bacp case study requirements

• Find My Rep

You are here

Professional Practice in Counselling and Psychotherapy Ethics and the Law

• Peter Jenkins
• Description

Developing and maintaining a secure framework for professional practice is a core part of any counselling and psychotherapy training, as all therapists need to understand the key values, ethics and laws that underpin the profession today. But what does being a member of a 'profession’ actually mean, and what does being a ‘professional’ actually involve?

Structured around the BACP Core Curriculum, and with the help of exercises, case studies and tips for further reading, this book covers everything from the requirements of the BACP Ethical Framework to broader perspectives on good professional practice.  It includes:

• Practising as a therapist in different roles and organizational contexts.
• Working with key issues, including difference, vulnerable clients and risk.
• Understanding the law and relevant legal frameworks for practice.
• Working ethically, including contrasting models and approaches to ethics.

This is the definitive training and practice manual in counselling and psychotherapy in the UK.

Peter Jenkins takes the reader step by step through both the legal requirements and the requirements of the BACP Ethical Framework so that the territory of confidentiality, record-keeping and data protection, and contracting becomes accessible.

Peter Jenkins is a standard-bearer and an exemplary role model for counselling education. Peter leaves no stone unturned, writing in detailed and accessible prose filled with care and compassion. This is an indispensable guide to becoming and being a counsellor.

This book provides an in depth account of numerous subjects pertaining to counselling and psychotherapy, from statutory registration through to ethical and legal considerations. The student in training, the new practitioner the clinical supervisor and the experienced therapist all have much to gain from this informative book which courageously leaves few difficult subjects uncovered.

Engagingly written, Peter Jenkins’ ‘Professional Practice in Counselling and Psychotherapy’ is an essential go-to guide for both the emerging and competent practitioner.  A therapist can feel confident that grey and tricky ethical areas are addressed pragmatically and openly. Ideal for our Counselling and Psychotherapy programme.

Peter Jenkins’ book provides an invaluable guide to the realities of counselling practice in organizations and supports individual practice with a relevant, in-depth exploration of ethical issues faced by counsellors.

An excellent and comprehensive text which emphasises the importance of ethics and legal issues in Professional Counselling Practice.  I will be adding this title to the recommended reading list for the Trainee Counsellors on the Level 4 Diploma in Therapeutic Practice at Stockport College.

Peter Jenkins new book is a very impressive contribution and a really useful resource. It is so thorough and comprehensively wide ranging from organisational structure and culture, data protection, equality and diversity to personal development and self care.  It's good to see the usefulness of group work given mention too. 

This will be a valuable reference book not only for trainee counsellors but experienced practitioners, supervisors and trainers too. I'm sure  there will be lots of demand for it.

This book is sure to become an established counselling classic, both for those new to the profession and for the more established practitioner.

Jenkins gives an excellent overview of CORE forms, and outcome measures generally. 

Preview this book

Sample materials & chapters.

Professional Practice in Counselling and Psychotherapy - Chapter 1

For instructors

Please select a format:

Select a Purchasing Option

• Electronic Order Options VitalSource Amazon Kindle Google Play eBooks.com Kobo

Related Products

SAGE Knowledge is the premier social sciences platform for SAGE and CQ Press book, reference and video content.

The platform allows researchers to cross-search and seamlessly access a wide breadth of must-have SAGE book and reference content from one source.

083 – BACP Ethical Framework 2018

Special Edition: Interview with Professor Tim Bond

This episode is dedicated to the BACP Ethical Framework 2018 update. Rory Lees-Oakes interviews Professor Tim Bond, who serves as consultant to the BACP on its Ethical Framework for the Counselling Professions .

Tim is also the author of Standards and Ethics for Counselling in Action (4th edition) (Sage, 2015).

On 1 July 2018, the BACP launched its new Ethical Frame work ; this updates the previous edition, and pulls together the views of the BACP and its members on what is appropriate in counselling and psychotherapy.

Click Here to view and download a copy of the BACP Ethical Framework from the BACP website.

BACP Ethical Framework 2018 - Overview of the update:

Two years have passed since the BACP undertook a major revamp of their Ethical Framework for the Counselling Professions, and on the 1 st July 2018, a further significant update will come into force, following a major consultation of the membership.

The BACP’s ethical framework provides a guiding document for its membership, including counsellors, psychotherapists, trainees, supervisors and training providers, which aims to promote best practice and outline our commitments to clients.

So what changes will we see in the updated framework, and how will they influence our practice?

Click below to view a summary of the key updates to be aware of:

• Emphasis on our commitment to clients – The ethical framework is a collaborative document which details the commitment that we, as practitioners have towards our clients. Our commitment to putting our clients first, our responsibilities towards our clients, and particularly the duty to provide an “appropriate standard of service” are made explicit in the new framework.
• Trainees – The new framework incorporates a section outlining the responsibilities of trainees in their work with clients, and also when working in an academic setting. This section covers the responsibility to inform clients that you are still a therapist in training – this is about your integrity as a practitioner and the client’s right to be made fully aware of the service they are receiving. Similarly, the framework outlines that recordings or case study documentation of client material should be made only with client permission, or where the details have been anonymised so as to be completely unrecognisable. Trainees are also reminded that they are responsible for their own practice, including working within their competence and promptly raising any issues with their placement, supervisor and/or training provider as appropriate.
• Gender identity and sexual orientation – the BACP make explicit that the profession upholds the value that all gender and sexual identities are equal, and that we reject so-called ‘conversion therapy’, never seeking to suppress or change anybody’s sexual or gender identity.
• Breaks, endings and post-therapy relationships with clients – The BACP Ethical Framework 2018 provides detailed guidance around how we manage endings with our clients. This includes our responsibility to discuss time-limitations at the contracting stage, give appropriate notice of breaks and changes to the therapy frame (including termination) and to manage endings empathically, in a way which minimises disruption for the client. Provision also must be in place for an unexpected incapacitation or death of a therapist, so the client can be informed of the unplanned ending ethically and maintaining confidentiality. The framework also provides guidance on exercising appropriate caution when forming relationships with former clients after termination, and avoiding harm.
• Supervision – The new framework offers greater detail around the responsibilities of both supervisors and supervisees in the supervisory process. Supervisors of trainees are advised that they should take a proactive role in interacting with placement providers and ensuring that their supervisees are providing an appropriate professional service to clients. In addition, the role of the supervisee is brought into focus; in order to ensure any issues arising in the work can be properly managed, the framework emphasises the importance of supervisees speaking openly and honestly with their supervisors, and not withholding in areas which feel more difficult to explore. It is through deep and honest exploration that we can highlight any difficulties, and ensure we are working in service of our clients.
• Working with children and young people – New guidance around working with children and young people provides clarity regarding the extra responsibilities and skills required for working with this client group. This includes making appropriate judgements about informed consent, as well as having the specific skills and knowledge required for working with children, a sound knowledge of the specific laws around working with the client group, and an understanding of cultural differences which may be relevant to the work.

The BACP ethical framework is a document in constant evolution; it adapts to our changing profession and for this reason we can expect further updates in the years to come. Right now, it is important to remind ourselves of the commitment we make to our clients, to familiarise ourselves with the updates in the latest edition and to carry that forward into practice.

This article was written for Counselling Tutor by Erin Stevens.

Free Handout Download

5 Key Points in the 2018 BACP Ethical Framework

Q: So what prompted the BACP to update the Ethical Framework ?

A: First, it is a living document and so needs to be updated frequently, since the profession – including the regulatory environment – is changing rapidly. Also, adding a new section in the last edition – ‘Our commitment to clients’ – was a bold experiment. In the new version, a freestanding one-side document has been added on this commitment; this can be printed separately and given to clients as a guide to what they can expect from practitioners who are BACP members.

Q: Who has informed the content of the new Ethical Framework ?

A: It’s important that this is not imposed on us, but is developed together through professional discussion. Accordingly, the BACP analysed views from a range of sources, including annual monitoring reports from accredited courses, queries from clients, and comments from practitioners on the previous version (including a survey of members that brought in 1,400 responses). In short, the new Ethical Framework has been driven by listening to grass-roots views.

Q: Is the Ethical Framework paving the way to regulation of the counselling and psychotherapy profession?

A: There are currently no plans for it to have this role, although of course the Professional Standards Authority does regulate a number of professional registers in the counselling profession, including that of the BACP. The Ethical Framework is not a strict code or set of rules, as it’s designed to fit a range of client groups and professional roles, serving as a scaffold in which every member can find their own place.

Q: What are the main changes in the new edition of the Ethical Framework ?

A: Alongside numerous minor changes and the addition of a single-sided version of ‘Our commitment to clients’, as described above, there are several new sections, including on breaks and endings (e.g. the sudden illness or death of a practitioner), more detail on confidentiality (including in light of the new General Data Protection Regulations: GDPR), a reinstated section on team-working, and an updated glossary.

Q: How will the new Ethical Framework impact trainees?

A: Another new section has been added for trainees; this aims to balance trainees’ need to experiment, make mistakes and learn with the importance of providing a professional standard of service to clients. This balance is made possible by the support from tutor, placement provider and supervisor. The new document also requires that clients are informed when their counsellor is a student. The benefits of this could also be pointed out to clients – for example, that students are likely to be especially alert, vigilant and well supported.

Q: Might trainee counsellors ever be paid while on placement?

A: There is no ethical reason why this could not be so, though the existing difficulty of finding a placement may make this unlikely in the foreseeable future. Students being unpaid is a historical situation, not an ethical one.

Q: What does it mean in practice to keep notes that are ‘adequate, relevant and limited’?

A: The language used here relates directly to the GDPR. ‘Adequate’ means appropriate for their intended purpose; ‘relevant’ means clearly relating to work taking place with the client; and ‘limited’ means that the record should not be over-full (i.e. should be limited to what is needed to serve the purpose).

Q: Do you have to show clients your process notes if they ask to see them?

A: Clients have the right to see only notes in which they are identifiable (whether by name or a code). So if you include process notes in your client record, then they could see them if they wished, but if you keep your own (maybe journal-style) notes on process in which no client is identifiable, then you would not have to show them these.

Q: How can counsellors use the Ethical Framework to build their relationship with clients?

A: In addition to digesting the material on boundaries and building trust in the therapeutic relationship, you could give clients the one-side sheet describing our commitment.

Q: What else does the BACP do to support counsellors?

A: It talks to government bodies, seeks to secure funding for counselling, promotes the profession, involves voluntary bodies, undertakes and supports relevant research, and publishes journals. Its website also includes the Good Practice in Action resources, designed to add more detail than is possible in the Ethical Framework – for example, on contracting, online working, confidentiality and record-keeping. Last but not least, the BACP offers opportunities for networking, so that practitioners can share experiences.

Finally, Tim invites any listeners who are BACP members and have views on what they would like to see in the next edition of the Ethical Framework to email these in on [email protected] .

You can download Rory’s handout giving five key points on the new Ethical Framework for the Counselling Professions here. Alternatively, it is available in the Handouts Vault and Counselling Study Resource (CSR).

After sincerely thanking Tim for sharing his insights with us, Ken and Rory congratulate those students who are graduating this year: do keep in touch with the Counselling Tutor community via our Facebook group .

And for those part-way through their counselling training, do stay with us! We hope you have a good summer break, and look forward to seeing you back in September, when we’ll be providing more podcasts and other resources for students of counselling and psychotherapy.

Links and Resources

Counselling Tutor Facebook group

Counselling Tutor website

Counselling Study Resource

Counselling Tutor Handouts Vault

Basic Counselling Skills: A Student Guide

File Download

Case study example template.

• Candidate FAQ Information for Candidates

British Association for Counselling and Psychotherapy

Customer Story

BACP Teams Up with TestReach to Transform their Certification Process with All Assessments Delivered via Remote Invigilation

The British Association for Counselling and Psychotherapy (BACP) is the professional association for members of the counselling professions in the UK. An objective of the organisation is to promote and provide education and training for counsellors and psychotherapists. When a member completes a BACP accreditation course they are eligible to join the BACP Register, which demonstrates to the public that they meet high standards of proficiency. Members who have not completed a BACP accredited course are required to pass an entry assessment to join the BACP Register.

Until recently BACP used an in-house assessment solution for their entry assessment. On a weekly basis, a team travelled to hotels or conference centres, set up 50 laptops and ran the computer-based assessments on a remote server, after which data was uploaded to the assessment system. While this approach was successful for a time, moving computers around the country and repeatedly setting up a working test centre with an in-person invigilator for each assessment day became increasingly stressful and was a logistical challenge. Staff regularly encountered issues where equipment would not work properly or results were difficult to transfer from the remote server. Also, because the system was built in-house and had been altered extensively, it became more unreliable and had little technical support. Things had to change, so the BACP set about investigating the possibilities for a new e-assessment solution.

BACP reviewed a number of e-assessment suppliers. TestReach particularly appealed because the system incorporated a professional remote invigilation service as part of a complete assessment application. With TestReach remote invigilation, candidates sit their exams from their home or office while being supervised by a trained TestReach invigilator who monitors the candidate using audio, video and remote screen-share.

TestReach provides an interface which is easy for members to use, and has innovative question and answer options available to facilitate BACP assessments. These include sequential clinical case studies and questions, structured to mirror the experience of a therapist dealing with an actual client. The full range of requirements are met by the system, plus all assessments can be auto-scored and easily moderated through TestReach’s innovative moderation dashboard.

BACP prepared for the new online assessments by developing question banks and papers, and in addition they ran some tests before launching in April 2018. BACP now run six remotely invigilated assessment sessions a month. Members are no longer restricted to attending specific assessment days in test centres. They can sit the assessment soon after completing their qualification, from their home or office, providing a more comfortable and convenient experience.

Part of the preparatory work for the launch involved reassuring members that the process of a remotely invigilated assessment was straightforward. Members were asked to fill in a feedback form about the experience and this was universally positive, with members commenting regularly on how easy the process was and how friendly and professional the invigilators were. Some members also emailed BACP, to convey how happy they were with this new approach.

Some text from a feedback email, sent by a BACP member:

“Prior to sitting the test, I felt the instructions sent via email from TestReach were very clear… I was able to familiarise myself with how to log-in and have a play around well in advance of my test. I felt this was a very smooth and problem free process. I logged on without any issues and the invigilator came online very quickly after that. He introduced himself to me and was very pleasant and reassuring. All in all, I feel this is an excellent way of sitting the test. It saves having to travel into the city which has its advantages with regard to both cost and the inconvenience. Taking exams is always quite stressful and I feel that being able to do the test in the comfort of one's own surroundings goes towards reducing the stress and anxiety around this. On a final note I would like to point out that there is absolutely no way that I could have deceived the invigilator whilst taking this test and no way that I could have had any external help from any source that would have aided my performance. I am delighted to say that I passed and feel the online invigilation is the way forward for this test.”

The assessment includes six clinical case studies and detailed questions. Because the assessment is designed to reflect the experience of working with a client, once a candidate submits an answer to a question they cannot go back and alter it - they must move on to the next phase of the clients’ story. Question types include best response and multiple correct answer and all questions are auto-scored. TestReach’s innovative moderation dashboard allows a group of moderators to review the pass/fail rate, make adjustments to scores and see the overall impact of these adjustments in clear colour-coded charts.

After years of intensive logistics, support and travel to ensure assessments ran effectively, it was a revelation for BACP to have a system that removed the administrative burden the team were experiencing. “I can’t describe how logistically difficult it was to run the assessments before TestReach, and how many resources it demanded,” said Eve Orton, Quality Assurance Supervisor at BACP. “It was only through moving to remote invigilation that we realised how much of a strain it was on us all beforehand. Our time has been freed up to concentrate on other projects while being able to trust the system to administer assessments effectively and securely. The benefits are very obvious on a daily basis.”

“We’re delighted to see how positive our members are about the experience of taking their assessments using TestReach remote invigilation. The question authoring, test assembly, marking and moderation tools have also streamlined the process and it is very secure and cost-effective to run. Aside from all the technical aspects that work very well, the relationship with our project managers is very friendly and they are extremely professional to work with. The communication both ways is really good and the support given is excellent,” she added.

View downloadable copy of this case study.

Click here to visit the BACP website to learn more about how BACP use TestReach for their Certificate in Proficiency and see more feedback from members.

The British Association for Counselling and Psychotherapy (BACP) is professional association for members of the counselling professions in the UK. The organisation aims to promote and provide education and training for counsellors and psychotherapists working in either professional or voluntary settings, with a view to raising the standards of the counselling professions for the benefit of the community and in particular for those who are the recipients of counselling or psychotherapy. BACP also informs and educates the public about the contribution that the counselling professions can make.

More Case Studies

Delta awards, cambridge city council, pensions management institute, quantum awards, pre-hospital emergency care council, the insurance institute, rcsi faculty of dentistry - customer story, keelson marine assurance - customer story, the royal college of physicians of ireland (rcpi), the acca practice platform solution, the institution of structural engineers (istructe), the international group of protection & indemnity, the uav academy, the nautical institute, the institute of directors, chartered accountants ireland, leiden university, the radio society of great britain, the compliance and skills academy, birmingham city university, the chartered institute of payroll professionals, international software quality institute (isqi).

Amanda Williamson Coaching and Counselling Service in Exeter, Devon

Professional Coaching and Counselling Service in Exeter, Devon and online with EMCC Accredited Senior Practitioner Coach, BACP Senior Accredited Counsellor.

• Why counselling and coaching?
• My approach
• Existential therapy
• Testimonials
• Contact/cost
• Links/Articles

15 October 2014

My surprising response to being awarded bacp accredited status.

• Attending the 2 yr course and completing all the written assessments
• Attaining 150 counselling hours as a volunteer counsellor 
• Attending monthly supervision whilst practising
• Attending personal therapy of 40+ hours
• Been in practice for at least 3 years
• Attained at least 450 counselling hours under supervision

32 comments:

Can you help

Please would you expand on that?

Very interesting, thank you. And congratulations for sticking it out. Dealing with such an aggressive unethical organisation must have been nightmarish. I have many years of bureaucracy ahead of me!

Hi Amanda, that does seem like a nightmare and such a long process for you to go through, though I'm sure your learning has been beneficial in all sorts of ways in your practice. I have been putting off applying for my own accreditation because of the long process and after a couple of false starts I am about to start again. It has to be done. The beginning of your post interests me greatly: many prospective counselling students enter the education journey not realising the investment, time, emotionally and cost, when they start. it is something courses could do with having as the starting point in the information pack. No other course I know of has this amount of additional investment. And I wanted to say congratulations, after 13 years of practising, I hope to finally set time by and make a concerted effort to get my accreditation.

Interesting to find your blog and inspiring , thanks. I did a two year diploma at Plymouth university in 2012, and they pulled out of their accredited status. Which meant on completing the course, I had start at the beginning again re accreditation process. Now three years later and having practiced for 14 years within the Nhs, I still feel daunted about completing this all alone and yet I must. I need to set a time table and get on with it, and perhaps find some support regarding getting my essays read etc. thanks for your blog K Hamer

Thank you for your comment James. Wishing you well for your many years of bureaucracy and beyond :)

Hi Karin Thank you for reading and for your kind words. Good luck with applying. I hope you get round to it. I'm so glad I did it although it's easy to say that from the other side! Please keep me posted.

Hello Kaye What a blow re the course pulling out. Yes it does seem very daunting when you look at the info for applying for accreditation. I think many people (me included) just took it a step at a time and crafted it over a series of months. Bite size chunks each week definitely help it seem more manageable. Mind you, I'm so late responding to your comment you may be well into the process! Good luck with it all!

Thank you so much for writing this, I have been dragging my heels since April, feeling completely daunted by the prospect of writing a case study and trying to select a client that proves im a "good counsellor". I want to experience that feeling of validation, this has really spurred me on!!

Dear Anonymous, many thanks for your comment. I am so glad that you feel spurred on. Please let me know how you get on. Best of luck. Amanda

Thanks Amanda for your honest experience in your post. I have been delaying to tackle the application form because of several reasons. The application fee and the fear of failing and having to pay more money. Also the sections that require more writing about the client I believe its section 7 to 9. It's rather discouraging. Do you have any tips or pointers to help?

I was really unsure what to expect having begun to read your article... but as I am about to plunge into the depths of accreditation I was perhaps looking for a sign! After reading continual, almost daily gripes, from members of the bacp following proposed changes, I admit I was ready to stand down and forget about accreditation; I now remember why I am doing this extra work at a huge cost and I thank you for sharing :)

Hello Anna I'm really glad that my post has helped you gain some perspective on why it might be worthwhile to apply for accreditation. I have been aware of some rumblings and grumblings from some BACP members about potential changes in membership. To be honest I'm not altogether sure why so many people are against the BACP tightening up their auditing procedures. I wish we did live in a world where we can just trust that professionals do what they say they will do. I do not feel defensive or scared of any tightening up and think that it is needed. It is my understanding the the UKCP expect their members to go through all their CPD with their supervisor annually who signs it off. If we sign a statement saying that we will behave a certain way why is it so scary to have to demonstrate that we have done the necessary CPD and supervision? Anyway that's my grumble over with! Best wishes with your accreditation journey. If it helps, I am consistently busy and I know that some of my clients did look specifically for a BACP Accredited therapist.

Dear Anonymous I would advise you to book a session and discuss this with a Supervisor who has been through the BACP accreditation process. I found this really helpful at the time. Best wishes with it all. Amanda

Hello Amanda. I'm currently doing my Level four with NCS which is probably one of the best. Will I be able to register with BACP after this?

Hello Shirley I'm not entirely sure. It depends on whether the training meets the BACP minimum criteria for membership. They have loads of info on their website or you might enquire by telephone. You might have to do a Certificate of Proficiency to attain membership but I know lots of people who have done it and it is not difficult. BACP Accreditation is different to basic registration and involves written pieces, supervisor reports and minimum hours of/years in practice. Good luck

Well done Amanda for sticking with it an for achieving the accreditation . This has given me a insentive to start it as you stated chunk sizes at a time . Which I intend to do . Thanku for sharing . All the best with your career.

Thank you Teresa. Actually just this week I have started writing for my Senior Accreditation. It is a similar process to accreditation and I hope to submit my application in the New Year. Good luck with your application. It will feel so good once you've done it! Amanda

Hi Amanda, I’ve had my accreditation deferred - apparently a lot of people do these days and mine was on the ethics portion too. I’m really struggling with it and have no idea what to write. All other sections (6,7,8) were passed but essay 9 was mainly deferred on most subcategories. Do you have any advice or tips on how to get this essay up to scratch? It’s so confidence battering. I know I’m an ethical therapist but reading the rejection makes me doubt myself!

Hi Natalie I think the Accreditation criteria has changed a little since I applied 4 years ago. I did find the case study essay the most tricky and it took me ages to write in a way to demonstrate each aspect of the criterion. I was honest about where I might have got it wrong with my client and how I dealt with that in supervision. The way I approached it was pretty much the same as how I approached my Senior Accreditation which I submitted a couple of weeks ago. I wrote the other essays first then tackled the trickier one. Then kept going back to all the essays and tweaking them so that they all sat together well. I used margins down the sides of the page to reference all the different sub-criteria and Ethical Framework. I anticipate the likelihood of deferral this time. It’s tough! Good luck with your resubmission.

Hi Amanda, I found your article very welcoming reading. I have just submitted my accreditation last week after pondering and working on it for months and months! I hope like you they will see the honesty in the work I have done, and yes, I will likely cry if I get it too! It’s so nice to hear someone be positive about the process... I seem to hear a lot of folks saying what’s the point etc... to me it was a very personal thing to achieve. Finger’s crossed! Georgina Landick - www.georginalandick.com

Good luck and well done Georgina. I submitted my Senior Accreditation a few weeks ago. Again, I enjoyed the process and saw it as much about personal and professional development rather than ticking a box. I also found it daunting and frustrating at times and it took me ages to complete it, 6 months from starting it to submitting it. Fingers crossed we both get accepted without deferral. If deferral happens try not to take it too hard. I think it’s quite common. It would be interesting to know the statistics.

Hi after receiving accreditation do you still need ongoing supervision??

Yes, as an accredited member of the BACP we must undertake regular supervision to reflect upon our client work and discuss any arising ethical dilemmas.

well done for standing strong throughout that ordeal and achieving your accreditation. You give me hope and optimism.

Wow... I'm just about to start Level 4 Diploma in a couple of weeks and this scares me. Sorry, I love that you overcame so much and I'm really not trying to put a downer on things... I mean, WOW! You have done AMAZING! I just can't ever see me getting that far... 😔

So glad I fell upon your post as I'm sitting trying to motivate myself to rewrite 8.3 which I was deferred on. Was devestating after waiting for 6 months but has to be done. I totally resonate with your points on how the reflections needed to write the work were hard hitting and emotional at times. I'm glad it's just not me and hopefully this time around I will get a letter through my door also lol.

Thank you for these kind comments, Unknown x 2 and Laura. Unknown who is about to commence the Advanced Diploma; I remember being in your shoes. It's an amazing journey and every step, no matter how daunting and/or tedious all adds up to learning and growing as a person and a therapist. I hope you enjoy your journey as much as I have. Laura, stick with it. I was deferred on my Senior Accredited as had to rework my submission to give clarity around telephone and video sessions. I booked an appointment with their Accreditation "Telesurgery" which I found very helpful and supportive so might be worth doing that if you haven't done so already. Good luck and please keep me posted.

Hello Amanda, I am currently on the process of becoming registered member, currently I am an Individual Member at the Bacp. I am scheduled for Certificate of Proficiency Assessment but don't know how to get ready before the test. I know there are case examples and questions are generic counselling scenarios, and Bacp will send me a sample test before the actual test date to become familiar with the testing process. However, I don't feel comfortable just waiting for the test day to come without reviewing some cases and studying for the accurate responses to take as a counsellor, although I am confident with my decision making for general procedures of the therapeutic cases based on my clinical experience with diverse clients. I would appreciate if you could provide me any suggestions based on your own or your friends' experience with the test and the preparation process before taking the test. Thank you in advance! :) Seyma

Hello Seyma I did a BACP Accredited course and therefore did not need to sit the Certificate of Proficiency in order to become a Registeted member. I suggest you check the BACP website for guidance and avail yourself of the support of a BACP Registered supervisor for guidance. Good luck :)

Well done Amanda and thank you for sharing your journey towards accreditation - much appreciated

Post a Comment

Please note that comments posted do not necessarily reflect my personal beliefs or viewpoint. I will not publish rude, offensive or spam related comments.

Total Pageviews

• Accreditation
• Wellbeing Registration
• Conferences
• What is CBT?
• Find a Therapist

Are you a member yet? Membership is open to all and is the first step towards accreditation.

CBT Practice Guidance

Cbt practice for cognitive behavioural psychotherapist accreditation.

The requirements for Cognitive Behavioural Psychotherapist Accreditation are set out in the  Minimum Training Standards . The Core Curriculum gives further information on the expected content of training. 

CBT clinical practice during training

You must complete at least 200 hours’ individual CBT assessment and therapy under CBT clinical supervision. 

You must use evidence-based case conceptualisation and protocols. These are described in the Core Curriculum.

You must have training in the way that the therapy is delivered. For example, face-to-face, video-conferencing or other remote methods. 

Training Cases for Accreditation

You must show that you have completed at least eight cases including assessment and treatment under CBT clinical supervision. 

The eight cases must include -

• at least two different anxiety disorder presentations 
• one anxiety disorder and one trauma and stressor related disorder
• one mood disorder presentation.

The interventions used for the eight training cases must be based on core CBT evidence-based protocols or formulation driven CBT treatment.

Case studies 

At least four of the eight training cases must be presented and formally assessed as case studies. Written case studies should be between 2000-4000 words. 

Some training courses will specify whether the case studies must be the same cases as the ones which are ‘closely’ supervised. To meet our standards, the case studies can cover the same ones that are ‘closely’ supervised or they can be different. 

Two of your case studies may be delivered as a ‘live’ case report or presentation using supporting information such as slides or a written summary. They must be formally assessed.

For accreditation, case studies must be marked as a ‘pass’, whether this is part of a formal programme or completed independently. The completed mark sheets for the case studies must be submitted along with the application or the assessor must sign section 3f of the application form.

All four case studies must meet our academic standards for formal assessment. When marked independently, the assessor must have recent experience of marking case studies in an academic setting. for accreditation. You can find more information in the links below.

Case Study Marking Guidelines

Specialist areas and cognitive/behavioural approaches

Part B of the Core Curriculum lists specialisms and approaches which can be included in up to half of your 200 hours CBT taught hours – see below.

They may also be used within your supervised practice and case studies during training with the following provisos –

• The majority of your training cases and case studies will be based on core CBT. This is because the interventions used for your 200 clinical hours must be based on core  CBT evidence-based protocols and/or formulation driven CBT treatment. 
• However, once the training cases are completed , further clinical hours may then include approaches or specialist areas from either Part A or Part B of Core Curriculum.  
• Accreditors will assess your application as a whole to be satisfied that you have sufficient supervised practice using core CBT, evidence-based protocols or formulation driven CBT before extensively working in specialist areas and approaches.
• You, your supervisor and case study assessor, where relevant, must have received appropriate training in these areas and approaches.
• Where Part B of the Core Curriculum lists a particular presentation, training cases and case studies using these must show treatment of the named problems - eg schema therapy must be used with Borderline Personality Disorder, MBCT for preventing relapse in depression.  

Areas listed in Part B of the Core Curriculum

• Acceptance and Commitment Therapy (ACT) for chronic pain 
• ACT for depression, mixed anxiety, OCD and psychosis 
• Behavioural couples therapy
• CBT for adult ADHD 
• CBT for bipolar disorder 
• CBT for chronic headache 
• CBT for eating disorders 
• CBT for insomnia 
• CBT for long term health conditions (chronic pain, diabetes, IBS, CFS, fibromyalgia, arthritis) 
• CBT for psychosis (CBTp) 
• CT for personality disorders 
• Cognitive behavioral analysis system of psychotherapy (CBASP) 
• Dialectical behaviour therapy (DBT) for EUPD/BPD 
• Mindfulness based cognitive therapy (MBCT) for reducing relapse in recurrent depression 
• Motivational interviewing, motivational enhancement therapy (MET) plus CBT for mixed substance abuse/ dependence 
• Rational emotive behavioural therapy (REBT) for depression 
• Seeking safety for PTSD with substance use disorder 
• Schema therapy for borderline personality disorder
• CBT with Children and Young People