Assessment Log

Welcome to 4167 Professional Skills development

Group Activity 1

In groups discuss the following question:

Other than having the requisite technical skills (psychological knowledge), what skills might be required for a professional psychologist to practice successfully?

Think broadly…………

TRANSITIONING FROM MASTERS TO WORK

What is the HCPC? | The HCPC

Function of hcpc

• Make sure that the professions are properly trained, meet their knowledge and skills up to date throughout their career and meet our standards for conduct and professional practice

• We set standards (conducts, performance and ethics) that our professions need to meet

• Proficiency

• Continuous development

• Education and Training Provision

• We keep a public register

• We assess professional development

Professions and protected titles | The HCPC

Who we are | BPS

BPS membership | BPS

Full membership (FMBPsS) | BPS

Welcome to The ABP - ABP

Membership Categories - ABP

Business Psychology Certification - ABP

abp- Professional Business Practice

abp – Consulting Cycle

abp – ABP values

Module - Learning Outcomes

1. Demonstrate a systematic knowledge of models of reflection and their application to personal experience.

2. Evidence a structured and self-managed approach to learning, maintaining a record of development activities and application of academic knowledge to professional; development.

3. Demonstrate a critical, comprehensive understanding of the concepts of fairness and ethics and their application within a chosen are of practice.

4. Evidence a critical understanding and application of appropriate models of evidence based practice, for example the scientist practitioner model.

5. Apply a self-directed approach to identifying needs, analysing needs, and formulating solutions and evaluation strategies within the context of a chosen area of practice (ref BPS Practice Cycle)

Block 1 - Learning Outcomes

• Assess why Reflective Practice is important for quality professional practice

• Use a variety of different models for your own ongoing reflections

• Critically evaluate how aspects of the self (e.g. cognitive biases and thinking patterns) might affect our practice as psychological practitioners (n.b. tomorrow you will also be looking at the role of Values)

• Plan your own CPD activity (relevant to your own career path)

• Describe what is required for the Assessment and make a start on writing towards this

Module Overview: MPSY4167 Block 1: Introduction; Professional Practice; Reflective Practice; Cognitive Distortions, Communicatioin Bias, CPD

Block 2: Ethics; Values in Action, Equality, Diversity and Inclusion in Psychological Practice, Scientist-Practitioner Model

Block 3: Cycle of Professional Practice; skills involved and real-world application of the cycle. Collaborative case study workshop

Block 4: Psychologists informing policy making; Use of Play and Arts in professional practice, psychological safety and leadership development

Session 1: Introduction to Module

and assessment

WHAT IS THIS

MODULE ALL

ABOUT?

BPS Professional Practice Guidelines

3rd Edition, Published 2017 – replaces 2nd Edition of 2009

The Practice Guidelines aim to define good practice for all psychologists whether registered, chartered or in training and offer guidance for decision making

The Guidelines have been designed for broad application across the full range of applied psychology

Should be used in conjunction with Code of Ethics and Conduct (2021) and Code of Human Research Ethics

BPS Professional Practice Guidelines

BPS framework: The professional practice of psychologists is underpinned by four key ethical values –

• Respect,

• Competence,

• Responsibility

• Integrity

See BPS Code of Ethics and Conduct, 2021

Cycle of Professional Practice

The five core skills

1. assessment and establishment of agreements with the client;

2. formulation of client needs and problems;

3. intervention or implementation of solutions;

4. evaluation of outcomes;

5. communication through reporting and reflecting on outcomes.

BPS framework

Group Activity 2

In groups, please list

The activities under each of these stages for

1. Counselling Psychologist

2. Business Psychologist

ASSESSMENT • Due by 28 Aug 2025

• 4,000 word limit

• Reflective Log

• Reflective account of YOUR development as a psychologist /practitioner (whichever pathway/field)

• Four module blocks: write a reflective log after each block on one, MAX two themes or topics which resonate with you/are relevant to your own professional development

• Keep these notes: they will go in your assignment appendices

Assessment

All reflections should use an established appropriate model (Kolb, Gibbs, etc.). These do not have to be the ones featured in the module content

Where appropriate, cite and draw upon relevant research evidence to interpret your experiences and support your ideas

Ensure your reflections lead to clear actions for your continuous personal and professional development (CPD)

Make these CPD actions relevant to your chosen field of psychology

POSSIBLE REFLECTION ‘THEMES’

• Models of reflective practice and their application to personal experience

• Ethics in practice

• Scientist practitioner model and implications for evidence-based practice

• (My) Values in Action

• The professional practice cycle and/or any of its steps / skills required for successful client work/practice

• The Role of Play in Professional Practice

• Listening and developing the client relationship

• Working with diverse client groups (EDI)

• Application and incorporation of emerging new therapies and research (e.g. ecopsychology and ecotherapy)

• Psychologists informing policy making

• Self-care and Resilience for Practitioners

Session 2: REFLECTIVE PRACTICE

Group Activity 3

1. What is reflection?

2. Why a psychologist has to reflect? 3. Do you often reflect in your real life? Any examples?

What is Reflection? Reflection is an active process of witnessing one’s own experience in order to take a closer look at it, sometimes to direct attention to it briefly, but often to explore it in greater depth (Amulya, 2004)

Boud, Cohen and Walker:

Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning. (1985, p19)

Why Reflect? Reflection helps learners to:

✓understand what they already know (individual)

✓identify what they need to know in order to advance

understanding of the subject (contextual)

✓make sense of new information and feedback in the

context of their own experience (relational)

✓guide choices for further learning (developmental)

Reflection is critical in professional practice

What is Reflective Practice?

Differences with Reflective thinking?

• Bing Videos

Reflective Thinking

“… a deliberate pause to assume an open perspective, to allow for higher-level thinking processes.”

(York-Barr et al. (2001, p6)

Osterman and Kottkamp (2004) have identified a further function:

Helping practitioners become sensitive to – and take steps to resolve – any discrepancies between their espoused theories and their ‘theories-in-use’ [concept from Argyris & Schon]

Further definitions and values of Reflective Practice

John Dewey (1859-1952) Father of Education

Reflective Practice Allows us to learn from experience

Develops self- awareness

Promotes evaluation of current practice,

to assist in improving our future practice

it is part of our learning process

(275) John Dewey’s 4 Principles of Education - YouTube

Elusive to define • Widely argued to be of great importance

• Variously defined and hard to operationalise

• Harper (2009): Is Reflective Practice (RP) a skill or an orientation towards one’s work?

• Much of the RP literature has its roots in Schön (1983)

• Nurtured and trained in psychology, nursing, education, social work, counselling, etc.

必应视频

Reflective in action vs Reflective on action

• Bing Videos

Back with Schön….

Reflection-IN-action: as we are practising – but it does not interrupt our actions

Reflection-ON-action: reflecting afterwards on why we did what we did and what we learnt from it

必应视频

MODELS OF REFLECTIVE PRACTICE

Reflective Model Definition an improvement tool to produce a change in practice that can be applied in a personal as well as professional context

(Knowles et al., 2006; Ghaye, 2001; cited in Anderson, Knowles & Gilbourne, 2004)

Borton originally proposed THREE simple questions to guide reflective practice:

• What? – What happened?

• So what? – What does it mean?

• Now what? – What will I do?

• These are known as the “cue” questions and were intended as a basic framework for reflection.

TERRY BORTON’S (1970)

‘CUE’ QUESTIONS

1

ROLFE (2001)

‘CUE’ QUESTIONS

2

What?

Focus: Description of the situation • What happened in this situation?

• What was my role, and who else was involved?

• What were the key events, behaviors, or outcomes?

• What emotions did I experience at the time?

• What did I observe in others' responses?

• Was the situation expected or unexpected?

So What?

Focus: Analysis and interpretation • Why did it happen the way it did?

• What underlying organizational dynamics were at play?

• How did my professional values, biases, or assumptions influence the outcome?

• What does this say about the team's/group’s functioning?

• How does this relate to theories of motivation, leadership, culture, or behavior?

• What have I learned about my own practice or the system I'm working in?

Now What?

Focus: Action and learning • What would I do differently next time?

• How can I apply this insight in similar future situations?

• What support or resources might be needed to address this?

• How can I share this learning with my team or client?

• Are there training, coaching, or OD interventions that could help?

• What’s my next step to develop professionally or help the organization evolve?

Key Differences

Aspect Terry Borton (1970) Rolfe et al. (2001)

Origin of model Original cue questions for reflection

Expanded framework based on Borton’s cues

Structure Simple and minimal More detailed with sub-questions

Application General reflective practice Used widely in professions such as nursing, education, social work

Depth Encourages basic reflection Encourages critical reflection and action

Group Activity 4 Scenario 1: Client Pushback

Scenario 2: Subordinate’s Poor Performance

Scenario 3: Team Conflict Over Presentation

Group Activity 4 Scenario 1: Client Pushback Context: You’ve been working with a client for several weeks on a proposal. You thought they were on board, but during the final meeting, the client suddenly says they are not ready to proceed and questions your plan.

Scenario 2: Subordinate’s Poor Performance Context: You are a team leader. Recently, one of your team members has been missing deadlines and the quality of their work has dropped. You feel frustrated because you've depended on them in the past.

Scenario 3: Team Conflict Over Presentation Context: You are part of a team preparing a major presentation. Two team members strongly disagree on how to present the findings and the conflict escalates, impacting the team’s collaboration and timeline.

KOLB'S EXPERIENTIAL LEARNING THEORY

Bing Videos

3

1. Concrete Experience (CE)

Doing/having an experience actively experiencing a situation. It could be a team project, a coaching session, a client meeting, or a workshop.

2. Reflective Observation (RO)

Reviewing and reflecting on the experience step back and observe, noticing what worked, what did not, how people behaved, and what emotions were involved. It is about gaining insights by thinking deeply about the experience.

3. Abstract Conceptualization (AC)

Concluding/learning from the experience makes sense of what happened by developing theories or frameworks, connecting it to existing knowledge, or identifying principles that explain the outcome.

4. Active Experimentation (AE)

Planning/trying out what you have learned apply what they have learned by testing new ideas or strategies, modifying behaviors, or approaching similar situations differently in the future.

Example – Coaching others Objective: Team members will be able to coach others effectively

Four Stages:

• Concrete Experience

- Try to jump in and coach someone

• Reflective observation

- Discuss among team members

• Abstract Conceptualization

- Provide each member with a coaching book that connects with the experiences

• Active Experimentation

- Coach others again based on the concept learnt

Group activity 5: Let’s play a game!

GIBBS REFLECTIVE CYCLE (1988)

4

Gibbs’s Model (1988)

The Six stages:

1. Description – What happened?

2. Feelings – What were you thinking and feeling?

3. Evaluation – What was good and bad about the experience?

4. Analysis – What sense can you make of the situation?

5. Conclusion – What else could you have done?

6. Action Plan – If it arose again, what would you do?

Clinical Case Reflection Using Gibbs’ Reflective Cycle

A case study of work-related stress and burnout symptoms in a mid- level manager

1. Description – What happened?

• The client, a 38-year-old male manager, reported persistent exhaustion, irritability, and low motivation due to long hours and team restructuring stress.

• He met burnout criteria via the MBI tool.

• Initial strategies like time management were dismissed due to perceived organizational culture constraints.

2. Feelings – What were you thinking and feeling?

• I felt concerned about the client’s emotional state and helpless when my suggestions were dismissed.

• I questioned the suitability of my approach for someone in a high- pressure corporate setting.

3. Evaluation – What was good and bad about the experience?

Good:

• The client was open, building a strong alliance.

• The burnout screening validated his feelings.

• Bad:

• I may have rushed into problem-solving.

• Resistance possibly stemmed from feeling misunderstood.

4. Analysis – What sense can you make of the situation?

• The client's culture promotes overwork. My approach may have seemed disconnected.

• He needs more validation and exploration of the internalized beliefs about weakness and failure.

5. Conclusion – What else could you have done?

• I could have focused more on emotional validation.

• Using motivational interviewing might have helped unpack his ambivalence about change and setting boundaries.

6. Action Plan – If it happened again, what would you do?

In future sessions:

• Slow down the intervention process.

• Use Acceptance and Commitment Therapy techniques to explore values.

• Suggest small recovery strategies aligned with company norms.

Aspect Kolb’s Experiential Learning Cycle Gibbs’ Reflective Cycle

Structure

4 stages: Concrete Experience → Reflective Observation → Abstract Conceptualization → Active Experimentation

6 stages: Description → Feelings → Evaluation → Analysis → Conclusion → Action Plan

Focus Focuses on the learning process through experience

Focuses on structured reflection to improve future actions

Use of Emotions Less emphasis on emotions Includes explicit stage for feelings

Orientation Cyclical learning and development through doing and thinking

Reflective development and professional practice

Application Common in experiential training, adult learning

Widely used in education, healthcare, and CPD (continuing professional development)

Action Planning Ends with experimentation stage Ends with a clear action plan for future scenarios

ATKINS AND MURPHY ‘MODEL OF REFLECTION’(1993)

Atkins and Murphy Model of Reflection (1993)

1. Awareness of uncomfortable feelings or thoughts

- something doesn’t go as expected, causing discomfort or confusion.

2. Description of the situation

- A clear and objective description of what occurred, including relevant facts.

3. Analysis of knowledge, feelings, and assumptions

- explores what they knew, how they felt, and any beliefs that influenced their reactions.

4. Evaluation of relevance of knowledge

- Evaluate if your existing knowledge and assumptions were appropriate and effective in the situation.

5. Identification of learning and potential for change

- extracting lessons and planning what to change in future practice.

5

Aspect Gibbs' Reflective Cycle Atkins and Murphy Model

Structure Linear and step-by-step More fluid, cognitive-emotional

Purpose Guide for structured reflection, especially for beginners

Encourages deeper critical thinking and professional growth

Focus Mainly on the situation and learning from it

Emphasis on internal cognitive/emotional processes and assumptions

Use Often used in education, training, nursing

Used in more advanced clinical or professional reflection

Emotions Includes “Feelings” section explicitly Focus on emotional discomfort as a trigger for reflection

Outcome Clear action plan and learning Learning focused on changing practice and thinking patterns

Comparison: Gibbs and Atkins & Murphy

Clinical Case Summary

• A client, 30 years old, presents with social anxiety.

• During the first session, the therapist noticed the client struggled to maintain eye contact and gave brief responses.

• The session felt tense, and the therapist wasn’t sure if he was well connected with the client.

Group Activity 6

Reflect using the below model

• Gibbs Model

• Atkins & Murphy Model

Key Differences

Aspect Gibbs (Inexperienced Coach) Atkins & Murphy (Experienced

Coach)

Focus Task-based (coaching structure,

feedback timing)

Process-based (emotional

attunement, internal patterns)

Depth Learns to improve structure and

questioning

Learns to adjust coaching stance,

use self-awareness

Learning Practice reflective listening and

rapport

Integrate emotional intelligence

into coaching presence

APPRECIATIVE INQUIRY REFLECTION

(COOPERRIDER & WHITNEY, 2003)

6

Appreciative Inquiry (AI) is a strengths-based approach to reflection and

organizational development. Unlike traditional problem-solving methods that

focus on identifying and fixing deficits, AI emphasizes what works well, aiming to

build on existing strengths to envision and create a desired future.

Appreciative Inquiry

Appreciative Inquiry

Key Principles of Appreciative Inquiry:

1.Constructionist Principle – Reality is socially constructed through conversations.

2.Simultaneity Principle – Inquiry and change are not separate; the moment we ask a question, change begins.

3.Poetic Principle – Organizations are like open books; we can choose which stories to tell and focus on.

4.Anticipatory Principle – Positive images of the future lead to positive actions.

5.Positive Principle – Focusing on strengths creates momentum for change.

Business Case Example: Enhancing Team Collaboration in a Marketing Department

Background:

A marketing team in a fast-growing tech company was facing low morale and poor communication. Instead of focusing on the problems (e.g., conflicts, missed deadlines), the manager decided to use Appreciative Inquiry to turn things around.

Business Case Example: Enhancing Team Collaboration in a Marketing Department

Application of the 5D Cycle:

• Define: Focus of inquiry – “Enhancing positive collaboration within our marketing team.”

• Discover: In small groups, team members shared peak experiences when they felt most connected and effective as a team (e.g., during a successful product launch where communication flowed and ideas were valued).

• Dream: They envisioned a team culture where open communication, creativity, and mutual support were the norm. Statements like “We brainstorm like jazz musicians” and “We celebrate each other’s strengths” emerged.

• Design: The team co-created new practices such as “weekly appreciation rounds,” a peer coaching buddy system, and visual project dashboards for shared accountability.

• Destiny: The changes were implemented over 3 months. The team now holds monthly story-sharing sessions to keep the positive momentum going. Metrics such as employee engagement and project turnaround time showed clear improvement.

Tools for Reflection • learning journals, diaries, log books and

personal blogs – your thoughts in written prose

• lists, bullet points, tables – your thoughts summarised in note form

• Audio visual recordings – documenting your voice or using video recordings

• visual representations – mind maps, diagrams, sketches.

Session 3: Aspects of the self in

psychological practice

Awareness of the Self in Psychological Practice

Cognitive approaches

Theoretical Origins

Stoic philosophers, Epictetus & Marcus Aurelius

- Self control to overcome destructive emotions

Epictetus (The Enchiridion, AD 50-120)

There is nothing either good or bad, but thinking makes it so.”

Victor Frankl (1905-1997) Austrian neurologist, psychologist, philosopher, and Holocaust survivor,

Book: Men search for Meaning

Power to choose • Between stimulus and response there is a

space

• In that space we have the power to choose our response

• Choose our attitude in any given set of circumstances

Albert Ellis (1913-2007)

• American psychologist and psychotherapist who founded the Rational-Emotive Behavior Therapy (REBT)

• An early proponent and developer of cognitive-behavioral therapies

• Proposed ten irrational beliefs

Aaron Beck (1921-2021) • The father of cognitive therapy and

cognitive behavioural therapy

• His pioneering methods are widely used in the treatment of clinical depression and various anxiety disorders

• Developed self-report measures for depression and anxiety, notably the Beck Depression Inventory

Flawed Thinking Patterns (1/4) The Pessimist • Terrible things can and will happen. Once I know it is possible, I believe it is likely and

will happen to me and my loved ones.

It’s All My Fault • If something goes wrong, it’s down to me. I am responsible for the health and

happiness of others.

Other People Can Make Me Happy Or Sad

• I hold others accountable for the horrible things that have happened to me or their failure to make me happy.

Rogers, J. (2016). Coaching Skills: A Handbook (4th Edn.), Maidenhead, UK: Open University Press

Flawed Thinking Patterns (2/4) My Past Defines Me

• If there was some sadness, tragedy or uncomfortable event in my life, I will never

overcome it. I become a person defined by the event.

Super-Competent-Me

• I have to be super-competent at every single thing I attempt, whether in my work or

personal life. Not to be competent is a disaster. If you want a job done well, do it

yourself.

No-Such-Thing-As-Grey

• Things are either perfect or a disaster, black or white, right or wrong. As a person I

am either great or awful and so is everyone else.

Flawed Thinking Patterns (3/4) It’s Not Fair

• Other people get away with things they shouldn’t get away with. I expected everything to be fair, but it’s not. Someone should always take the blame.

I Can Change People

• I believe it’s possible to rescue people. I want them to see the error of their ways. I give them advice and it’s exasperating that they don’t always follow it.

The Disciplined Perfectionist

• If only everyone (including me) were disciplined about life, all its problems would be solved. I adhere to rules, even if no-one else does.

Flawed Thinking Patterns (4/4) The Self-Sacrificer/Compulsive Carer

• You must always be virtuous by putting others first. Life should be about service.

Everything Should Be Peaceful And Harmonious

• Conflict is scary and always destructive. I must do everything I can to keep the peace. If you do nothing, it might go away....

You Have To be Tough

• Life is hard. I need to look out for myself, otherwise others will take advantage, so it is better to strike first. Showing vulnerability is a weakness and that is fatal.

The Narcissist

• The world exists to service my needs. I am the centre. I am special. I am entitled to attention, success and admiration. I’m not really that interested in others’ feelings.

Awareness of our own Biases/Influences

Cognitive Biases

Personal Experience Motivation Health

Control over one’s own practice

Pro bono Public Work

An Unethical Environment Environment

Psychologists should be aware of the possibility that they may be influenced by considerations which are not driven by professional knowledge, skills or experience. Maintaining awareness of these biases is important……

BPS Professional Practice Guidelines, 2017

Cognitive Bias vs. Cognitive Distortion

Understanding the Differences in Thinking Patterns

What is Cognitive Bias?

• A systematic error in thinking that affects how people make decisions and judgments.

• Automatic and unconscious

• Mental shortcuts (heuristics)

• Affects everyone

• Useful but can lead to poor decisions

What is Cognitive Distortion?

• Inaccurate or irrational thoughts that reinforce negative emotions and self- defeating beliefs.

• Often linked to anxiety, depression

• Learned patterns of negative thinking

• Can be addressed through CBT

• More conscious and personal

Comparison Table Aspect Cognitive Bias Cognitive Distortion

Definition Systematic error in thinking Inaccurate, negative thought patterns

Origin Evolutionary, unconscious Psychological, emotional

Function Mental shortcut Reinforces negative emotions

Context Affects everyone Common in mental health issues

Awareness Usually unaware Can be made conscious

Examples Confirmation bias, anchoring Catastrophizing, all-or-nothing thinking

Changeability Hard to change Can be changed through CBT

Field Psychology, economics Clinical psychology, therapy

Popular Cognitive Biases in Professional Practice

Understanding how biases influence workplace communication

Similarity Bias

• Definition: Preference for people who are similar to us in background, interests, or beliefs.

• Example: A manager is more likely to mentor a team member who shares same views or hobbies, unintentionally sidelining others.

• Impact: Reduces diversity of thought and innovation.

Confirmation Bias

• Definition: Tendency to search for or interpret information in a way that confirms one’s preconceptions.

• Example: During a performance review, a supervisor may only recall incidents that support their existing opinion of the employee.

• Impact: Distorts objectivity and fair evaluation.

Attribution Bias

• Definition: Overemphasizing personal traits and underestimating situational factors when evaluating others.

• Example: Thinking “she missed the deadline because she's disorganized,” without considering external workload or unclear delegation.

• Impact: Misjudges others’ performance and intentions.

Halo Effect

• Definition: Allowing one positive quality to influence perception of other traits.

• Example: A charismatic presenter is assumed to be competent in unrelated areas like data analysis.

• Impact: Skews assessment and leads to over-trusting certain individuals.

Horns Effect

• Definition: Allowing one negative trait to overshadow all other aspects of a person.

• Example: An employee who made a mistake in one project is seen as generally incompetent.

• Impact: Limits growth and morale.

Projection Bias

• Definition: Assuming others think and feel the same way we do.

• Example: A team leader expects all members to prefer verbal feedback because they personally value open dialogue.

• Impact: Causes miscommunication and unmet needs.

Recency Bias

• Definition: Giving greater weight to the most recent information.

• Example: A manager bases their entire performance appraisal on the last month rather than the full year.

• Impact: Leads to inaccurate or unfair evaluations.

Cognitive Distortions in Business Psychology

Understanding and Reflecting on Cognitive Biases in Professional Practice

1. All-or-Nothing Thinking

• Seeing things in extremes.

e.g., 'If I don’t get this promotion, I’m a total failure.'

• Impact: Limits nuanced thinking.

• Reference: Beck, A. T. (1976)

2. Overgeneralization

• Drawing broad conclusions from a single event.

e.g. 'I made a mistake in this report—I'm not good at my job.'

• Impact: Hinders growth.

• Reference: Burns, D. D. (1980)

3. Disqualifying the Positive

• Rejecting positive feedback.

e.g. 'They were just being polite.'

• Impact: Prevents self-esteem.

• Reference: Burns, D. D. (1980)

4. Jumping to Conclusions

• Assuming without evidence.

• Mind Reading: 'My boss is mad at me.

• Fortune Telling: 'I’ll fail the project.'

• Impact: Impairs collaboration.

• Reference: Leahy, R. L. (2003)

5. Catastrophizing

• Expecting the worst.

E.g., 'If I mess up, I’ll get fired.'

• Impact: Increases stress.

• Reference: Ellis, A. (1962)

6. Emotional Reasoning

• Believing feelings are facts.

E.g., 'I feel incompetent, so I must be.'

• Impact: Undermines objectivity.

• Reference: Beck, A. T. (1976)

7. 'Should' Statements

• Using rigid expectations.

E.g., 'I should always be in control.'

• Impact: Leads to guilt and burnout.

• Reference: Burns, D. D. (1980)

Group Activity 7

Please choose one event happened last month

1. reflect on your own beliefs, bias, distortion

2. how these might impact your work/practice…or/and working with your clients?

3. Discuss with your teammates

Session 4: CPD

Continuing Professional Development (CPD) • Continuing professional development (CPD) is the

professional and work-related aspect of lifelong learning

• CPD is both a professional expectation and an individual responsibility

• Self-managed approach to further learning through:

• actively engaging in a range of CPD activities

• active reflection on learnings

• maintaining a record of CPD

• applying learning from CPD to professional practice

CPD is mandatory for psychologist registered in HCPC at the UK.

How about BPS?

The Answer is NO

BPS registers and CPD | BPS

Opportunities for CPD

e.g. reflective learning on my professional practice –

training and coaching; peer observation

e.g. attending conferences; presenting at

symposia

e.g. gaining additional training/qualifications – e.g. StrengthScope Master Coach;

Outdoor coaching course

e.g. completing a MOOC or

findings and reading new articles in my

areas of interest

e.g. Peer Supervision/ Communities of

Practice

The CPD Planning Process (a) How are you going to develop the skill? – What

types of CPD could you undertake to help you? Specific ideas?

(b) What is the time frame for this development?

(c) How are you going to check whether you have been successful at developing this skill? (Measures, KPIs, Feedback etc)

Why keep a CPD Record?

• It provides you with a record of your professional development.

• Useful as a means of updating a Curriculum Vitae

• It personalises learning by encouraging the person to own and value their development and achievements.

• It enables the individual to demonstrate coherence in their professional development and plan for the future

Some CPD profile sample

Occupational Psychologist in early career

Clinical Psychologist in early career

Session 5: Assignment

Assessment title: Reflective Log Assessment weighting: 100% Assessment word limit: 4000 words

This assessment aims to help you develop reflective thinking and writing skills (skills that are essential both for your learning and development and for those working in all areas of Psychology).

You should provide a 4000 word reflective account of your development in Psychology focusing on the skills that you have learnt throughout this 30 credit module. In your reflective log you will provide a brief description of the topics, ‘themes’ or areas you are reflecting on and then use your reflective thinking and writing skills to analyse and reflect on your learning and skill development.

All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of reflection (however the model use you chose is up to you and you may find some models more appropriate to you than others). Relevant research evidence should also be incorporated where appropriate. As a result of your reflections you should identify clear action points for further personal development in your chosen field of psychology.

Reflections need to be from your consolidated learning from each block – i.e. your own exploration and wider reading as well as taught sessions (i.e. not only taught sessions)

Example areas to reflect on:

• Models of reflective practice and their application to personal experience.

• Ethics in practice

• Scientist practitioner model and implications for evidence-based practice.

• Values in action

• The consultancy cycle and all its elements / skills required for successful consultancy

• Working with diverse client groups

• Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

• Contemporary issues in society – the future of work and psychology

• Work life balance and flexible working

• Self-care and resilience

• Transitioning from Masters to work

Top Tips

• Structure each reflection using one of the reflective models

• Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)

• Support your ideas and points with high quality academic sources (research, theory) – from professional practice literature and relevant specialist literature.

Top Tips

• Avoid descriptive story-telling (first this happened, then this and then that)

• Use a critical evaluative style – undertake self-analysis; analyse your learnings in relation to what they mean for your own professional development /future practice

• More ‘so what’ than just ‘what’!

• Remember you are still building an argument, as in all academic writing – this time towards a detailed action plan for your future professional development/practice

Top Tips

• Don’t just ‘name drop’ – synthesise the links between your learnings and self insights, application to professional practice and resource material

• Ensure the conclusions you are drawing and action plans you create flow logically from your prior discissions and self-insights and are grounded in the supportive literature your draw upon

Top Tips

• Look for contemporary and novel sources – avoid reliance on solely core texts, outdated sources and module material

• Demonstrate evidence of wide. self- directed reading

• Don’t just describe sources used, but apply relevantly to your discussion/use them to intelligently support your points and ideas

• Use APA style throughout – language, citations, references, formatting etc.

• Structure with an Intro, Main body/discussion and conclusion

Individual Activity • Reflection Time

QUESTIONS?