By Laura Golding, Ian Gray
This instruction manual offers a pragmatic self-help advisor to carrying on with expert improvement for scientific psychologists.
- Takes a 'hands-on' process, addressing the numerous useful matters in selecting, comparing and assembly carrying on with expert improvement wishes.
- Outlines the significance of life-long studying for scientific psychologists.
- Explores the ongoing expert improvement wishes of scientific psychologists at varied levels in their careers.
- Includes a bankruptcy at the NHS wisdom and talents Framework and its implications for utilized psychologists.
Gives examples of excellent perform; considers most likely destiny advancements within the field.
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Extra info for Continuing Professional Development for Clinical Psychologists: A Practical Handbook
The primary output of a developmental review will be a personal development plan which links to the need of the job and deﬁnes future objectives and learning needs. • Development will primarily focus on helping staff carry out their job to the highest standard although personal interests and opportunities for career progression will be taken into account. • Where appropriate, employers should be expected to ensure that all staff have appropriate time to fulﬁl training and/or development needs related to their current job and to provide appropriate ﬁnancial and other support.
Parboosingh, J. (1998). Role of self-assessment in identiﬁcation of learning needs. Journal of Continuing Education in the Health Professions, 18, 4, 213–20. Parry, G. and Richardson, A. (1996). NHS Psychotherapy Services in England. Review of Strategic Policy. NHS Executive, London. Peterson, C. and Seligman, M. (2001). Values in Action (VIA) Classiﬁcation of Strengths. htm Prideaux, D. (2002). Researching the outcomes of educational interventions: A matter of design. RCTs have important limitations in evaluating educational interventions.
However, no evidence for this claim is offered. Summary The government’s strategic direction for the NHS is articulated in The NHS Plan and its subsequent implementation policies and guidance. Broad aims for raising the importance of CPD and lifelong learning are set out. Lifelong Learning and CPD – Speciﬁc Policies From the general aims and objectives outlined in previous sections, the government developed more speciﬁc guidance and policy. The 32 Ian Gray DoH has published a number of documents in the past few years speciﬁcally addressing the need for lifelong learning and CPD in the NHS.