Guidance for individuals working towards BABCP practitioner accreditation in relation to the COVID-19 outbreak
This document is intended to provide guidance for people training in CBT and working towards individual CBT practitioner accreditation where this has been affected by the COVID-19 coronavirus outbreak.
Please note that there is separate guidance for BABCP accredited programmes 260320 COVID-19 Interim Guidance for Accredited Programmes v3.0 and their trainees which has been shared with all accredited programme leads. We have an ongoing relationship with courses which are accredited by us, or those which have made a direct commitment with BABCP to becoming accredited. We are not able to give direct advice to courses which are not accredited; however, we are working to provide up-to-date information and guidance to all our members.
is intended to cover three months
from 23 March 2020 after which additional guidance will be offered.
BABCP expects that all
individuals training in CBT and the courses
and placements they attend will follow current NHS and UK government
as well as their training institution’s advice on attendance and
The intention is to offer
guidance on how individuals can continue
to develop and demonstrate competence in CBT; to maintain continuity as
possible, and is intended to advise on interim measures while the
This document is also based
on the expectation that duty of care
and protection of the public are paramount, and that any flexibility
will be as a temporary measure. It is not reducing or changing any of
training standards. Please see our Minimum
Training Standards (MTS).
Any changes must also be
consistent with our Standards of
Conduct, Performance and Ethics and Data Protection
legislation, including GDPR.
BABCP also expects that
courses and placements will support CBT
students’ wellbeing in the circumstances, in particular if they are
Exceptions and specific
issues will be dealt with on a
BABCP is also grateful for
the input of colleagues in all of the
home nations, and their commitment to ensuring quality CBT training and
provision in difficult circumstances.
Area of learning/training standards
working towards practitioner accreditation are invited to consider how
they will gather evidence that they have met the Minimum Training
Standards if the usual means of demonstrating this have changed.
key guidance is to consider how CBT courses are facilitating students
in demonstrating competence and skills in delivering CBT change methods.
The Minimum Training Standards require for 200
hours’ face to face teaching, with up to 20% delivered by distance
learning with a ‘real-time/live’ interactive element.
practitioner accreditation will recognise teaching delivered using
remote means as long as:
Students are able to
interact in real time, take part in discussion and ask questions
The teaching includes the
opportunity for small group work
The teaching includes the
opportunity for skills development, such as demonstrations and role play
The expectation of a 50:50
ratio of theoretical to skills teaching is followed
are a variety of platforms available to deliver real time taught
content remotely. Different Higher Education Institutions are at a
different stage of implementation, however, if the programme is able to
deliver according to the above, the taught content will be regarded as
contributing to the MTS as if it were ‘face to face’.
Need for additional guidance due to having to
deliver clinical work remotely.
Students will be expected to follow appropriate
guidance on use of remote formats to deliver CBT, and courses or
placements may offer this. They should always be appropriately
supported and clinically supervised in their placement. In addition, guidance can be found
on our website
particular, students/therapists must consider whether use of different
modes of delivery will have an impact on access for any particular
group, for example when someone has additional needs which may be
affected by changes in modes of delivery of care.
equipment and technology and training in their use for both the student
and the client
privacy and digital security and how to mitigate any
The Minimum Training Standards must be met, in
terms of assessing competence in clinical practice and theoretical
understanding according to BABCP’s current expectations.
Adaptations to assessments may be required
during the current public health emergency, and this will be guided by
the training institution’s policy on assessments in these
circumstances. The MTS must still be met for assessment.
CPD events and top up training to meet required
see BABCP’s guidance on CPD during the current
public health emergency.
Leave of absence
is understood that more people than usual may need to take leave due to
illness, self-isolation or caring responsibilities. While it is
anticipated that the usual training provider’s processes will be
followed for such leave, it is recognised that students may need to
extend their training in order to meet the requirements for
Early graduation before completion of all
minimum training standards.
present it appears possible that some health care professionals will be
graduated early with recognition that further training or experience or
assessment is required to meet all of the standards.
may apply to clinical psychology trainees for example.
Minimum Training Standards and all other criteria must still be met in
order to achieve practitioner accreditation.
work during training
The requirement for 200 hours’ face to face
clinical contact to meet MTS
Appropriate consent forms for online/remote
working and recording of sessions for clinical supervision should be
adapted and used where modes of delivery are changing.
Where students are delivering sessions via
video-conferencing as a result of the public health emergency, they can
‘count’ these towards their 200 hours’ face to face contact during the
three months covered by this document.
There is still an expectation that face to face
sessions will take place, either because this happened before the
measures to work remotely were in place, or that they will take place
once contact restrictions are removed.
BABCP has issued guidance on the evidence for
remote delivery and adaptation of specific change, and will provide
updates when possible. Some interventions may be delivered using ‘live’
video-aided sessions with the therapist.
This means that while students are able to
accumulate clinical hours towards meeting Minimum Training Standards,
their clinical placement activity should also take account of
interventions and competencies in delivering change methods which they
need to develop, and whether working remotely has an impact on this.
delivered via telephone only
Appropriate consent, security and data
protection must be in place. Updated forms for online/remote working
and recording of sessions for clinical supervision should be adapted
and used where modes of delivery are changing.
to face sessions will be required to meet Minimum Training Standards.
Appropriately delivered telephone interventions which are as a result
of the outbreak will be ‘counted’ towards the 200 hours face to face
contact required for the three months covered by this document. The
situation will be reviewed and guidance updated before the end of this
work with Children and Young People, and Evidence-based parenting
is recognised that very few CYP services
are set up for telephone/Skype/remote delivery, although they are
working hard to adapt. Delivering family interventions may be
Courses and placements will be considering
issues around consent, technology, privacy and how sessions may be set
If it is not possible to deliver interventions
appropriate to students, the most appropriate course of action may be
to extend the training.
Minimum Training Standards must still be met for clinical supervision,
taking into account the needs of students delivering CBT remotely.
will recognise clinical supervision delivered via video-conferencing,
as long as the usual expectations for ‘close’/ live clinical
supervision are met.
addition, any training needs for clinical supervisors in using remote
methods should be considered when planning adaptations to
training/methods of delivering supervision.
clinical supervision may also be delivered via telephone; either as
appropriate to the mode of delivery of therapy, or as an interim
measure. This will be ‘counted’ towards clinical supervision
requirements for the duration of the three months covered by this
guidance, and further updates will be provided by the end of that time
from people with personal experience
Courses and therapists are encouraged to
continue to consult and collaborate with people with lived experience
on dealing with this situation, so that the potential consequences of
remote working are taken into account in relation to training. Course
directors are invited to share insights which may assist other
programmes in adaptations which are most useful.
on digital working
Guidance on remote
working with trauma, (Wellcome Trust,
Guidance on remote working with trauma document
Let’s Talk About CBT
podcast – Copy with anxiety about
BABCP guidance on remote
Please note that
additional guidance is being prepared on
specific presentations and interventions, and these will be shared with
as soon as they are available.
from Health Education England for
psychological services and psychological therapies services open
therapy services are essential services that save lives;
prioritisation decisions may be necessary, there should be no premature
to redeploy of staff from these services or to shut them down;
unavoidable in order to staff other parts of the system, this should be
to minimise disruption to psychological therapy and intervention
there is a drop off in
immediate demand for some services, thought should be given to the best
the practitioners' skills if temporarily redeployed, for example
professionals may be asked to switch focus to staffing help lines or
may be tempted to
redeploy psychological professionals into roles seen as more 'front
temptation should be weighed against the immediate and later lack of
to support and treat vulnerable patients, including those at risk of
self-harm, neglect and abuse. These patients are seen in all parts of
mental health system including IAPT. It is also important to remember
senior leaders will be needed to be maintained in role to help plan and
the right psychological response now and into the future;
NHS key workers for the purposes of receiving special services such as
to schooling for their children;
psychological professions training programmes
is very important that
psychological professions training programmes keep going through the
period, so that trainees graduate and enter the workforce as soon as
They will be needed to ensure capacity to support a likely surge in
trainings can be delivered through remote means with the same level of
interaction with trainers. We are working with course accrediting
enable flexibility in the mode of recruitment, delivery and assessment,
ensuring trainees become competent practitioners;
expansion of training
programmes programmes should continue in order to maximise workforce
into next year and beyond. Where prioritisation decisions are needed,
programmes that expand the workforce should be prioritised.
Macdonald BABCP Chief Accreditation Officer, 26 March 2020