Reaccreditation Guidelines: CPD
Statement of Standards and Recommendations of CBT Practitioner Accreditation Committee
Engaging in regular CBT specific Continuing Professional Development is regarded as an essential component of promotion of good and safe practice of CBT.
It is important that skills development be delivered by appropriately trained CBT trainer practitioners.
It is to be expected that employers will support good CBT practice through providing and supporting engagement of accredited practitioners in quality CBT CPD.
Amounts of CPD
There should be engagement in a range of CBT specific activities appropriate to ones’ scope of practice and including skills development as an essential component - so accredited practitioners should engage in at least five CBT specific CPD activities each year with a minimum of 6 hours of skills development overall within them.
Types of CPD
Types of learning and development activities which can be included within your CBT CPD are:
- Short courses / in service-training
- Secondment to specialist area (CBT relevant)
- Journal clubs / peer review
- Skills practice groups (not supervision)
- Attending a Special Interest Group (SIG)
- Shadowing / doing or coaching by others (CBT relevant work)
- Project work / structured discussion with colleagues
- Service audits
- Personal development plans (PDP), job appraisals
- Committee representative
Management elements (clinical role)
- Member of occupational group for managers (within CBT) i.e. IAPT service managers
- CBP service managers training courses / modules
- Expanding role
- Organising courses
- Lecturing / teaching
- Expert witness
- Involvement with professional body (BABCP), branch meetings, SIG’s
- Maintaining or developing specialist skills - expanding role
- Job / role promotion related activity
- Member of learning / teaching committee
- Review for a professional journal - academic or ‘CBT today’ etc.
- Studying for a teaching award
- Distance learning
- Planning and running a course
- Writing a professional article
- Supervising clinical research
- Reading books, journals / articles (CBT relevant)
- Presentations at conferences
- Membership of an ethics or research committee
- Working for an academic journal / selecting CBP articles etc.
- Completing a dissertation or thesis as part of an academic course (CBT relevant)
- Reading journal articles
- Reviewing books / articles
- Updating knowledge via TV, DVD, Internet / software
- Keeping files of own progress
- Public service (CBT related)
- Voluntary work (CBT related)
- Promoting CBT / Publicising CBT (media etc.)
Records of CBT CPD engaged in should be kept (to at least the level required for random audit).
It is good practice to reflect and it is highly recommended that Reflective Statements (link to form and samples) should be completed as one form of evidence of engagement in CBT CPD. However it is up to the practitioner whether they use this or keep their own records elsewhere.
Additional forms of evidence that may be provided at audit include:
- PDP’s / appraisals
- Paperwork from reviews / performance appraisals / formal feedback / certificates etc.
- Business plans
- Reflections - experiences, discussions with mentor / manager
- Reflective statements
- Information leaflets
- Case studies
- Critical reviews / Adapted notes (study notes etc.)
- Policy / position statements
- Discussion documents
- Procedural / process documents
- Job descriptions / applications
- Reports / audits / reviews-forms
- Business plans / appraisals / PDP plans
- Guidance materials / guidelines
- Course assignments feedback / module credits
- Action plans
- Course programme documents / in service training / conferences / workshops
- Presentations (power-point etc.)
- Articles done
- Research papers / proposals / applications
- CBT literature / leaflets etc., produced
- Contributions to professional body
- SIG contributions
- Material showing reflection / evaluation of learning, for work, clients etc.
- The reflective statement document
Material from others
- Testimonies/letters - from staff / colleagues / clients / carers
- Feedback from organisations / students / institutions (universities etc.)
- Teaching assessment / feedback
- Course certificates