnon-graduateswithoutrecentstudyexperienceorusualqualificationlevel.Servicesareabletoshortlistnon-graduatesthatmayordinarilynotmeetuniversityentrycriteria.Iftheyaresuitableatinterview,theyreceiveanofferdependentontheircompletionoftheaccessmodule(12hours)priortotheinductionweek.
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Thee-learningmoduleteachesthenon-graduatesaboutIAPT,teachesstudyskillsandteststheirknowledgeinaninteractiveformattoenablethecoursetomeettheuniversityentrycriteriainacreativeway.Thee-learningmoduleincludeslotsofvideosandblendedlearningtaskssoacademicstudyskillsareembeddedwithinIAPTrelevantlearningandseemrelevanttotheperson.Studentsareprovidedwithanacademicmentorforsupportastheycompletethemodule.
6.7 Learningpotentialclearlyinteractswithlengthoftraining.Sowitha
longertrainingandmoresupport,somepeoplemightbeabletoachievelearningoutcomesandmeetminimumcompetency,whowouldbeunabletodothisinashorterlengthoftime.Butthisclearlyincreasesthecostsoftraining.Atsomeextensionoflength,atrainingisprobablybetterdeliveredastwolinkedcourses,forexampleasaninitiallevel5foundationdegreefollowedbyalevel6PWPundergraduatetrainingrouteandrelatedexamplesofaccessschemesdescribedintheprevioussection.Forexampleassociatepractitionerstrainedtolevel5ingenericmentalhealthpracticemaywishtousethisfoundationtoaccessaPWPqualificationatlevel6andtomoveonbeyondthistocompleteaformalhonoursdegree(seeboxabove).
7. Recommendationsforwideningparticipation7.1 Ourrecommendationsforwideningparticipationdrawheavilyonthe
stakeholdersurveysuggestionsandarestructuredunderthesameheadings:• PromotingandmarketingthePWProleandtraining• Developingaccess/mentoring/supportroutes• Reviewingrecruitmentandselectioncriteriaandprocesses• Supportfordiversetraineesoncourses• Alternativetypesoftrainingcourses
PromotingandmarketingthePWProleandtraining7.2 ThereshouldbeanationalstrategytopromotethePWProletothe
generalpublictoincreaseawarenessofthePWPjobroleandofPWPtraining.ThisshouldbelinkedwithpromotionofIAPTasawhole.OnlinevideosofworkinIAPTserviceswithserviceusertestimonyandtalkingheadsofstaff,includingdiversePWPs,shouldbepartofthisstrategy.
7.3 IAPTservicesprovidersandHEIPWPcourseprovidersshould
collaborateonlocaltargetedmarketingapproachestoattractawiderrangeofapplicantstoPWPtraining.TheyshouldbesupportedinthisbySTPs,whichwillincreasinglyhaveakeyroleinlocalworkforceplanning,andcollaborativeinitiativesarelikelytoworkbestattheSTParealevel.SuggestionsandexamplesoftargetedmarketinginitiativescanbefoundinsectionXofthisreport.
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Developingaccess/mentoring/supportroutes7.4 IAPTserviceprovidersandHEIsshoulddevelopaccessandsupport
routestohelppeoplefromnontraditionalbackgroundbebetterpreparedforPWPtrainingandbetterequippedtomakesuccessfulapplicationsfortraining.Theyshouldconsiderbothformalschemessuchasaccesscourses,NVQtraining,foundationdegreesandassistantpractitionerschemesandmoreinformalapproachessuchasmentoring,shadowing,secondments/placements/workandvolunteerexperienceinIAPTservices.FormalschemesshouldbesupportedbySTPs.
Recruitmentandselectioncriteriaandprocesses7.5 IAPTservicesprovidersandPWPcourseprovidersshouldjointlyreview
andagreerecruitmentandselectioncriteriaandprocessestoensurethesedonotindirectlydeterordisadvantageapplicantsfromnon-traditionalbackgrounds.Reviewshouldcover(1)advertising/recruitmentprocesses(includingadvertisingtimetables)(2)thewritten(applicationform)andinterviewquestionsandtasks(e.g.roleplays)usedforshortlistingandinterviewdecisions(3)bothacademicandrelevantexperienceoperationalcriteriausedinshortlistingandselectionfollowinginterview(i.e.numericalscoringsystems).
7.6 Whereverpossible,thereshouldbejointselectioninterviewsbetween
PWPcoursesandIAPTservicesproviders.7.7 PWPcoursesandIAPTservicesprovidersshouldroutinelymonitorthe
applicationandselectionratesofkeydiversegroupstocheckiftheyarelesslikelytobeselectedand,ifso,considerwhethermodificationstorecruitmentandselectioncriteriaandprocessesmightbeappropriate.
Supportfordiversetraineesoncourses7.8 PWPcoursesandIAPTservicesprovidersshouldconsiderwhat
additionalsupportmightbeneededforPWPtraineesfromnon-traditionalbackgroundsduringtheirPWPtrainingandputinplacesupportsystemsaccordingly.
Alternativetypesoftrainingcourses7.9 HEE,STPs,HEIsandIAPTserviceprovidersshouldjointlyconsiderthe
provisionofalternative/varianttypesofPWPtraining,suchasundergraduateroutes,part-timeoptionsandtrainingoveralongerperiodoftime,whichmightsuittheneedsofsomepeoplefromnon-traditionalbackgrounds.Thisshouldincludeconsiderationofapprenticeshipvocationaltraining,asamodelwhichcouldsupportamoreflexibleapproachtotrainingthatmightbebettersuitedtotrainingpeoplewithlimitedinitialacademicqualifications.Allsuchvariant
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trainingroutesshouldtrainpeopletodeliverthePWPnationalcurriculumlearningoutcomesatacompetentstandard.
MakingthePWProlemoreattractiveasacareer7.10 IAPTserviceprovidersshouldconsiderwaystomakethePWProlemore
attractiveasacareer,includingcontinuingtrainingandcareerdevelopmentopportunities.
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Appendix1–ProjectgroupmembershipJohnCape,DirectorofPsychologicalTherapiesProgramme,UniversityCollegeLondon(convenorofprojectgroup)SimonGrist,CourseDirector,PWPtrainingprogramme,UniversityofSouthamptonKellyHylton,SeniorOperationalManager,SixDegreesSocialEnterprise,SalfordLizKell,SeniorLecturerpsychologicalinterventions,UniversityofCentralLancashire,andChairoftheNorthWestPsychologicalWellbeingPractitionerProfessionalNetworkStephenScott,ProgrammeLead,PWPIAPTProvision,UniversityofEssexHeatherStonebank,LeadPWP,SheffieldIAPT,andLeadPWPClinicalAdvisor,YorkshireandtheHumberClinicalNetworks AndrewWright,ServiceManager,NorthYorkshireIAPTService,andIAPTClinicalAdvisor,Yorkshire&HumberClinicalNetwork
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Appendix2–PWPwideningparticipationsurveyresultsIntroductionTwosurveyswereundertaken:
1. AsurveyofPWPcourseleadsandIAPTserviceleads2. AsurveyofPWPsfromdiversebackgrounds
Thesurveyswereconductedonsurveymonkey.Linkstothesurveyswereemailedto:
1. PWPcourseleadsaskingthemtocompletethefirstsurveythemselvesandtocirculatethesecondtotheirPWPtraineesandex-trainees(eithertoallorjustthosefromadifferentbackgroundtotheusualyoungishrelativelyrecentgraduates).
2. RegionalIAPTclinicalleadsaskingthemtocirculateacoveringemailwiththetwosurveylinkstoallIAPTserviceleadsintheirRegion.Theemailforwardedtoserviceleadswassimilartothattocourseleads,requestingtheycompletethefirstsurveythemselvesandtocirculatethesecondtoPWPsintheirservices(eithertoallorjustthosefromadifferentbackgroundtotheusualyoungishrelativelyrecentgraduates).
ThesurveyswereemailedoutinthefirstweekofMay2017andincludedadeadlinedateof31May2017tocompletethesurvey.Intheevent,thesurveywasclosedafewdaysafterthedeadlineon5June217Survey1-PWPcoursesandIAPTservicesResponserateTherewere67responsesfromcoursesandservices.12wereresponsesfromPWPcoursesand55wereresponsesfromservices(oneoftheservicerespondentsassumedthesurveywasaboutwideningaccesstoservicesbyserviceusersandwasdiscarded).Therewereafurther41surveyformsstarted,butwithnorelevantresponsesfilledin(someofthepeoplestartingandnotcontinuingaformcamebacklaterandcompletedafurthersurveyform).Structureofsurvey1ThereweretwopartstothePWPcourseandIAPTserviceleadssurvey:
1. Informationaboutwideningparticipationinitiatives(ifany)whichtheservice/coursehadbeeninvolvedin,whathasworkedandobstacles/barriers
2. Courseandserviceviewsastotargetgroupsforwideningparticipation,currentobstacles/barrierstotheirparticipationandideas/suggestionsforincreasingapplications/involvementofthesetargetsgroupinPWPtraining
Resultsofthetwosectionsarereportedinturn.
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Courseandservicewideningparticipationinitiatives9initiativeswerereportedby7courses(twocoursesdescribing2separateinitiatives).Ofthecourseinitiatives:
• 5relatedtonon-graduateentry.3ofthesewereabouttheavailabilityofanon-graduateentryoption,onewasaboutusinganessayassignmentasawayofscreeningacademicpotentialinnontraditionalapplicantsandonewasabouthavingane-learningpre-coursemoduleasawayofgettingnontraditionalapplicantsuptospeedbeforestartingthecourse
• 3relatedtomarketing/advertisinginitiativestonon-traditionalroutesvia(1)localcafes,mothersgroups,localpapers(2)anationaladvertisingcampaignandopenevents(3)throughtheIAPTprovider’sTrustintranet
• 1relatedtoprovidingplacementsinnon-IAPTsettings16initiativeswerereportedby13services(3servicesreporting2initiatives).Theinitiativeswereasfollows:
• 5relatedtoadvertising/recruitingfromwithintheIAPTproviderorganisation;adminstaff,band3nursingassistants,STRworkersandassistantpsychologistsspecificallymentioned
• 3relatedtorecruitingfromeitherotherNHSprofessions–OT,nursing,physiotherapists,healthtrainers(relevanceforLTCinitiativecommentedonbyone)–andfromemotionalandwellbeingworkers
• 2mentionedexpressionsofinterestinthePWPapprenticeship• 1involvementinatraineeassistantpractitionerpathwayasafeederfor
PWPtraining• 1advertisinglocallyoutsideNHSjobs• 1reviewingtheiradvertisingtoattractabroader/widergroupand
keepingthisinmindthroughtherecruitment/selectionprocess• 2mentionedtheLTCinitiative(relevanceunclear)• 1mentionedNHSEnglandfundingfromtraineePWPposts(?LTC
backfill)Targetgroups,obstaclesandideas/suggestions(courses)10coursesrespondedtothispartofthesurvey.Fortwoofthesecourses,therewereresponsesfrom2separatepeople;theresponsesofthesearecombinedbelow.Targetgroupsmentionedinorderoffrequencywere:
• Olderage(8courses):twocoursessaid30+,one35+,two40+,oneolderpeople,therestnotspecified
• Ethnicdiversity(6courses)• Male(5courses)• Non-graduates/loweracademicqualifications(3courses)• More/longer/widerlifeexperience(2courses)• Disability(2courses)• OtherNHSworkforce/otherhealthandsocialcareprofessionals/people
withphysicalhealthtraining(e.g.nurses)(2courses)
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• Careerchangers(1course)• Peoplewhowouldliketowork(andtrain)part-time(1course)• Otherthanmiddleclass(1course)• Teachers(1course)• Bilingual(1course)
Obstaclesmentionedbycourseswere:
• Academicqualificationrequirementsand/orpreferenceforhigheracademicachievement/potential(4courses)
• Servicespreferthetraditionalapplicantsandthisisreflectedintheirselectioncriteriaandpractices(3courses)
• Thehighproportioninapplicantsofyoungacademicallyablegraduatesleadsinevitablytothesebeingmostrepresentedinthoseselected(2courses)
• Lackofawarenessoftheroleinthegeneralpublic/widerpoolofpotentialapplicants(3courses)
• PaygradeofPWPand/orlackofcareerprogressioninPWProleputsoffawiderpoolofapplicants(3courses)
• Thoselessacademicallyableand/orwithoutthe“usual”backgrounddonotwritesuchgoodapplicationformsand/ordolesswellatinterviewsodon'tgetselected(2courses)
• Preferenceforcandidateswithapsychologyorhealthrelateddegreeleadstootherdegreesbeingignored(1course)
• Asaresultoftheverylargenumberofapplicantsselectionprocessesinevitableenduptousingatargetedapproachthatmakesitharderformore“unusual”applicantstogetselected(1course)
Suggestionsforincreasingapplicationsandwideningparticipationincluded:
• Increasingpublicawarenessoftherole,includingtoserviceusers(4courses)
• Improvedadvertisingandtargetedadvertising(3courses)• RecruitingfromexistingstaffofTrust/organisation(2courses)• ChangingJD/PS,shortlistingcriteria,applicationprocessandinterview
selectionprocesstomakeitmorelikelymorediverseapplicantswillapplyandbeselected(includingrequiringjointserviceanduniversityinterviews)(4courses)
• Moreavailableundergraduatetrainingroutes(2courses)• MoreopportunitiesforPWPcareerprogression(2courses)• ApprenticeshipPWPtraining(1course)• Workexperience,NVQtraining,assistantpractitionerapprenticeshipand
relatedapproachestopreparingpeopleforPWPtraining(1course)• Part-timetraining(1course)• IntegratingPWPtrainingwithnursingandotherNHStrainings(1course)
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Targetgroups,obstaclesandideas/suggestions(services)Therewere51responsesfromIAPTservicestothispartofthesurvey.Morethanoneresponsefromaservicecouldbeidentifiedinacoupleofcases,butmostwerefromdifferentservices.Targetgroupsmentionedinorderoffrequencywere:
• Olderage(31respondents):foursaid30+,one30-60,one40+,one50+,one65+,five“older”people,therestnotspecified
• Ethnicdiversity(16respondents)• Male(14respondents)• More/longer/widerlifeexperience(9respondents)• Otherhealthandsocialcareprofessionals(includingnurses,SWs,OTs,
counsellors)/peoplewithphysicalhealthtraining(9respondents)• Peoplewithexperienceworkinginmentalhealthroles/withmental
healthproblems(9respondents)• Supportworkers,band3/4physicalandmentalhealthsupportworkers,
STRworkers,housingsupportworkers(8respondents)• Peoplelivinglocallyand/orwhoarelocalactivemembersofthe
community(e.g.communitydevelopmentworkers)(6respondents)• LBGT(6respondents)• Non-graduates/loweracademicqualifications(4respondents)• Careerchangers(4respondents)• Disability,includingAspergers/LD/LTHC(3respondents)• Peopleworkingincharitable/3rdsectororganisations(3respondents)• Bilingual/secondlanguage(3respondents)• Peoplewithlivedmentalhealthexperience/serviceusers(2
respondents)• Alternativereligiousgroups(1respondent)• Teachers(1respondent)• Peoplewithhealtheducationbackgrounds(e.g.healthtrainers)(1
respondent)• Peoplewithexperienceworkingwithgroups(1respondent)
Obstaclesmentionedbyserviceswere:
• Academicqualification/educationalrequirementsand/orpreferenceforhigheracademicachievement/potential(18respondents).Thisbothputtingpeopleoffapplyingandleadingpeopletobescreenedout.
• Recruitmentcriteriaandprocessesappeargearedatnewgraduatesandagainstvaluingexperience(7respondents).Thisseenasuniversityledinsomeresponses–“academicsnobbery”,“universitieshaveswayovercandidateappropriateness”
• LackofawarenessofthePWProleandtraininginthewiderpotentialpoolofapplicants(8respondents)
• PaygradeofPWPand/orlackofcareerprogressioninPWProleputsoffawiderpoolofapplicants(4respondents)
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• Viewbyapplicantsthattherole/typeofwork(mentalhealth/talkingtreatments)arenotformen,notforapersonfrommyminoritybackground+stigmaofmentalhealthwork(5respondents)
• Anxietyaboutbeingabletomanagetherequirementsofacourseespeciallyifnotbeenineducationforalongtime(3respondents)
• Lackoftargetedadvertisingthatreachesamorediversewiderpoolofapplicants(3respondents)
• Requirementtotrainfulltime(2respondents)• Requirementtohaveapsychologydegree,healthdegreeorcore
profession(2respondents)• PerceptionofPWProleasalowpaidgraduatesteppingstone(2
respondents)• Geographyofcourses–toofaraway(2respondents)• Poorinterviewskillsofmorediverseapplicants(1respondent)• LimitedcapacitytoworkatfastpacerequiredofIAPTPWPs(1
respondent)• Shortadvertising/applicationwindow(1respondent)• RequirementtocompletelengthyKSA(1respondent)
Suggestionsforincreasingapplicationsandwideningparticipationincluded:
• Publicising/marketingtherole/training(26respondents).SpecificideasincludedpromotinginjobcentresandviaIAPTemploymentadvisors;outreachtocommunitygroupstoidentifylocalpeoplewhomightbesuitable;LGBT&BMEwebsitesandpublications;Trustwebsites;opendays;nationalTVandradioadvertising;socialmedia;stallsatjobfairs.
• RoutestopreparepeopleforPWPtrainingsuchasaccesscourses,foundationcourses,secondments/workexperienceinIAPTservices,(7respondents)
• Changingshortlistingcriteria,especiallyweightingmoreforlifeexperience(6respondents)
• Longerand/ormoreflexiblecourses(including,butnotonly,apprenticeshiproutes)thatcouldtrainpeoplewhowouldbenefitfromlongertraining(5respondents)
• BetterstartingpayandclearopportunitiesforPWPcareerprogression(4respondents)
• Part-timetrainingoptions(2respondents)• Developvocationaltrainingroutestotargetnon-graduates(2
respondents)• Moredegreeleveltraining(1respondent)
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Survey2–IndividualdiversePWPsResponserateTherewere160responsesfromindividualPWPs.Demographicbreakdownoftheseisgivenbelow.Gender:
• 27weremale• 124female• 9gendernotspecifiedoridentifiablefromfirstnameorother
informationonthesurveyformAgedistribution:
• 60+=2• 50-59=12• 40-49=19• 35-39=12• 30-34=25• 22-29=84• Agenotspecified=6
Age35+=45/154(29%)oftotalwithagespecified:10/25(40%)ofmale,35/124(28%)offemalerespondentswithageandgenderspecifiedEthnicity
• White112• Irish2• Polish2• Greek1• Turkish1• Mixed9• Asian(Indian,Pakistani,Bangladeshi,Bengali)10• Chinese1• Black(African,Ghanaian)4• Othernonwhitenotspecified2• Notspecified16
Ofthe27maleapplicants,10wereage35+(seeabove)andafurther5werefromanethnicminoritybackground.Only11(41%)wereunderage35andwhite/whiteBritish.Justunderhalftherespondents(n=77)werefemale,whiteandunder35,sonotfromtheexpecteddiversegroupsthesurveywastargetedtowards.Theintroductiontothissurveysaid“YouwillbeawarethatthemajorityofPWPtraineescomefromarelativelynarrowdemographic(young,relativelyrecentgraduates,femaleandwhite)…..WeareinterestedintheexperienceofPWPswhocametoPWPtrainingfromdifferentbackgrounds.Ifyouwouldconsiderthistobeyourexperience,wewouldbeverygratefulifyouwouldcompletethis
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survey.”OneyoungerwhitefemalerespondentinthebackgroundsectionofthequestionnairementionedhavingseveralLTCs,andanumberofthe30-35yearoldwhitefemalesdescribedworkinginnon-traditionalPWPbackgroundrolesbeforemovingtothePWProle.Someofthesewhitewomenunderage35mayhavebeenfromdiverseornon-standardbackgroundsofotherkinds(e.g.workingclassbackgrounds,LGBT).ButmostrespondentsdescribedratherstandardyoungerPWPapplicantbackgroundsandacoupleevencommentedthattheywere‘typical’and‘notthatdiverse’.ThePWPcoursestherespondentsreportedcurrentlybeingonorhavingtrainedonasaPWPwereasfollows:
• Birmingham–22• ChristchurchCanterbury–1• DeMontfort–1• Exeter–17• LiverpoolJohnMoore–3• Manchester–2• Newcastle–3• Nottingham–1• Reading–15• Sheffield–18• Southampton–18• Surrey–8• Teeside–5• UCL25• UCLAN–2• Ulster–1• York–6• Nouniversitygiven-11
ResponsetosurveyquestionsThesurveyquestionswere:
• PleasedescribeyourbackgroundandexperiencebeforetrainingasaPWP?
• HowdidyoufindoutaboutthePWProle?• Pleasedescribeyourexperience/journeyfromfindingoutabouttherole
togettingintoPWPtraining?• Pleasedescribeanyobstaclesyouhadtoovercomeinyourjourneyto
PWPtraining?• WhathelpedinyouinovercomingobstaclesandgettingtoPWPtraining?• Doyouhaveanyideasandsuggestionsforattractingandhelpingpeople
fromdifferentbackgroundsintoPWPtraining?• Anyothercomments?
Responsestoeachquestionaregivenbelow
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BackgroundbeforetrainingasaPWPResultstothisquestionaregiveninfullonlyforthoseage35+asthisisthe“non-traditional”groupforwhomthisismostrelevant.AnumberdescribedmorethanonesignificantrolepriortotrainingasaPWP,inwhichcasebothwereincludedintheclustering:
• Supportworker/MHworker(notfromarecognisedprofession)-17• Business/engineer/media/accountancy/army/HRandothernon-
health/care–12• Counsellor–8• Socialcare/3rdsectormanager/communitydevelopment-5• Nurse–4• Police/prison/probationofficer-4• Drugsworker–3• Teacher–1
12(10%)PWPsagedlessthan35describedcareerbackgroundsinanotherfieldpriortoPWPtraining.MostofthesePWPswereage30-34.Thecareerbackgroundsdescribedwere:
• Industry/advertising/marketing–3• Counsellor/psychotherapist-3• Teacher-2• Mentalhealthnurse–2• Occupationaltherapist–1• Socialworker-1
HowfoundoutaboutthePWProleResultstothisquestionareaggregatedseparatelyforthoseage35+andforthosefromaBMEbackground,asthemostrelevantdiversegroupsforthisquestion.Asnotedabove,thesetwogroupsincludedamajority(58%)ofthemalerespondentstothesurvey.PWPsage35+:
• NHSJobs–11• Otherexternaladvert–3• ThroughTrust/organisationwhereworking(whichemploysPWPs)–6• WorkingorvolunteeringinaMH/counselling/probation/3rdsector
organisation(withoutanIAPTservice)andhearingaboutPWProle–8• University/trainingcourseinformedaboutIAPT/PWProle–3• Website(BPS,BACP,MIND)–3• Internet(researchingMH/CBT/rolesonline)–4• Friend/wordofmouth-3
PWPswithBMEbackgrounds:
• Friends/colleagues(fellowuniversitystudents)/family–11• Lectureroncourse-3
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• SuggestedbysomeonewhereIwasworkingasanassistantpsychologist/MHworker–4
• NHSjobs–4• Otheradvert/site/googlesearch–4
Forcomparisonpurposes,responsesofwhitefemaleandmalePWPsagelessthan35wereasfollows:
• Friends/colleagues/wordofmouth/family–21• University/lectureroncourse–19• NHSJobs–12• Otherexternaladvert(newspaper&web)–5• ThroughTrust/organisationwhereworking–15• WorkingorvolunteeringinMHorrelatedorganisation–8• Website(MIND,NHSCareers,DClinPsychonline,AssistantPsychologist
FacebookNetwork)-4• Internetother(e.g.searchingonline)–12
JourneytoPWPtrainingResultstothisquestionsareaggregatedseparatelyforthoseage35+andthosefromaBMEbackground.Inaddition,oneresponseofamalePWPthatspecificallymentionedgenderasanissueisnoted.PWPsage35+:
• Themostcommonresponsewastodescribethejourneyasrelativelystraightforward(16respondents).Examplesare:
o Iwassuccessfulalmostwithnoproblems,Iobtainedaninterviewstraightaway.
o IappliednotthinkingIwouldbesuccessfulasdidn'thaveadegree,however,Iwasinvitedforinterviewonthebasisofwritinganessaytodemonstratemyabilitytomanageauniversitycourse,….andwassuccessfulatinterview
• However,somerespondentsdescribedtheprocessasmuchmoredifficultandstressful(7respondents).Examplesare:
o Ittook4yearsasneverenoughexperience-frustratingo Oneword-stressful.Iappliednumeroustimesandwas
successfulinapplicationsuntilIgottoaninterviewstage,whereIoftendidnotimpressenough.IwasfinallysuccessfulinaninterviewbutfailedtheUniversityexamasImisconstruedtheexamquestionbeingaskedtome.
o Ifounditverycompetitive,IwasupagainstmanyyoungerpeoplewhohadjustcomeoutofeducationhavingstudiedPsychologyandonmyfirstinterviewwasnotofferedaplace.However,theleadwasverykeenformytoreapplyonthenextcohortastheystatedthatthereisaneedforolderPWP'swithinserviceandofferedverygoodadviceandsupportinaidingmynextapplication.
o WhenIfoundtheroleIwasveryexcitedbutwassoscaredabouttheexams...whenIhadaknockbackthefirsttimeroundthisreinforcedmybeliefthatIcouldnotdoitandIwentonajourney
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ofmyown..IthenpulledmyselftogetherandmadeaplanandreappliedIputallmystrengthandenergyintoitandpassedeverythingandateachstageIstartedtobelieveinmyselfandgotmoreconfident.IwishIhadfindityearsago..
• Anumberofrespondentscommentedonmakingarrangementstogetrelevantexperiencefirstassupportworkersandsimilar(7respondents)
o JustneededtogetrelevantexperienceinMentalhealth.• Oneapplicantfocusedonpracticalarrangements:
o Thoughtabout,couldIcommittoit,Ihavea3yearoldson,sortedoutchildcarearrangements,domesticarrangements
• Afewapplicantscommentedonapathwayleadingfromanotherrelatedpossiblecareer(3respondents):
o AstherewaslittlepaidcounsellingworkIdecidedtoretrainasaPWPtoincreasemyworkoptions
• Therewereafewcommentsthatrelatednottotherouteintotraining,buttonegativeexperiencesinPWPtrainingitselfasanolder/untypicalapplicant(3respondents):
o Ifoundtheinterviewprocesswiththeserviceproviderreallygoodandsupportiveandtheteamintheservicewasalsoverywelcomingandhelpful.TheUniversitystaffwerelesshelpfulandIfeltamongstotherswhohadcomefromvariedemploymentsbackgroundsthatwewereviewedaslesscapablethangraduatesandwerediscriminatedagainstandjudgednegatively,Ididonmorethanoneoccasionthinkaboutleaving.
o Iwasgiven'achance'toattendPWPtrainingandexpectedittobereallychallenginggivenIhadnodegreeandwastoldthatIwould'struggle'.Ididnotstruggle,mymainissuewaslearninghowtowriteessaysagain.IfeltsomewhatchallengedbythestudentsIwereworkingalongsidegiventheywereall20,white,recentgraduateswithlittleofnolifeexperience.IfoundtheconversationsintrainingdifficultastherewasnootherrepresentationofthegeneralpublicandsoIfeltjudgedandisolated.
PWPswithBMEbackgroundsalsomostlyreportedthejourneyasrelativelystraightforward(14respondents)althoughafewalsocommentedaboutbeingquiteanxiousaboutapplyingortheinterviewprocess:
o Itwasn'ttoodifficultifI'mhonest,IthinkIgotlucky!IappliedandgotaninterviewforalltherolesI'dappliedwithandgotoffered2outofthe3
o Iheardaboutit,thoughtitwasagreatopportunity.Failedmyfirstinterviewbutperformedwellinmysecond.
o Findingoutabouttheroleandconsideringthispositionmademefeelverynervous.IwasunsurewhetherIwouldbeofferedaplaceasIdidnothaveapsychologicalbackground,whichIfeltwasadisadvantageforme.….IwasveryhappytoknowthatIwasofferedplacesoonaftertheinterviewasIthoughtitdidnotgotoowell.
o Theinterviewwasquiteanxiety-provokingasIwasstillunsureofexactlywhattheroleentailedbutthepanelhelpedtoputmeateaseandguidemethroughtheinterviewwithclearquestions
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OnerespondentreportedgettingadedicatedBMEPWPpost,butnotbeingofferedastandardPWPpost:
o OneofthejobsIappliedforwasaBMEcommunitydevelopmentPWPpost.IhavepersonalandprofessionalexperienceofworkinginBMEcommunitiesandIamawareofthedifficultiesthatdiversegroupsfacewhenaccessingmentalhealthservices(whichIwouldliketohelpchange).Iwasofferedthispostandwentontoacceptit.Duringmyjobsearch,IwasalsogivenaninterviewforthestandardPWProle;however,Iwasnotsuccessfulinobtainingthatpost.
7respondentsdescribedarranginginitialsupportworker,volunteerworkorsimilarinpreparation.2oftheserespondentsobtainedassistantPWPpostsinthefirstinstanceOnly2respondentsdescribedlesspositiveexperiencesandoneofthesewasfeelingillinformedabouttheprocess:
o Theuniversityprocesswasnotdiscussedindetail,i.erequirementsapplication,groupdiscussionandinterview
TherewasonecommentfromamalerespondentabouthisjourneytoPWPtrainingthatspecificallynotedgenderasanissue.Thiswas:
o Tough,longandwithlotsofrejectionduetonothavingenoughexperience.IfoundthatoftenbeingmaleandwithvastArmyleadershipandexperiencesandculturalunderstandingandbeingolderandhavingexperienceotherthanbeingagraduatewasahindranceongettingjob.havingdyslexiawasahugebarrierthatshouldhavenothaveexistedbutunfortunatelydid.
ObstaclestoPWPtrainingResultsareaggregatedseparatelyforthoseage35+andthosefromaBMEbackground.Inaddition,oneresponseofamalePWPthatspecificallymentionedgenderasanissueisnoted.PWPsage35+:
• 8respondentsresponded“none”tothisquestion.• 7respondentsdescribedpracticalissuesregardingfinances,geography,
childcareandthedifficultdecisiontomakeacareerchange:o Thedecisiontochangecareercompletely.Acceptingthatitwould
meansomelossofincomeandachangeinlifestyle.Adjustingtothatchange.
o IwasfortunatethatIcouldaffordtospendthetimeandmoneytogetthetrainingandexperienceandwasnotputunderpressurebymyfamilytomaintainmyearningabilityasanAccountantwhichwasclearlydoublemyearningsinthisrole.
o Childcarearrangements,mentalblocksi.e.doIwanttodomoretrainingafter4yearsoftrainingtobeatherapistalready
o Havingworkedforanumberofyears,Ihavehadtoadjustmyfinancesinordertoaccommodatetheannuallossinsalary-evenwithLondonwaitingit'sasignificantreductioninincomefromwhatIhavebeenusedto.
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• 6respondentsfocusedoninitialdifficultiesobtainingaPWPpostsuchasneedingtoapplymorethanonce,securevolunteerorotherrelatedworkinitially.OnerespondentconsideredthatlifeexperiencehadnotbeentakensufficientaccountofinappointingPWPs:
o lackofcreditgiventootherexperiencesandliferoles.disabilitybarriers.overlyfocusofgradates,andthequalitiestheybringandnotofothercareersandtheperspectivestheybringonmentalhealth.
• 3respondentscommentedontheselectioninterviewasbeingthebiggestobstacle:
o Attendingtheuniversityselectionday.Completingthewrittentesto Interviews
• 9respondentsansweredthisquestioninrelationtoobstacles/issuesexperiencedasamorematurestudenthavingarrivedonthecourse,commentingondifficultiestheyfound:
o OnfirstarrivingatuniversityitbecameapparentveryquicklyIwas'old',havingcompletedafoundationdegreeinhealthandsocialcarethepreviousyearwithpeersmyownage,thiswasashocktothesystem.
o Thecourseworkwasverydifficultduetonothavingsatanexamforover20years
o Theattitudesoftheuniversityteachingstaffwerethebiggestobstacletoovercomeduringthetraining.
o IhavesometimesfeltthatthetrainingisverymuchaimedatthosewhohavejustleftUniversityandhavenootherlifecommitmentssuchasfamily,pets....
o age,limitedtocommunityexperienceandcoursesoldassteppingstonebypeers
o Outofformaleducationfor10years+andunfamiliarwithsomeofacademicwritingmodels
o Italsotooksometimetoadjusttoworkingwithaworkforcewheremypeersareyoungerandhavelessgeneralexperienceintheworkplace
• 7otherrespondentscommentedonotherobstacles/issuesexperienceswhiletraining,ratherthaninrelationtotheirjourneytotraining.Theseincludedaspectsoftheteachingandcourseworkandlifeeventsthatcreatedobstaclestotraining:
o IsolationMakingmyself'fit'themodelsFrustrationandangero WantingsomethingsomuchthatIputtoomuchpressureon
myself
PWPswithBMEbackgrounds:• 4respondentsanswered“none”andanother3didnotanswerthis
question• 7respondentsdescribedpracticalissuesregardingfinances,geography,
andthedecisiontogobackintoeducation:o Itisn'tinmycountrysoImovedtoEngland.
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o Englishasthesecondlanguagehadanimpactonmyconfidencepriortoapplying.Iwasnotsure,whethermybackgroundwouldnotbeanobstacleintogettingthepost.
o Iwentdowntheself-fundedroutesoensuringthatIwasfinanciallywellenoughoffbeforecommencingthetrainingwassomethingthatIhadtogreatlyconsider.
o RelocatingtoLondontocompletethetrainingwasfinanciallytaxing.Ialsohadborrowmoneyfromfamilyatthetimetoaidemyrelocation.
o TheobstaclethatIthoughtwouldbedifficultisbecomingastudentagainandbalancingworkandacademiclife
• 7respondentsdescribeddifficultiesobtainingaPWPpostsuchasbeingrejectedandneedingtoreapplyseveraltimesandrequirementstoobtainsuitableworkexperiencefirst:
o Strugglingtogetclinicalexperienceduetonotbeinga'goodteamfit'
o Beinganolderpersonwithlimitedmentalhealthexperienceputmeatadisadvantageincertainareas(age33FAsianbackgroundrespondent)
o TherewerenoactualobstaclesotherthanmostIAPTserviceswereandstillarelookingforunrealisticamountofworkexperiencebeforeyoucanapplyforthetraining.
o Lackofconfidencestraightafterfinishingstudies,soneededmentalhealthworkexperience.Don'thaveadrivinglicensewhichisusuallyanessentialrequirement.
o ThemostdifficultstepwasgettingtherelevantexperienceandbreakingthroughintotheNHS.AftergraduatingwithBScandwithlimitedexperience,itwasnighimpossibletogetanypaidpositionwithinNHS,andIcouldn'taffordtoconsidervoluntary/honorarypositionsasIwhollydependedonmyincome(beingfromabroad,Ididn'thaveanyfinancialsupportintheUK).ThatwasbyfarthebiggestobstacleinmycareerpathtowardsbecomingaPWP
• 2respondentscommentedonaspectsoftheapplicationprocess:o Notanythingunusual-gettingenoughinformationabouttherole
inordertopasstheinterviewo EnsuringIwrotemyapplicationinawaythatmetallthecriteria.
• 9respondentsansweredthisquestioninrelationtoobstacles/issuesexperiencedhavingarrivedonthecourse,commentingondifficultiestheyfound,althoughonly2oftheserelatedthistobeingfromadiversebackground:
o IsometimesfeelIamdiscriminatedagainstforbeingAsianordifferent.
o ThiswasmyfirsttimeasuniversitystudentintheUK.IfoundextremelydifficulttowriteessaysandtounderstandtheBritishmentalhealthandlegalsystemsowhenIreadabouthistory,policiesandlawsittookmealongtimetosummariseandgettherightinformationformyessays.
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o Ihaveasmallchildandchildcarewasdifficult.theemotionaldifficultiesofsuchademandingcoursewhilebeingasinglemotheralso.tiredness,lifedemandsetc!
Therewasonecommentfromamalerespondentaboutobstacleshehadtoovercomethatspecificallynotedgenderasanissue.Thiswas:
o Knowingthattherolewasnotacoreprofession.ThefactthatnooneknowswhataPWPis.Evenpsychologists/GPsetc.KnowingthatmostPWPsdon'tlast2years.KnowingthatthereisnoaccreditationprocessforPWPs.Workingasamaleinapredominantlyfemaleenvironmentcanbechallenging.Iconsiderthistobeawidersocietalissueandmoreshouldbedonetotryandcombatthisatanationallevel.
Forcomparisonpurposes,responsesofwhitefemalePWPsagelessthan35wereasfollows:
• 10respondentssaidtherewerenoobstacles• 16mentionedpracticalissueslikefunding(4respondents)andneeding
torelocateorcommutelongdistances(8respondents)• 15gavetheirlackofrelevantexperienceand/orneedtoobtainrelevant
mentalhealthtypeexperienceinordertobeselectedontotrainingasanobstacle
• 13describedaspectsoftheapplicationandselectionprocessasobstaclesincludinggettinginformationon/understandingtheapplicationprocess(2respondents),veryshortapplicationdeadlines(3respondents),shortnoticeofinterviews(2respondents),stressofinterviews,writtenessayrequirementsand/orgroupselectiontasks(4respondents)
• 15answeredthisquestioninrelationtoobstacles/issuesexperiencedhavingarrivedonthecourse.
WhathelpedinovercomingobstaclesResultsareaggregatedseparatelyforthoseage35+andthosefromaBMEbackground.PWPsage35+:
• 11olderPWPsgavepersonalcharacteristicsaskeytohelpingthemdealwithobstaclesontheirjourneytoPWPtraining.Mostcommonlymentionedweremotivation,determinationandtenacity(7respondents);alsoconfidence/believinginoneself(3respondents)andpatience/acceptanceofdifficulties(2respondents)
• 8respondentsmentionedcontact,informationandsupportfrompeoplewhoknewaboutIAPTservices(includingfriendswhowerePWPs)andcolleaguesandmanagersintheirpre-PWPtrainingworkexperiencerole.
• 4gavepracticaland/oremotionalsupportasimportant.• Commonlymorethanoneofthereasonsabovewasmentioned:
o BeingdeterminedandsupportedandhavingafriendinthefieldwhogavemetheinformationbecauseIdoubtIwouldhavecomeacrossIAPTasanoptionotherwise.
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o Confidenceinmyownabilityandanunderstandingoftheexpectations(afterspeakingtopeoplewhomhadcompletedthecourse)
o Motivation.Beingabletotakeahitfinanciallyforayear.Supportfromhusband
• 3respondentsgave“luck”intermsofgettingapre-trainingortraineepost.
• TheolderPWPswhohadansweredtheobstaclesquestionintermsofobstacleswhileonthePWPtrainingcourse(ratherthanobstaclesonjourneytogettingontoaPWPtrainingcourse)gavesupportfromotherPWPtrainees(6respondents),supportfromtheirservices(6respondents)andfromtutorsonthecourse(3respondents)
o IhaveaverysupportivemanagerwhoremindsmeregularlywhenImentionbeing'old'thatIhaveahugeamountofexperiencetobringtotherole.
PWPswithBMEbackgroundsgavesimilarresponsestoPWPsage35+:
• 4gavepersonalcharacteristicsaskeytohelpingthemdealwithobstaclesontheirjourneytoPWPtrainingincludingdetermination/motivation(2respondents)andconfidence(2respondents)
• 4describedhelpfromotherswhoknewabitmoreaboutIAPTthantheydid:
o Speakingwithpeoplewhosuccessfullyappliedo Speakingtoothersandfindingouthowapplicationsare
shortlisted.• 4gavesortingpracticalissuesandpracticalandemotionalsupportfrom
familyaskey• 4respondentsdescribedgettingmentalhealthexperienceasthekeystep
inovercomingthisobstacleonthepathtoPWPtraining• ThePWPswhohadansweredtheobstaclesquestionintermsofobstacles
whileonthePWPtrainingcourse(ratherthanobstaclesonjourneytogettingontoaPWPtrainingcourse)gavepersonalqualities/self-reliance(2respondents),supportfromtutors(2respondents),employers(1respondent)andfriends(1respondent)ashelpful.Oneresponseisworthquotingasitspecificallyrelatestobeingfromnon-Englishspeakingbackground:
o Itwasdifficulttoaskforsupportfrommytutors,Iwasembarrassedandwastheonlypersonwhosefirstlanguagewasn'tEnglish.IdidnotwanttobeperceivedasifIcouldn'tmeettheacademicrequirementsofthecourse.IknewIwascapableofdoingthejobandIenjoyedmysessionswithpatients.IspoketofriendswhoproofreadmyessaysandIboughtacoupleofbooksabouthowtowritecriticalessays.Ididspeaktoonetutorlateronthecourseandheputmeincontactwithadepartmentattheuniversityforforeignstudents.Theywereabletogivemetwooneoffsessionsforimprovingmyessays.
Forcomparisonpurposes,responsesofwhitefemaleandmalePWPsagelessthan35wereasfollows:
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• 16respondentsgavepersonalqualities,especially“persistence”,askeytoovercomingobstaclesontheirjourneytoPWPtraining
• 12respondentsdescribedsupportandadvicefromtheirworkplace,supervisorortutors
• 9respondentsdescribedsupportfromfamily• 6respondentsdescribedsupportfrompeers,especiallypeoplewhowere
aheadofthemonthejourneytoPWPtraining• 7respondentsgaveobtainingoneormorerelevantexperience
opportunitiesaskey• PWPswhoansweredthequestionaboutobstaclesintermsofobstacles
duringthetrainingexperienceitselfratherthanobstaclesgettingintotraining,gavepersonalqualities(5respondents),supportfrompeers(5respondents)andsupportfromeitherthecourseoftheirworkplace(5respondents)aswhathelpedthemovercometheobstaclesintraining
Suggestionsforattracting/helpingpeoplefromdifferentbackgroundsResultsareaggregatedseparatelyforthoseage35+andthosefromaBMEbackground.Inaddition,thesuggestionsof4malePWPsthatspecificallymentionedgenderwerenoted.PWPsage35+:
• Almosthalf(20)olderPWPsrespondingtothisquestionsuggestedsomeformofadvertisingorpromotionofthePWProleandtraining,eithertomakeitmorevisibletothepublicgenerallyorspecificallytargetingolderpeopleorothergroupsthroughtargetedmarketing(e.g.opendays,communityvenues/sites)andmakingclearinmaterialsandcoursewebsitesthatolder,peoplewhodon'thaveacademicqualificationsandotherdiversegroupsareencouragedandthesupportavailabletohelpcompletethecourse.
• Betterpaywassuggestedby2respondentsaskeyforolderapplicants,while1respondentsuggestedbettercareerprogressionopportunities
• ProvidingIAPTvolunteering/shadowingaPWPandotherbridgingopportunitiesweresuggestedby3respondents
• 14respondentsfocusedonshiftingtheemphasisinallaspectsofrecruitment(advertisingandselectioncriteria)togreateremphasisonlifeexperienceandlessonacademicability.3oftheserespondentssawthisasprimarilyacaseofchangingattitudesofuniversitystaff.Another3respondentslinkedthiswithneedtopromotethePWProleasavaluedcareerinitsownright
o Ibelievelifeexperienceisessentialandgivingpeopleachancetoprovetheycandoit.Ireallyfeeltheroleissoundervaluedandinmyopinionweworkthehardestiniaptservices.….IgetupsetwhenIseethetimeusedasasteppingstoneandthusfrustratesmeasIfeelitissuchavaluablerolebutsounderratedincomparisontothehigherintensityrole.
o My"diversity"ismyageandifeelthatthisroleisperceivedasayoungerpersonsrolewithinmostsituations.Ifeelthattheuniversity(bothingeneralandinthisspecificrole)shouldbe
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sellingitselfmoreto"older"people.Forinstanceireceivednoofferofmentor-shipfromamaturestudentoriwasofferedno"special"maturestudentopendays.IfeelthatthiswouldhelpboththeuniversityandthePWPcourseinattractingpeoplewithvastlifeskillswhowouldbefantasticinthejobandwhowouldexcelwithinuniversity.
• 2respondentssuggestedaneedtoaddressspecificaspectsoftheapplicationprocess(writtenapplicationformandinterview)whichfavourpeoplewithadegreeandwithknowledgeofIAPTandbiasagainstthosefromamorediversebackground:
o Thewrittenapplicationprocessrequiresspecificevidenceandastyleofwriting.Unlessyouunderstandhowtowritethis,youwon'tgetaninterview.Wouldhelpopenuptheprocessifthiswasdemystified.
o Myunderstandingisthatthereareplentyofpeoplefromdifferentbackgrounds,agegroupsandgenderswhowouldliketotrainasPWP,however,atinterviewtheypossiblydonotperformsowellasothersandthereforedonotscoresowellontheinterviewquestions.So,possiblythisshouldbeaddressed!
• 2respondentssuggestedamoreradicalchangetoPWPtraining,consideringitdoesnotrequireanyacademicqualificationandwouldbemoresuitedasavocationaltrainingorin-workapprenticeship
• 1respondentsuggestedpart-timetrainingwouldbehelpful• TheneedforsupportonPWPcoursesformorediversetraineeswas
mentionedby2respondentso Workwithacademicstaffabouttheirattitudesinaccepting,
encouragingandsupportingapplicantswithyearsofexperienceinthecommunitywhomaynotholdadegree.
o Theacademicsideisverychallengingifyouhavebeenoutofacademiaformanyyears.Itwouldbehelpfultohavemoreguidanceandhelpwithacademicsubmissions.
• Amorediverseteachingstaffwassuggestedbytworespondents• Theuniversitystaffandthosethatinterviewedmewereethnically
diversebutseemedverymiddleclass-moreinclusivitymighthelp.• FinallythedifficulttargetdrivennatureofthePWProlewerementioned
bytworespondents:o BehonestBEFOREofferingpostthatitisaveryhard,rather
relentlessworkloaddaily!!!Itgrindspeopledownthesheervolumeofpeoplethatneedtobeseen.
PWPswithBMEbackgrounds:
• ThegreatestnumberofsuggestionsbyfarwerearoundincreasingawarenessandpromotingthePWProleandtrainingbothgenerallyandspecificallytopeopleofBMEbackground(16respondents):
o Awareness.AlotofpsychologicalrolestendtobedominatedbyWhitefemales.Ithinkinordertochangethisandhavetheworkforcemorediversified,youneedtotargetpeopleatanearlierage.
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o IthinkaposterorquotesfromPWPsfromdifferentbackgroundsbeingadvertisedwiththetrainingwouldbehelpful.Itwouldattractattentionandmakepeoplefeelmoreconfidentinapplying.
o RaisingawarenessofPWProleandtrainingamongpeoplefromdifferentbackgrounds,bycollaboratingcloselywithcommunityorganisations.Promotingandadvertisingjobthroughcommunityleaders.Acknowledgingthatdiversebackgroundcanbeanadvantage,ratherthandisadvantage.
o Encouragingpeoplefromdifferentbackgroundstousetheirowncultureandexperiencetohelpotherscouldbeagoodincentiveforpeopletoundertakethetraining.
o Dotalksatuniversities-holdaneventforBMEstoinformthemabouttheroleandencouragethemtoapply
o Setupapwpwideningparticipationworkinggrouptoencouragediscussiononwaystopromotethecourse-membersofthegroupcanplayakeyroleinpromotingthecourseintheirowncommunitiesMoreworkneedstobedoneinBMEcommunitieswheretherecontinuestobeahugestigmaaroundparticipatinginmentalhealthcareers.
o IbelievethatPWPtrainingisveryaccessibleasitis-fullyfunded,bi-annualintake,largecohorts,goodprogressionopportunities.Ibelieveit'ssufficienttoattractalotofpeoplefromdifferentbackgrounds.However,Ihavenoticedthatsignificantcompetitionforthecourse,andthefactthatthemajorityofPWPscomefromaverynarrowbackgroundmightpreventsomepeoplefromminoritybackgroundfromapplyingtothecourse(IhavecertainlyheardpeopledoubtingtheirchancestogetintothePWPtraining,astheyfeartheydon't"fit"thePWPimage-e.g.white,middleclass,female).Ibelievehighlightingtheneedforpeoplefromminoritybackground,anddiversifyingtheteamswouldreassuresuchpeopleandpotentiallyincreasethenumberofapplications.
Othersuggestionswere• Providingplacementstogivepeopleanideaoftheroleandtherelevant
experiencetoapply(1respondent)• Wideningtheselectioncriteriatoallowforabroaderrangeof
backgroundexperience(2respondents)andforpeoplenottohaveadegree(1respondent):
o MakingtheentryrequirementsrealisticasnotmanypeoplearegoingtobeprivilegedtohaveexperienceinIAPTorwithCBT
• Havingamorediverseinterview/selectionpanel(1respondent)Theseweresuggestionsfrom4malerespondentsthatspecificallyreferencedgender:
o Advertisetoareaswheremenworkinmentalhealthsuchashospitalsorsendoutemailsforthisandrealisticallyexplainwhatisexpectedfromtherole
o Inordertohaveagoodshotatbeingacceptedontoatrainingcourseandgetatraineejobyouneedtobeagraduate.It'svery
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hardtogetasuitableacademicreferenceifyou'renot…….Mystudyexperiencesuggestsmostpsychologygraduatesarewhiteandfemale.Mymoney'sontheacademicrequirementdeterringpeoplefromotherbackgroundsrequired.……Ifyouwanttoattractmorediversebackgroundsplacelessemphasisontheacademiccomponent,offersuitablecareerprogression,makethePWProleacoreprofession(likeeveryotherroleinmentalhealth),andputpressureoncommissionersandservicestomaketheIAPTworkloadmoresensible.
o Unfortunately,theroleofaPWPisoftenseenasasteppingstoneforsomethingelse,namelyclinicalpsychologyorhighintensitytrainingtoalesserextent.Psychologyattractsmorefemalegraduatesthanmalessoitwouldbenaturalthatyouwouldreceivemoreapplicantsfromthisdemographic.Iamunsureoftheethnicitysplitinpsychologygraduates.Sadly,PWPsdon'tseemtobetreatedverywellinorganisations,oftenseenascheaplabourwhoseworkloadsandworkpracticesareoftenswitcheduptoaccommodateunsustainableserviceneeds.Theunsustainablenatureoftheroleitselfmakesitdifficultforittobeseenasanythingmorethanasteppingstone.Theroleitselfneedstobemorecareerdriven,limitedseniorrolesaren'tenoughtoattractpeoplein.Iwouldsuggestthatminoritygender/ethnicityPWPsshouldhelpinrecruitmentandbringawarenesstotherole,i.e.thesePWPstovisituniversityandcollegedaystospeaktoundergraduates/collegestudentsabouttheroleandactasrolemodelswithintheirspecificdemographic.
o Awareness.AlotofpsychologicalrolestendtobedominatedbyWhitefemales.Ithinkinordertochangethisandhavetheworkforcemorediversified,youneedtotargetpeopleatanearlierage.
Forcomparisonpurposes,responsesofwhitefemalePWPsagelessthan35wereasfollows:
• Justoverhalf(n=38)respondingtothisquestionsuggestedsomeformofadvertisingorpromotionofthePWProleandtrainingeitheringeneralortospecifictargetgroups.UnlikeolderPWPs,theycommonlysuggestedpromotingtherolewithinuniversities
• 12madesuggestionsaroundtheapplicationandselectionprocess.Onesuggestionfrom2respondents,whichhadnotbeenmadebythemorediversePWPs,wasforacentralisedapplicationschemetoallPWPcoursestoassistdiversePWPsinidentifyinglocaltrainingopportunities.Othersuggestionswerevaluing/weightingselectioncriteriaforawiderrangeofexperience(4respondents)orforpeoplefromlocalcommunities(1respondent)and,moreradically,replacing”relevantexperience”asacriterionforselectionwithOSCEcompetencytasksatinterview(1respondent)
• 3madesuggestionsabouthelpingpeopleobtainexperiencetoapplythroughvolunteer,workexperienceandassistantpractitioneropportunities
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• 4advocateddifferentormoreflexibletrainingroutesincludingnon-graduateandpart-timetrainingoptions.
• 13focusedonpay,thePWProleitselfandcareerprogressionaskeytoattractingpeople.11oftheserespondentsmadecommentsontheimportanceofcareerprogressionopportunities.
OthercommentsResultsareaggregatedseparatelyforthoseage35+andthosefromaBMEbackground.Inaddition,theothercommentsof4malePWPsthatspecificallymentionedgenderarenoted.Age35+:
• 3respondentsaddedspecificcommentsrelatedtobeinganolderPWP:o AsanoldermaleIfindmyselfinasmallminorityinIAPTon
accountofmy1age2genderI'veneverfeltdiscriminatedagainstonaccountofeitherofthesefactors,butitmaybeoffputtingforsome?
o IhaveseenthereisahighturnoverofPWP's,Ithinkifitwasaimedtowardsmorematureexperiencedcandidateslikemyselftherewouldbelessofaturnover,personallyI'mheretostay.
o Asastudentinmy40sIfeelmorecomfortableintheroleespeciallywhenseeingpatientsbecauseIamthatmucholder.Ialsohavelifeexperiencewhichhelpstoo.
• 1respondentsuggestedhavingabuddyduringtrainingmightbehelpful:o Itwasveryhelpfultohavea'buddy'inservicewhoknewtheropes
andwouldhelpoutwithquestions.Itmayhelptohaveasimilarbuddysystematuniversity-especiallyforthosewithamorediversebackground.
• 1participantcommentedthatpart-timePWPworkwouldbehelpful• 5commentswereaboutretentioninthePWProle:2ofthesewereabout
pay,2suggestedPWPprofessionalaccreditationwouldhelpand1focusedoncareerdevelopmentopportunities:
o Iwouldliketoseetherolemorevaluedandbetterpaybettertrainingtodevelopandalsoaccreditationandafarmoresupport.Iliketoleadfromothersandshareexperiences.IgetcrosswhengraduatesenrolandtheundergraduatesgetdiscriminatedagainstprofessionalsnobberyIcallit.
• 5additionalcommentswereaboutexpectationsandworkloadintherole,affectingbothretentionbutalsoimplicationsforrecruitmentofdiversegroupsintotherole:
o It’sthenatureoftheworkloadwhichleadstosomanypeopleleavingsoquicklypostqualification.Itisnotahumanask.Alsotheroleistoorelentlessandrepetitive,especiallyinprotocoltargetdrivenIAPTservices.
o PeopleshouldbemadeawarethatasaPWPtheywillhavetoseeasmanypatientsastheycanseewithintheshortestperiodoftimethattheycanallow
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o Youneedtoexamineworkloadandadmininordertoretainworkersnationally.statscomesbeforeworkforcewellbeingandpatientcare.
o TheIAPTmodelonpapertalksaboutmildtomoderateproblemsseenatstep2.However,inrealitythisdoesnothappenatall!!!Weseemuchmorecomplex,difficultpeoplewithtrans-generationalissuesdeeplyingrainedinthemandtheirfamilies'lives.Thereforemuchhardertoshift.SeeingthesetypesofpresentationstypicallyinthevolumePWP'sseeeachday/week/monthwithsuchamassivefocusontargetstargetstargetsistrulyhard.Peoplearereallyburnedoutand,inmyopinion,that'swhypeopleleavesofrequently.MyparticularservicehasnicemanagementwhoarecaringandrespondtoindividualsbutIhaveworkedinotherIAPTservicesasaPWPwereitwashorrendousandpeople(PWP's)wereintearsthroughstress.ThisshouldbelookedataswordofmouthspreadsandthePWProleisn'talwaysseenasmanageable
o Thetrainingisawful.Thedeptheadtourtheclassoffastripearlyonoverregistrationissues,anditwasnotthefaultofthepeopleshenamedandshameditwasauniversityadminissue.ThisisfromsomeonewhoisanexperiencedPWPandcourseleader.Theuniversitykeepsmovingtheboundariesforthingse.gassessmentssoeveryonegetsunnecessarilystressedwhenthisisnotneeded.TheformatiswrongasitisclearthataPWPisnotrespected.Thisiswhysomanyunqualifiedareabletobeinpostandcontinuetobeinpost,andthosewithnoexperienceareexpectedtodotheroleprior,andduringtrainingwithnosupport.Theassessmentisreallyjustacallcentrespeech-thereforethespeechandformatshouldbegivenout,withtheuniversitymarkingcriteriaonday1.Thenitcouldbeadaptedbystudentsforindividualityanddifferentservices.Itistopossibletosticktotheformulawithrealpeople.Itisalsoclearthatinpracticetherearetwomainissues-firstlythewaythingsaredonemeetafinancialincentiveandsecondlybybeingsoobviouslyfinanciallydrivenitisnotpersoncentredasitisnotadaptive.Thiscanbedemonstratedbytheamountofpeoplewhoreturntoservicefor'anothergo'.Longtermitcannotworkasitdoesnotaddressthecausesofdistress,thereforetorefertoCBTasatreatmentismisleadingandunfairandfalseadvertising-itisonlyaninterventioninthisformat.ThegreenfootprintofIAPTmustbetakenintoconsideration.ThepressureofworkonPWPtoworki.e.fitinassess,treatandwriteupnotesonatleasttwodatabasesisaskingfortrouble.Thereisalackofrealitythatmostpeoplebydefinitionofnearlyallresearchavailablewillattendwithaminimumofthreeproblems,thereforethissystemsetspeopleuptofail,asinrealityallwillneedStep3butarebeingforcedintoStep2.Thewaytheuniversitiesdeliverthecoursewouldnotencouragepeoplefromdiversebackgrounds,wouldnotencouragepeoplewhohavelittleformalqualificationsbutareexperiencedatworkingwithpeopleinneed,andthelack
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ofpreparationforexamsetcisbeyondbelief.Ihopethesystemchangessoon.
PWPswithBMEbackgrounds:
• 3respondentsaddedspecificcommentsrelatedtobeingfromaBMEbackground:
o Thecourseneedstointegratediversityconsiderationsthroughoutnotjustacoupleoflecturesattheend.Ifeltthatsomeoftheraceandculturelectureswherepinnedontotheend,andnotreallythefocithroughout.Moresupportneedstobemadeavailableforpeoplewhorelocateforthecourse,especiallythosewhocomefromlowerclassbackgrounds.Ierelocationbursary.
o IdothinkthatmoremenareneededinthepwproleespeciallywhereIworkthereareonly2outof13traineeswhoaremale.Ifeelitcanmakeadifferencetohaveamaletherapist,sometimesIfeelitcanhelpmetorelatethembetter.SoIbelievethisinitiativeisverygood.Ialsofeelthesameaboutsomeonethatisfromadifferentcultureandwithdifferentbeliefsforthepatientdemographic.Ashavingadifferentbelief,Imightfinditabithardtosharethiswithsometherapistswhomightnotunderstandit.
o SometimesfeelIamdiscriminatedagainstforbeingAsianordifferent.
• 3additionalcommentswereaboutexpectationsandworkloadintherole,affectingbothretentionbutalsoimplicationsforrecruitmentofdiversegroupsintotherole.OneofthesecommentswasfromanolderPWPfromBMEbackgroundandisincludedintheolderPWPsothercommentsabove:
o NotashighlypaidwhenmanagingriskandIthinkbeingPWPisnotsomethingyoucandolongtermduehighcaseload
o Pleaseseeaboveandpleasetrytohavealookatwhythere'sahugeturnoverinIAPTandhowtokeepthecurrentstaff,generallyinanypsychologyrelatedjobattractsyoungfemales.
Therewereothercommentsfrom4malerespondentsthatspecificallyreferencedgender:
o IdothinkthatmoremenareneededinthepwproleespeciallywhereIworkthereareonly2outof13traineeswhoaremale.Ifeelitcanmakeadifferencetohaveamaletherapist,sometimesIfeelitcanhelpmetorelatethembetter.SoIbelievethisinitiativeisverygood.
o Youdidn’taskmysexuality,orlifestage,I'magayman,divorcedandtwokidsandworkparttime
o AsanoldermaleIfindmyselfinasmallminorityinIAPTonaccountofmy1age2gender.I'veneverfeltdiscriminatedagainstonaccountofeitherofthesefactors,butitmaybeoffputtingforsome?
o TheonlywaytomakesurethatPWPsarerepresentativeofthepopulationistomakesurethatthePWProleisanattractiveone.Asitstandsitisnot.Morefocusshouldbeputontostaff
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retentionratherthantryingtorecruitfromawiderdemographicpool.
OnefinalcommentfromamalePWPisworthnoting: o Topromotetheroleandtheposition,IAPTneedstobehonestand
providemeaningfulresearchregardingitsefficacy/effectivenessratherthanallowservicestocookthebooks,ignoreNICEguidelines,etc.inordertomeettargets.Ifthejobistoohighpressured,lacksreward,andisethicallydubiousthenitwillbedifficulttokeepanystaff.
Additionalcommentsfromtheyounger(age35orless)whitefemalerespondentscoveredsimilarthemesonthewhole,withsomespecificcommentsthatareworthquoting:
o Iwouldsay,don'tassumeIwouldnotbeconsidereddiverseasIamwhite.Ihavedyslexia(notalwayseasytomanagewithinthePWProle!).Iwasandstillamthefirstinmyfamilytogotouniversity,Iamfromalowincomebackgroundanddidnotgotoagoodschool.
o IdofeelthatIAPTworkersaretypicallyrepresentedbyyoungmiddleclassfemalesandthisisatdetrimenttotheservice.EducationandopportunitytodounpaidworkarenottheonlyindicatorsofhowsuccessfulaPWPwillbeabletoworkwithindividualsexperiencingmentalhealthdifficultiesandcanresultinhighstaffturnoverduetostaffwishingtomoveforwardwiththeircareers,whichinturndevaluestheroleofthePWPandleadstoastaffgroupwhichlacksexpertise.
o ThePWProleisafantasticstartingpointinanIAPTservice.ForthoseindividualswhowanttoprogresstoHItraining,thereshouldbemoresupportandopportunitytodothisearlierthan2years.Especiallyifyouarelookingforthosepeoplewhohavecomefromotherprofessions,whomaybeolder.Thepayisnotsustainableandthesepeoplearegoingtobe-understandably-keentofindaroletheycansettleinandbuildtheirskills.
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Appendix3–PWPNationalCurriculumLearningoutcomesThesearethePWPtraininglearningoutcomesextractedfromtheNationalCurriculumfortheEducationofPsychologicalWellbeingPractitioners,3rdedition(January2015)Engagementandassessmentofpeoplewithcommonmentalhealthproblems:1)Demonstrateknowledge,understandingandcriticalawarenessofconceptsofmentalhealthandmentalillness,diagnosticcategorysystemsinmentalhealthandarangeofsocial,medicalandpsychologicalexplanatorymodels.2)Demonstrateknowledgeof,andcompetenceinapplyingtheprinciples,purposesanddifferenttypesofassessmentundertakenwithpeoplewithcommonmentalhealthdisorders3)Demonstrateknowledgeof,andcompetenceinusing‘commonfactors’toengagepatients,gatherinformation,buildatherapeuticalliancewithpeoplewithcommonmentalhealthproblems,managetheemotionalcontentofsessionsandgrasptheclient’sperspectiveor“worldview”.4)Demonstrateknowledgeof,andcompetencein‘patient-centred’informationgatheringtoarriveatasuccinctandcollaborativedefinitionoftheperson’smainmentalhealthdifficultiesandtheimpactthishasontheirdailyliving.5)Demonstrateknowledgeof,andcompetenceinrecognisingpatternsofsymptomsconsistentwithdiagnosticcategoriesofmentaldisorderfromapatient-centredinterview.6)Demonstrateknowledgeof,andcompetenceinaccurateriskassessmenttopatientorothers7)Demonstrateknowledgeof,andcompetenceintheuseofstandardisedassessmenttoolsincludingsymptomandotherpsychometricinstrumentstoaidproblemrecognitionanddefinitionandsubsequentdecisionmaking.8)Demonstrateknowledge,understandingandcompetenceinusingbehaviourchangemodelsinidentifyinginterventiongoalsandchoiceofappropriateinterventions9)Demonstrateknowledgeof,andcompetenceingivingevidence-basedinformationabouttreatmentchoicesandinmakingshareddecisionswithpatients.10)Demonstratecompetenceinunderstandingthepatientsattitudetoarangeofmentalhealthtreatmentsincludingprescribedmedicationandevidence-basedpsychologicaltreatments.11)Demonstratecompetenceinaccuraterecordingofinterviewsandquestionnaireassessmentsusingpaperandelectronicrecordkeepingsystems.Evidence-basedlow-intensitytreatmentforcommonmentalhealthdisorders:1)Criticallyevaluatearangeofevidence-basedinterventionsandstrategiestoassistpatientsmanagetheiremotionaldistressanddisturbance.2)Demonstrateknowledgeof,andcompetenceindevelopingandmaintainingatherapeuticalliancewithpatientsduringtheirtreatmentprogramme,includingdealingwithissuesandeventsthatthreatenthealliance.3)Demonstratecompetenceinplanningacollaborativelow-intensitypsychologicalorpharmacologicaltreatmentprogrammeforcommonmentalhealthproblems,includingmanagingtheendingofcontact.
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4)Demonstratein-depthunderstandingof,andcompetenceintheuseof,arangeoflow-intensity,evidence-basedpsychologicalinterventionsforcommonmentalhealthproblems.5)Demonstrateknowledgeandunderstandingof,andcompetenceinusingbehaviourchangemodelsandstrategiesinthedeliveryoflow-intensityinterventions6)Criticallyevaluatetheroleofcasemanagementandsteppedcareapproachestomanagingcommonmentalhealthproblemsinprimarycareincludingongoingriskmanagementappropriatetoserviceprotocols.7)Demonstrateknowledgeof,andcompetenceinsupportingpeoplewithmedicationforcommonmentaldisorderstohelpthemoptimisetheiruseofpharmacologicaltreatmentandminimiseanyadverseeffects.8)Demonstratecompetencyindeliveringlow-intensityinterventionsusingarangeofmethodsincludingface-to-face,telephoneandelectroniccommunication.Values,DiversityandContext:1)Demonstrateknowledgeof,andcommitmenttoanon-discriminatory,recoveryorientatedvaluesbasetomentalhealthcareandtoequalopportunitiesforallandencouragepeople’sactiveparticipationineveryaspectofcareandtreatment2)Demonstraterespectforandthevalueofindividualdifferencesinage,sexuality,disability,gender,spirituality,raceandculture.3)Demonstrateknowledgeof,andcompetenceinrespondingtopeoples’needssensitivelywithregardtoallaspectsofdiversity,includingworkingwitholderpeople,theuseofinterpretationservicesandtakingintoaccountanyphysicalandsensorydifficultiesserviceusersmayexperienceinaccessingservices.4)Demonstrateawareness&understandingofthepowerissuesinprofessional/serviceuserrelationships.5)Demonstratecompetenceinmanagingacaseloadofpeoplewithcommonmentalhealthproblemsefficientlyandsafely.6)Demonstrateknowledgeof,andcompetenceinusingsupervisiontoassisttheworker’sdeliveryoflow-intensitypsychologicaland/orpharmacologicaltreatmentprogrammesforcommonmentalhealthproblems.7)Demonstrateknowledgeof,andcompetenceingatheringpatient-centredinformationonemploymentneeds,wellbeingandsocialinclusionandinliaisonandsignpostingtootheragenciesdeliveringemployment,occupationalandotheradviceandservices.8)Demonstrateanappreciationoftheworker’sownlevelofcompetenceandboundariesofcompetenceandrole,andanunderstandingofhowtoworkwithinateamandwithotheragencieswithadditionalspecificroleswhichcannotbefulfilledbytheworkeralone.9)Demonstrateaclearunderstandingofwhatconstituteshigh-intensitypsychologicaltreatmentandhowthisdiffersfromlow-intensitywork.