This is not the latest approved version of this apprenticeship. View the latest version
This revised version has been agreed and is available for information only at present. It will replace the version v1.2 for new starts once the funding band is agreed and after the notice period. Further details of this and other apprenticeships in revision are available in the revision's status report.
This apprenticeship is in revision
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This apprenticeship standard will be reviewed after three years
This occupation is found in NHS Talking Therapies for Anxiety and Depression Services. Psychological Wellbeing Practitioners, commonly referred to as PWPs, deliver services from GP practices, healthcare centre or community venues such as a library, leisure centre or remotely by telephone, video or other digital platforms.
The broad purpose of the occupation is to provide evidence-based interventions for adults with anxiety disorders and depression. PWPs work within a stepped care service delivery model which operates on the principle of offering effective low intensity CBT based psychological treatment using National Institute for Health and Care Excellence (NICE) guidelines where patients can then be stepped up within a stepped care model or signposted to another service if required.
PWPs conduct patient-centred interviews, helping identify areas where the person wishes to change how they feel, think or behave. They carry out risk assessments and provide phone, online or face-to-face support, liaising with other agencies and signposting patients to useful services, such as housing and employment.
In their daily work, an employee in this occupation interacts with patients and a wider psychological therapies team which may include other health professionals such as psychologists, cognitive behaviour therapists, counsellors, employment specialists, community nurses and administrative staff. They will liaise across a number of different services including GPs, community physical health teams and charitable organisations that provide related support services.
An employee in this occupation will be responsible and accountable for safe, compassionate, patient-centred evidence based care. PWPs are autonomous practitioners who work within their scope of practice. A PWP is responsible for managing a high volume caseload of patients with mild to moderate common mental health problems efficiently and safely utilising clinical skills and case management weekly supervision and other forms of supervision identified as appropriate. PWPs take responsibility for their own learning and development using reflection and feedback to analyse their own capabilities, appraise alternatives and plan and implement actions.
Employers and universities will set their own entry requirements which might typically require applicants to have previous experience of working in mental health or experience of a setting where they are likely to be exposed to people at increased risk of experiencing mental health difficulties, either paid or voluntary work or having personal experience of mental health difficulties.
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Duty 1 Practise safely and effectively within the scope of practice of a PWP and within the legal and ethical boundaries of the profession to manage a caseload of patients with common mental health problems. |
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Duty 2 Provide assessments to identify the common mental health problems of anxiety disorders and depression. |
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Duty 3 Manage the assessment of risk and safeguarding issues and appropriate onward referral using psychometric, problem focused assessment and intervention planning. |
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Duty 4 Provide evidence based treatments for patients with mild to moderate symptoms of the common mental health problems of anxiety disorders and depression, selecting treatments to aid recovery, promote social inclusion and support appropriate return to work, thereby helping with physical and psychological health. |
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Duty 5 Provide guided self-help treatment informed by cognitive-behavioural principles, which are patient-centred psychological treatments with an emphasis on self-management. |
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Duty 6 Provide support that enables patients to optimise their use of self-management recovery information, which is delivered through in person or remote contact methods including digital platforms and group workshops. |
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Duty 7 Provide information on common medication prescribed for symptoms of anxiety and depression and support patients to optimise their use of such treatments. |
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Duty 8 Communicate effectively with and signpost to other agencies and services. |
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Duty 9 Handle personal and sensitive information and record interviews and questionnaire assessments using paper and electronic record keeping systems in an accurate and timely manner. |
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Duty 10 Participate in clinical skills and case management supervision to assist the delivery of low-intensity interventions. |
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Duty 11 Routinely collect and store clinical, social and employment outcome data and contribute to local and national outcome monitoring, audit and quality improvement, within a stepped care service delivery model. |
K1: Concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models.
Back to Duty
K2: Principles, purposes and different types of assessment undertaken with patients with common mental health disorders using in person, telephone and video-based modes of delivery.
Back to Duty
K3: Common factors to engage patients, gather information, build a therapeutic alliance with patients with common mental health problems, manage the emotional content of sessions and the impact of this on both themselves and the client and hold boundaries.
Back to Duty
K4: Principles of patient-centred information gathering to arrive at a succinct and collaborative definition of the patient’s main mental health difficulties and the impact this has on their daily living.
Back to Duty
K5: Approaches to assessing the world view of patients, with a focus on the here and now, including cognitive patterns and biases that link to specific conditions and the implications of these to shape low-intensity working.
Back to Duty
K6: Patterns of symptoms consistent with diagnostic categories of mental disorders from a patient-centred interview.
Back to Duty
K7: Complexity of mental disorders and the tools and techniques used to decide on the primary target problem for intervention in the context of comorbidity of mental and physical health problems.
Back to Duty
K8: Importance of accurate risk assessment with patients or others to ensure practitioners can confidently manage this effectively in accordance with National Institute for Health and Care Excellence (NICE) guidance.
Back to Duty
K9: Standardised assessment tools, symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making.
Back to Duty
K10: COM-B behaviour change model and its use in identifying intervention goals and choice of appropriate interventions.
Back to Duty
K11: Available evidence-based information about treatment choices and in making shared decisions with patients.
Back to Duty
K12: Tools and techniques used to select an appropriate mode of delivery in partnership with patients.
Back to Duty
K13: Attitudes that service users may develop to a range of mental health treatments including prescribed medication and evidence-based psychological treatments.
Back to Duty
K14: Strategies to develop and maintain a therapeutic alliance with patients during their treatment programme, dealing with issues and events that threaten the alliance.
Back to Duty
K15: NICE guidance and the NHS Talking Therapies Manual and their application in selecting appropriate cases for low-intensity treatment.
Back to Duty
K16: Low-intensity, evidence-based guided self-help psychological interventions recommended by NICE for anxiety disorders and depression, behavioural activation, graded exposure, cognitive restructuring, including behavioural experiments, worry management, problem-solving, promoting good sleep, promoting physical activity and medication support.
Back to Duty
K17: COM-B behaviour change model and strategies in the delivery of low-intensity interventions.
Back to Duty
K18: Strategies to support patients with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects.
Back to Duty
K19: Tools and techniques used to map core skills into text-based interventions.
Back to Duty
K20: Principles and values that underpin the delivery of non-discriminatory, recovery orientated mental health care.
Back to Duty
K21: Strategies needed to respond to people's needs sensitively with regard to all aspects of diversity, working with older people, the use of interpretation services and taking into account any cognitive, physical, or sensory difficulties patients may experience in accessing services.
Back to Duty
K22: Power issues in professional-patient relationships.
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K23: Voluntary, community and statutory organisations in their community that may be helpful to signpost and refer to.
Back to Duty
K24: The importance of using supervision to assist own delivery of low-intensity psychological treatment and medication support programmes for depression or anxiety disorders.
Back to Duty
K25: Process of gathering patient-centred information on employment needs, wellbeing and social inclusion and in liaison and how to signpost to other agencies delivering employment, occupational and other advice and services.
Back to Duty
K26: Boundaries of competence of the PWP and of own role, and how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the PWP alone.
Back to Duty
K27: The meaning of high-intensity psychological treatment and how this differs from low-intensity work.
Back to Duty
S1: Use the principles, purposes and different types of assessment undertaken with patients with common mental health disorders using in person, telephone and video-based modes of delivery.
Back to Duty
S2: Use common factors to engage patients, gather information, build a therapeutic alliance with patients with common mental health problems, manage the emotional content of sessions and hold boundaries.
Back to Duty
S3: Use patient-centred principles to gathering of information to arrive at a succinct and collaborative definition of the person’s main mental health difficulties and the impact this has on their daily living.
Back to Duty
S4: Assess the world view of patients, with a focus on the here and now, including cognitive patterns and biases that link to specific conditions and the implications of these to shape low-intensity working.
Back to Duty
S5: Recognise patterns of symptoms consistent with diagnostic categories of mental disorders from a patient- centred interview, and correctly identify the correct primary problem descriptor.
Back to Duty
S6: Decide on the primary target problem for intervention in the context of comorbidity of mental and physical health problems.
Back to Duty
S7: Assess risk with patients or others to ensure practitioners can confidently manage this effectively in accordance with NICE guidance.
Back to Duty
S8: Select and use standardised assessment tools including symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making.
Back to Duty
S9: Use the COM-B behaviour change model to identify intervention goals and choice of appropriate interventions.
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S10: Set agreed goals for treatment which are specific, measurable, achievable, realistic and timely (SMART).
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S11: Provide evidence-based information about treatment choices and in making shared decisions with patients.
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S12: Select an appropriate mode of delivery in partnership with patients, including assessing a patient's suitability for online interventions, revising this as necessary on an ongoing basis.
Back to Duty
S13: Take account of the service user's attitude to a range of mental health treatments including prescribed medication and evidence-based psychological treatments.
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S14: Choose the appropriate pathway for a service user after assessment using clinical decision-making tools and techniques.
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S15: Identify patients at assessment who do not fit the criteria for treatment at Step 2 including those with post-traumatic stress disorder (PTSD), social anxiety disorder or severe mental health problems, and facilitate appropriate stepping up or onward referral.
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S16: Evaluate a range of evidence-based interventions and strategies to assist patients in managing their emotional distress and disturbance.
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S17: Develop and maintain a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance.
Back to Duty
S18: Plan a collaborative low-intensity psychological treatment programme for common mental health problems, including appropriate frequency of contacts, managing the ending of contact and development of relapse prevention strategies.
Back to Duty
S19: Select appropriate cases for low- intensity treatment, aligned to NICE guidance and the NHS Talking Therapies Manual.
Back to Duty
S20: Select and provide a range of low-intensity, evidence-based guided self-help psychological interventions recommended by NICE for anxiety disorders and depression, in an adequate dose, linked to patient goals including behavioural activation, graded exposure, cognitive restructuring, including behavioural experiments, worry management, problem solving, promoting good sleep, promoting physical activity and medication support.
Back to Duty
S21: Use the COM-B behaviour change model and strategies in the delivery of low-intensity interventions.
Back to Duty
S22: Evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols and NICE guidance.
Back to Duty
S23: Support patients with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects.
Back to Duty
S24: Deliver low-intensity interventions using a range of methods including one-to-one treatment in person, via video consultation, via telephone, interactive text or computerised cognitive behavioural therapy and guided self-help groups in person and via video.
Back to Duty
S25: Select and revise modes of delivery, as necessary on an ongoing basis depending on factors including patient choice and suitability.
Back to Duty
S26: Map core skills into text-based interventions.
Back to Duty
S27: Deliver and lead evidence-based groups and workshops using guided self-help group facilitation skills, involving everyone to generate a useful discussion, managing challenges to engagement and responding flexibly to questions from the audience.
Back to Duty
S28: Take succinct and accurate notes.
Back to Duty
S29: Manage a large caseload of patients with common mental health problems efficiently and safely.
Back to Duty
S30: Use supervision to assist own delivery of low-intensity psychological treatment and medication support programmes for depression or anxiety disorders.
Back to Duty
S31: Gather patient-centred information on employment needs, wellbeing and social inclusion and in liaison and signposting to other agencies delivering employment, occupational and other advice and services.
Back to Duty
S32: Work within own level of competence and boundaries of competence and role, including working within a team and with other agencies.
Back to Duty
B1: Be committed to the delivery of non-discriminatory, recovery orientated mental health care.
Back to Duty
B2: Be committed to equal opportunities for all, encouraging active participation in every aspect of care and treatment.
Back to Duty
B3: Show respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture.
Back to Duty
B4: Show empathy and be responsive and sensitive to patient's needs with regard to all aspects of diversity, including working with older people, the use of interpretation services and taking into account any neurodiversity, cognitive, physical, or sensory difficulties patients may experience in accessing services.
Back to Duty
B5: Show an awareness of own bias, prejudice and assumptions, making good use of supervision and reflective spaces to examine these.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 6 (non-degree qualification)
This standard aligns with the following professional recognition:
This document explains the requirements for end-point assessment (EPA) for the psychological wellbeing practitioner apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Psychological wellbeing practitioner apprentices, their employers and training providers should read this document.
A full-time psychological wellbeing practitioner apprentice typically spends 12 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 3 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - professional discussion underpinned by a portfolio of evidence:
Assessment method 2 - examination:
Assessment method 3 - presentation with questions and answers:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 12 months
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The apprentice must:
The qualification required is: Certificate in Psychological Wellbeing Practice
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 3 months
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The grades available for each assessment method are below
Professional discussion underpinned by a portfolio of evidence:
Examination:
Presentation with questions and answers:
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods must be delivered in the following order:
The professional discussion underpinned by a portfolio of evidence and the examination can be delivered in any order but must be passed before the presentation with question and answers can take place. The presentation must be the last assessment method taken.
The rationale is the presentation informs the result of the mandated qualification. Therefore the presentation within module 3 must not take place before the EPA gateway. The successful apprentice will pass both the EPA and the mandated qualification at the same time. This allows for an integrated approach.
The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months. The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion. It will include the following themes:
The EPAO must give an apprentice 10 days' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must ask at least 14 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the examination, the apprentice answers questions in a controlled and invigilated environment. It gives the apprentice the opportunity to demonstrate the knowledge and skills mapped to this assessment method.
Long answer questions (LAQs) are open-ended questions used to assess depth of knowledge in an examination. LAQs need an extended written response or an evaluative answer.
This assessment method is being used because:
The examination must be structured to give the apprentice the opportunity to demonstrate the knowledge and skills mapped to this assessment method to the highest available grade.
The test can be computer or paper based.
The apprentice must be given at least 10 days’ notice of the date and time of the test.
The test must consist of 10 long answer questions. Long answer questions need a written response. Responses to LAQs may be multiple lines, an approximate word count (such as 100 words), multiple paragraphs. This should be an extended writing opportunity for higher marked questions.
The grading table shows both the numerical grade boundaries and written descriptors for the examination. The grade boundaries and written descriptors must be used by EPAOs to create valid and reliable mark schemes for the examination.
The mark scheme design and approach can be determined by the EPAO (e.g. either levels based-banded, points or a mixture). EPAOs should ensure that the questions within the examination mirror the level of demand set by the wording within the supporting written descriptors. This should be done by using the same command verb where possible (or a comparable verb, in terms of demand, where not).
The grading table should inform the question writing whilst also providing EPAOs with the numerical outcomes required for each level of attainment. Questions may be written that target part of the KSB statement, as long as, the full statement is assessed within the paper overall. However, EPAOs must ensure that the level of demand is not altered as per the supporting written descriptors.
Employers have determined the levels of performance required by apprentices on the examination. The minimum level of performance required to demonstrate competency at a pass standard is set at 50% (or 50 marks) of the total 100 marks available. To support overall standards alongside the overall mark requirements, apprentices must also achieve a minimum of 20 marks against each theme. To demonstrate a distinction, the standard is set at 70% (or 70 marks) of the 100 marks available.
EPAOs must ensure that their mark scheme approach supports these required standards in a reliable way. Specifically, if a levels-based, banded mark scheme design is used then the quality of performance described within each band descriptor should be set in an appropriate way to safeguard standards.
The apprentice must have 90 minutes to complete the test.
The test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.
The test must be taken in the presence of an invigilator who is the responsibility of the EPAO. The EPAO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.
The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.
The EPAO is responsible for the security of the test including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the test.
The EPAO must develop a marking scheme based on the grading descriptors for this assessment method. The test must be marked by an independent assessor or marker employed by the EPAO. They must follow the marking scheme produced by the EPAO.
The EPAO is responsible for overseeing the marking of the test. The EPAO must ensure standardisation and moderation of tests with written answers.
The apprentice must take the test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.
The test can take place remotely if the appropriate technology and systems are in place to prevent malpractice.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the test:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the presentation with questions, the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions after the presentation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
The presentation with questions and answers must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the presentation with questions.
The presentation must cover:
The purpose of the presentation is to allow the apprentice to demonstrate their competence against the grading descriptors.
The apprentice must submit any presentation materials to the EPAO by the end of week 2 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review any presentation materials, before the presentation is delivered by the apprentice, to allow them to prepare questions. The EPAO must give the apprentice at least 10 days' notice of the presentation assessment.
The independent assessor must ask questions after the presentation.
The purpose of the questions is:
The presentation and questions must last 45 minutes. This will typically include a presentation of 20 minutes and questioning lasting 25 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The independent assessor must make the grading decision. The independent assessor must assess the presentation and answers to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must be delivered by the awarding body of the Certificate in Psychological Wellbeing Practice qualification, it is their responsibility to ensure the independent assessor conforms to the requirements set out in the roles and responsibilities table and results of this method must be shared with the EPAO for the other methods at the earliest opportunity to not delay apprentice certification.
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation with questions and answers can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the presentation with questions and answers:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Assessment and formulation
K4 K5 K8 S3 S4 S7 S14 S15 S18 S28 |
Appraises how they use patient-centred principles in gathering of information and not taking to arrive at a succinct and collaborative definition of the person’s main mental health difficulties and its impact on their daily living (K4, S3, S28). Justifies how they assess the world view of patients, with a focus on the here and now, including cognitive patterns and biases that link to specific conditions and shape low-intensity working (K5, S4). Justifies the importance of accurately assessing risk with patients or others in accordance with NICE guidance to ensure practitioners can confidently manage this effectively (K8, S7). Evaluates their approach to choosing the appropriate pathway for a service user after assessment using clinical decision-making tools and techniques (S14). Explains how they identify patients at assessment who do not fit the criteria for treatment at Step 2 including those with PTSD, social anxiety disorder or severe mental health problems, and facilitate appropriate stepping up or onward referral (S15). Evaluates how they plan a collaborative low-intensity psychological treatment programme for common mental health problems, including appropriate frequency of contacts, managing the ending of contact and development of relapse prevention strategies (S18).
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Evaluates their approach to managing risk during assessment and justifies the actions they take following assessment of a patient who does not fit the criteria for treatment at Step 2 (S4, S7, S14, S15). |
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Evidence based interventions
K10 K11 K13 K14 K16 S9 S10 S11 S13 S16 S17 S20 S22 S24 S25 S27 B5 |
Justifies how they use the COM-B behaviour change model to identify intervention goals and choice of appropriate interventions which are SMART, and how they take account of own bias, prejudice and assumptions and make good use of supervision and reflection (K10, S9, S10, B5). Explains how they provide evidence-based information about treatment choices when making shared decisions with patients (K11,S11). Justifies how they take account of the service user's attitude to a range of mental health treatments including prescribed medication and evidence-based psychological treatments and how they evaluate a range of evidence-based interventions and strategies to assist patients in managing their emotional distress and disturbance (K13, S13, S16). Evaluates how they develop and maintain a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance (K14, S17). Explains how they select and provide a range of low-intensity, evidence-based guided self-help psychological interventions recommended by NICE for anxiety disorders and depression, in an adequate dose, linked to patient goals including behavioural activation, graded exposure, cognitive restructuring, including behavioural experiments, worry management, problem solving, promoting good sleep, promoting physical activity and medication support (K16, S20). Evaluates the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols and NICE guidance (S22). Evaluates how they deliver and review the delivery of low-intensity interventions using a range of methods depending upon factors such as patient choice and suitability including one-to-one treatment in person, via video consultation, via telephone, interactive text or computerised cognitive behavioural therapy and guided self -help groups in person and via video (S24, S25). Evaluates how they deliver and lead evidence-based groups and workshops using guided self-help group facilitation skills, involving everyone to generate a useful discussion, managing challenges to engagement and responding flexibly to questions from the audience (S27). |
Evaluates the impact of their own bias, prejudice and assumptions in identifying treatment interventions, in making shared decisions with patients and in maintaining a therapeutic alliance (S9, S10, S11, S17, B5). |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
50 - 69 MARKS
|
Distinction
70 - 100 MARKS
|
|---|---|---|
|
Assessment and formulation. Total marks for the theme is 50 marks.
K1 K2 K3 K6 K7 K9 S1 S2 S5 S6 S8 |
The written descriptors that support the grade boundaries are: Evaluates concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models. Justifies how they apply the principles, purposes and different types of assessment undertaken with patients with common mental health disorders using in person, telephone and video-based modes of delivery (K1, K2, S1). Explains the common factors they use to engage patients, gather information, build a therapeutic alliance with patients with common mental health problems, manage the emotional content of sessions and hold boundaries (K3, S2). Analyses patterns of symptoms consistent with diagnostic categories of mental disorders and how they recognise them from a patient-centred interview and correctly identify the primary problem descriptor (K6, S5). Justifies how they decide on the primary target problem for intervention in the context of comorbidity of mental and physical health problems, including the tools and techniques they use (K7, S6). Evaluates how they select and use standardised assessment tools including symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making (K9, S8).
|
See grade boundaries for distinction. |
|
Evidence based interventions. Total marks for the theme is 50 marks.
K12 K15 K17 K18 K19 S12 S19 S21 S23 S26 |
Evaluates the tools and techniques used to select an appropriate mode of delivery in partnership with patients, including assessing a patient's suitability for online interventions, revising this as necessary on an ongoing basis (K12, S12). Explains how they select appropriate cases for low- intensity treatment, aligned to NICE guidance and the NHS Talking Therapies Manual (K15, S19). Evaluates how they use the COM-B behaviour change model and strategies in the delivery of low-intensity interventions (K17, S21). Evaluates strategies used to support patients with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects (S23). Explains how they use a range of tools and techniques to map core skills into text-based interventions (K19, S26).
|
See grade boundaries for distinction. |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
|---|---|
|
Value, diversity and context
K20 K21 K22 K23 K24 K25 K26 K27 S29 S30 S31 S32 B1 B2 B3 B4 |
Explains how they apply the principles and values that underpin the delivery of non-discriminatory, recovery orientated mental health care, taking account the power issues that may exist in professional-patient relationships (K20, K22, B1). Evaluates how they encourage active participation in every aspect of care and treatment, and how they show respect for and value individual differences in age, sexuality, disability, gender, spirituality, race and culture (B2, B3). Articulates how they are responsive and sensitive to patient's needs with regard to all aspects of diversity, including working with older people, the use of interpretation services and how they take into account any neurodiversity, cognitive, physical, or sensory difficulties that patients may experience in accessing services (K21, B4). Explains the meaning of high intensity psychological treatment and how this differs from low intensity work and evaluates how they manage a large caseload of patients with common mental health problems efficiently and safely (K27, S29). Explains the importance of using supervision and evaluates how they use supervision to assist own delivery of low-intensity psychological treatment and medication support programmes for depression or anxiety disorders (K24, S30). Explains how they gather patient-centred information on employment needs, wellbeing and social inclusion and how they signpost and liaise with other agencies delivering employment, occupational and other advice and services (K23, K25, S31). Explains how they work within own level of competence and the boundaries of competence for the role of the PWP, including how they work within a team and with other agencies (K26, S32). |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the professional discussion underpinned by a portfolio of evidence, examination and presentation with questions and answers in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall merit, the apprentice must achieve one distinction. To achieve an overall distinction, the apprentice must achieve two distinctions.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Professional discussion underpinned by a portfolio of evidence | Examination | Presentation with questions and answers | Overall Grading |
|---|---|---|---|
| Pass | Pass | Fail | Fail |
| Pass | Fail | Pass | Fail |
| Fail | Pass | Pass | Fail |
| Pass | Pass | Pass | Pass |
| Pass | Distinction | Pass | Merit |
| Distinction | Pass | Pass | Merit |
| Distinction | Distinction | Pass | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 1 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
|
Invigilator |
As a minimum, the invigilator must:
|
|
Marker |
As a minimum, the marker must:
|
|
Awarding organisation |
As a minimum, the awarding organisation must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models. Back to Grading |
Examination |
|
K2
Principles, purposes and different types of assessment undertaken with patients with common mental health disorders using in person, telephone and video-based modes of delivery. Back to Grading |
Examination |
|
K3
Common factors to engage patients, gather information, build a therapeutic alliance with patients with common mental health problems, manage the emotional content of sessions and the impact of this on both themselves and the client and hold boundaries. Back to Grading |
Examination |
|
K4
Principles of patient-centred information gathering to arrive at a succinct and collaborative definition of the patient’s main mental health difficulties and the impact this has on their daily living. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5
Approaches to assessing the world view of patients, with a focus on the here and now, including cognitive patterns and biases that link to specific conditions and the implications of these to shape low-intensity working. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
Patterns of symptoms consistent with diagnostic categories of mental disorders from a patient-centred interview. Back to Grading |
Examination |
|
K7
Complexity of mental disorders and the tools and techniques used to decide on the primary target problem for intervention in the context of comorbidity of mental and physical health problems. Back to Grading |
Examination |
|
K8
Importance of accurate risk assessment with patients or others to ensure practitioners can confidently manage this effectively in accordance with National Institute for Health and Care Excellence (NICE) guidance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
Standardised assessment tools, symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making. Back to Grading |
Examination |
|
K10
COM-B behaviour change model and its use in identifying intervention goals and choice of appropriate interventions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Available evidence-based information about treatment choices and in making shared decisions with patients. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
Tools and techniques used to select an appropriate mode of delivery in partnership with patients. Back to Grading |
Examination |
|
K13
Attitudes that service users may develop to a range of mental health treatments including prescribed medication and evidence-based psychological treatments. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Strategies to develop and maintain a therapeutic alliance with patients during their treatment programme, dealing with issues and events that threaten the alliance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
NICE guidance and the NHS Talking Therapies Manual and their application in selecting appropriate cases for low-intensity treatment. Back to Grading |
Examination |
|
K16
Low-intensity, evidence-based guided self-help psychological interventions recommended by NICE for anxiety disorders and depression, behavioural activation, graded exposure, cognitive restructuring, including behavioural experiments, worry management, problem-solving, promoting good sleep, promoting physical activity and medication support. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
COM-B behaviour change model and strategies in the delivery of low-intensity interventions. Back to Grading |
Examination |
|
K18
Strategies to support patients with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects. Back to Grading |
Examination |
|
K19
Tools and techniques used to map core skills into text-based interventions. Back to Grading |
Examination |
|
K20
Principles and values that underpin the delivery of non-discriminatory, recovery orientated mental health care. Back to Grading |
Presentation with questions and answers |
|
K21
Strategies needed to respond to people's needs sensitively with regard to all aspects of diversity, working with older people, the use of interpretation services and taking into account any cognitive, physical, or sensory difficulties patients may experience in accessing services. Back to Grading |
Presentation with questions and answers |
|
K22
Power issues in professional-patient relationships. Back to Grading |
Presentation with questions and answers |
|
K23
Voluntary, community and statutory organisations in their community that may be helpful to signpost and refer to. Back to Grading |
Presentation with questions and answers |
|
K24
The importance of using supervision to assist own delivery of low-intensity psychological treatment and medication support programmes for depression or anxiety disorders. Back to Grading |
Presentation with questions and answers |
|
K25
Process of gathering patient-centred information on employment needs, wellbeing and social inclusion and in liaison and how to signpost to other agencies delivering employment, occupational and other advice and services. Back to Grading |
Presentation with questions and answers |
|
K26
Boundaries of competence of the PWP and of own role, and how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the PWP alone. Back to Grading |
Presentation with questions and answers |
|
K27
The meaning of high-intensity psychological treatment and how this differs from low-intensity work. Back to Grading |
Presentation with questions and answers |
| Skill | Assessment methods |
|---|---|
|
S1
Use the principles, purposes and different types of assessment undertaken with patients with common mental health disorders using in person, telephone and video-based modes of delivery. Back to Grading |
Examination |
|
S2
Use common factors to engage patients, gather information, build a therapeutic alliance with patients with common mental health problems, manage the emotional content of sessions and hold boundaries. Back to Grading |
Examination |
|
S3
Use patient-centred principles to gathering of information to arrive at a succinct and collaborative definition of the person’s main mental health difficulties and the impact this has on their daily living. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S4
Assess the world view of patients, with a focus on the here and now, including cognitive patterns and biases that link to specific conditions and the implications of these to shape low-intensity working. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Recognise patterns of symptoms consistent with diagnostic categories of mental disorders from a patient- centred interview, and correctly identify the correct primary problem descriptor. Back to Grading |
Examination |
|
S6
Decide on the primary target problem for intervention in the context of comorbidity of mental and physical health problems. Back to Grading |
Examination |
|
S7
Assess risk with patients or others to ensure practitioners can confidently manage this effectively in accordance with NICE guidance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Select and use standardised assessment tools including symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making. Back to Grading |
Examination |
|
S9
Use the COM-B behaviour change model to identify intervention goals and choice of appropriate interventions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10
Set agreed goals for treatment which are specific, measurable, achievable, realistic and timely (SMART). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S11
Provide evidence-based information about treatment choices and in making shared decisions with patients. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Select an appropriate mode of delivery in partnership with patients, including assessing a patient's suitability for online interventions, revising this as necessary on an ongoing basis. Back to Grading |
Examination |
|
S13
Take account of the service user's attitude to a range of mental health treatments including prescribed medication and evidence-based psychological treatments. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Choose the appropriate pathway for a service user after assessment using clinical decision-making tools and techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Identify patients at assessment who do not fit the criteria for treatment at Step 2 including those with post-traumatic stress disorder (PTSD), social anxiety disorder or severe mental health problems, and facilitate appropriate stepping up or onward referral. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S16
Evaluate a range of evidence-based interventions and strategies to assist patients in managing their emotional distress and disturbance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Develop and maintain a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S18
Plan a collaborative low-intensity psychological treatment programme for common mental health problems, including appropriate frequency of contacts, managing the ending of contact and development of relapse prevention strategies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S19
Select appropriate cases for low- intensity treatment, aligned to NICE guidance and the NHS Talking Therapies Manual. Back to Grading |
Examination |
|
S20
Select and provide a range of low-intensity, evidence-based guided self-help psychological interventions recommended by NICE for anxiety disorders and depression, in an adequate dose, linked to patient goals including behavioural activation, graded exposure, cognitive restructuring, including behavioural experiments, worry management, problem solving, promoting good sleep, promoting physical activity and medication support. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S21
Use the COM-B behaviour change model and strategies in the delivery of low-intensity interventions. Back to Grading |
Examination |
|
S22
Evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols and NICE guidance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S23
Support patients with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects. Back to Grading |
Examination |
|
S24
Deliver low-intensity interventions using a range of methods including one-to-one treatment in person, via video consultation, via telephone, interactive text or computerised cognitive behavioural therapy and guided self-help groups in person and via video. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S25
Select and revise modes of delivery, as necessary on an ongoing basis depending on factors including patient choice and suitability. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S26
Map core skills into text-based interventions. Back to Grading |
Examination |
|
S27
Deliver and lead evidence-based groups and workshops using guided self-help group facilitation skills, involving everyone to generate a useful discussion, managing challenges to engagement and responding flexibly to questions from the audience. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S28
Take succinct and accurate notes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S29
Manage a large caseload of patients with common mental health problems efficiently and safely. Back to Grading |
Presentation with questions and answers |
|
S30
Use supervision to assist own delivery of low-intensity psychological treatment and medication support programmes for depression or anxiety disorders. Back to Grading |
Presentation with questions and answers |
|
S31
Gather patient-centred information on employment needs, wellbeing and social inclusion and in liaison and signposting to other agencies delivering employment, occupational and other advice and services. Back to Grading |
Presentation with questions and answers |
|
S32
Work within own level of competence and boundaries of competence and role, including working within a team and with other agencies. Back to Grading |
Presentation with questions and answers |
| Behaviour | Assessment methods |
|---|---|
|
B1
Be committed to the delivery of non-discriminatory, recovery orientated mental health care. Back to Grading |
Presentation with questions and answers |
|
B2
Be committed to equal opportunities for all, encouraging active participation in every aspect of care and treatment. Back to Grading |
Presentation with questions and answers |
|
B3
Show respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture. Back to Grading |
Presentation with questions and answers |
|
B4
Show empathy and be responsive and sensitive to patient's needs with regard to all aspects of diversity, including working with older people, the use of interpretation services and taking into account any neurodiversity, cognitive, physical, or sensory difficulties patients may experience in accessing services. Back to Grading |
Presentation with questions and answers |
|
B5
Show an awareness of own bias, prejudice and assumptions, making good use of supervision and reflective spaces to examine these. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Assessment and formulation
K4 K5 K8 S3 S4 S7 S14 S15 S18 S28 |
Principles of patient-centred information gathering to arrive at a succinct and collaborative definition of the patient’s main mental health difficulties and the impact this has on their daily living. (K4) Approaches to assessing the world view of patients, with a focus on the here and now, including cognitive patterns and biases that link to specific conditions and the implications of these to shape low-intensity working. (K5) Importance of accurate risk assessment with patients or others to ensure practitioners can confidently manage this effectively in accordance with National Institute for Health and Care Excellence (NICE) guidance. (K8) |
Use patient-centred principles to gathering of information to arrive at a succinct and collaborative definition of the person’s main mental health difficulties and the impact this has on their daily living. (S3) Assess the world view of patients, with a focus on the here and now, including cognitive patterns and biases that link to specific conditions and the implications of these to shape low-intensity working. (S4) Assess risk with patients or others to ensure practitioners can confidently manage this effectively in accordance with NICE guidance. (S7) Choose the appropriate pathway for a service user after assessment using clinical decision-making tools and techniques. (S14) Identify patients at assessment who do not fit the criteria for treatment at Step 2 including those with post-traumatic stress disorder (PTSD), social anxiety disorder or severe mental health problems, and facilitate appropriate stepping up or onward referral. (S15) Plan a collaborative low-intensity psychological treatment programme for common mental health problems, including appropriate frequency of contacts, managing the ending of contact and development of relapse prevention strategies. (S18) Take succinct and accurate notes. (S28) |
None |
|
Evidence based interventions
K10 K11 K13 K14 K16 S9 S10 S11 S13 S16 S17 S20 S22 S24 S25 S27 B5 |
COM-B behaviour change model and its use in identifying intervention goals and choice of appropriate interventions. (K10) Available evidence-based information about treatment choices and in making shared decisions with patients. (K11) Attitudes that service users may develop to a range of mental health treatments including prescribed medication and evidence-based psychological treatments. (K13) Strategies to develop and maintain a therapeutic alliance with patients during their treatment programme, dealing with issues and events that threaten the alliance. (K14) Low-intensity, evidence-based guided self-help psychological interventions recommended by NICE for anxiety disorders and depression, behavioural activation, graded exposure, cognitive restructuring, including behavioural experiments, worry management, problem-solving, promoting good sleep, promoting physical activity and medication support. (K16) |
Use the COM-B behaviour change model to identify intervention goals and choice of appropriate interventions. (S9) Set agreed goals for treatment which are specific, measurable, achievable, realistic and timely (SMART). (S10) Provide evidence-based information about treatment choices and in making shared decisions with patients. (S11) Take account of the service user's attitude to a range of mental health treatments including prescribed medication and evidence-based psychological treatments. (S13) Evaluate a range of evidence-based interventions and strategies to assist patients in managing their emotional distress and disturbance. (S16) Develop and maintain a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance. (S17) Select and provide a range of low-intensity, evidence-based guided self-help psychological interventions recommended by NICE for anxiety disorders and depression, in an adequate dose, linked to patient goals including behavioural activation, graded exposure, cognitive restructuring, including behavioural experiments, worry management, problem solving, promoting good sleep, promoting physical activity and medication support. (S20) Evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols and NICE guidance. (S22) Deliver low-intensity interventions using a range of methods including one-to-one treatment in person, via video consultation, via telephone, interactive text or computerised cognitive behavioural therapy and guided self-help groups in person and via video. (S24) Select and revise modes of delivery, as necessary on an ongoing basis depending on factors including patient choice and suitability. (S25) Deliver and lead evidence-based groups and workshops using guided self-help group facilitation skills, involving everyone to generate a useful discussion, managing challenges to engagement and responding flexibly to questions from the audience. (S27) |
Show an awareness of own bias, prejudice and assumptions, making good use of supervision and reflective spaces to examine these. (B5) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Assessment and formulation. Total marks for the theme is 50 marks.
K1 K2 K3 K6 K7 K9 S1 S2 S5 S6 S8 |
Concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models. (K1) Principles, purposes and different types of assessment undertaken with patients with common mental health disorders using in person, telephone and video-based modes of delivery. (K2) Common factors to engage patients, gather information, build a therapeutic alliance with patients with common mental health problems, manage the emotional content of sessions and the impact of this on both themselves and the client and hold boundaries. (K3) Patterns of symptoms consistent with diagnostic categories of mental disorders from a patient-centred interview. (K6) Complexity of mental disorders and the tools and techniques used to decide on the primary target problem for intervention in the context of comorbidity of mental and physical health problems. (K7) Standardised assessment tools, symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making. (K9) |
Use the principles, purposes and different types of assessment undertaken with patients with common mental health disorders using in person, telephone and video-based modes of delivery. (S1) Use common factors to engage patients, gather information, build a therapeutic alliance with patients with common mental health problems, manage the emotional content of sessions and hold boundaries. (S2) Recognise patterns of symptoms consistent with diagnostic categories of mental disorders from a patient- centred interview, and correctly identify the correct primary problem descriptor. (S5) Decide on the primary target problem for intervention in the context of comorbidity of mental and physical health problems. (S6) Select and use standardised assessment tools including symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making. (S8) |
None |
|
Evidence based interventions. Total marks for the theme is 50 marks.
K12 K15 K17 K18 K19 S12 S19 S21 S23 S26 |
Tools and techniques used to select an appropriate mode of delivery in partnership with patients. (K12) NICE guidance and the NHS Talking Therapies Manual and their application in selecting appropriate cases for low-intensity treatment. (K15) COM-B behaviour change model and strategies in the delivery of low-intensity interventions. (K17) Strategies to support patients with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects. (K18) Tools and techniques used to map core skills into text-based interventions. (K19) |
Select an appropriate mode of delivery in partnership with patients, including assessing a patient's suitability for online interventions, revising this as necessary on an ongoing basis. (S12) Select appropriate cases for low- intensity treatment, aligned to NICE guidance and the NHS Talking Therapies Manual. (S19) Use the COM-B behaviour change model and strategies in the delivery of low-intensity interventions. (S21) Support patients with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects. (S23) Map core skills into text-based interventions. (S26) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Value, diversity and context
K20 K21 K22 K23 K24 K25 K26 K27 S29 S30 S31 S32 B1 B2 B3 B4 |
Principles and values that underpin the delivery of non-discriminatory, recovery orientated mental health care. (K20) Strategies needed to respond to people's needs sensitively with regard to all aspects of diversity, working with older people, the use of interpretation services and taking into account any cognitive, physical, or sensory difficulties patients may experience in accessing services. (K21) Power issues in professional-patient relationships. (K22) Voluntary, community and statutory organisations in their community that may be helpful to signpost and refer to. (K23) The importance of using supervision to assist own delivery of low-intensity psychological treatment and medication support programmes for depression or anxiety disorders. (K24) Process of gathering patient-centred information on employment needs, wellbeing and social inclusion and in liaison and how to signpost to other agencies delivering employment, occupational and other advice and services. (K25) Boundaries of competence of the PWP and of own role, and how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the PWP alone. (K26) The meaning of high-intensity psychological treatment and how this differs from low-intensity work. (K27) |
Manage a large caseload of patients with common mental health problems efficiently and safely. (S29) Use supervision to assist own delivery of low-intensity psychological treatment and medication support programmes for depression or anxiety disorders. (S30) Gather patient-centred information on employment needs, wellbeing and social inclusion and in liaison and signposting to other agencies delivering employment, occupational and other advice and services. (S31) Work within own level of competence and boundaries of competence and role, including working within a team and with other agencies. (S32) |
Be committed to the delivery of non-discriminatory, recovery orientated mental health care. (B1) Be committed to equal opportunities for all, encouraging active participation in every aspect of care and treatment. (B2) Show respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture. (B3) Show empathy and be responsive and sensitive to patient's needs with regard to all aspects of diversity, including working with older people, the use of interpretation services and taking into account any neurodiversity, cognitive, physical, or sensory difficulties patients may experience in accessing services. (B4) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Revised version awaiting implementation | In revision | Not set | Not set | Not set |
| 1.2 | Funding band revised | 07/08/2020 | Not set | Not set |
| 1.1 | End-point assessment plan revised | 06/05/2020 | 06/08/2020 | Not set |
| 1.0 | Retired | 22/03/2019 | 05/05/2020 | Not set |
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