The Hypno-Psychotherapy College of UKCP

Quinquennial Review

UKCP Standards Board and Membership Committee are currently writing procedures for the assessment of NAOs and Member Organisations. The document below represents an attempt to continue formalisation within the College of Hypno-Psychotherapists.

The purpose of review

Review is an opportunity for a member organisation to reflect on the evidence and experience of delivering education provision over the period of the last 5 years. The organisation will be asked to produce a Self Evaluation review document which should be a concise, critical account of the operation of the provision since the last review. Review also provides the College of Hypno-psychotherapists of UKCP with the opportunity to assure itself that: • the quality and academic standards of the provision are being maintained •the organisation’s monitoring processes have been used effectively to update the provision and maintain standards since the last review • teams are identifying trends and issues emerging from monitoring and developments within the profession, and then reflecting on the effectiveness of the actions taken.

The intensity of the review will depend on: • the evidence available to assure the Reviewers that provision is of the appropriate quality and standard • the evidence of the thoroughness of monitoring and the actions taken in response • the rigour of the critical analysis of, and comment on, data • feedback from students, external examiners and others.

Documents for reviews

The Review team will request documents from the Training Organisation. The first document requested will take the form of a Self Evaluation document and should be produced as outlined below.

Guidelines for producing the Self Evaluation Document

It is in everyone’s interest that the review Self Evaluation provides a concise and analytical account of developments in the provision since last review. As noted above, the purpose of the self-evaluation is to allow a review team to understand what changes have occurred in the training over the review period; why those changes have been introduced; and how effective the changes have been in achieving the team’s goals. The self-evaluation should be no longer than 3000 words, not including appendices and references. However, 3000 is not a target. If the review can be discussed in a shorter space, please do so. Sources of evidence to demonstrate the claims being made should be referenced in the text. (These reference points could include any of documents listed below) Appendices should only be included where the evidence cannot be identified in an existing source, for example, annual monitoring reports. Where sections are not relevant, indicate.

The ‘Self Evaluation Review Document’ should include the following headings: • Review process • Characteristics and development of the education provided • Resources • Operation of the education and course over the period of review and factors affecting provision • Feedback • Other evidence • Good practice • Conclusions and future developments

Existing documentation

Existing documents should be used as supporting evidence. The list below is indicative, and the Review team will determine exact requirements. This documentation should normally be made available to the Review team when they visit the Organisation and, where possible, also electronically. • current course specifications including details of course aims, learning outcomes, assessment regime and curriculum content • sample module or unit guides • student handbooks and guides • Code of Ethics and Practice • organisation documents, e.g. assessment handbook, placement guide, project guide • self monitoring reports for the 4 years preceding the review • external examiner reports and responses for the last 4 years • evidence of student feedback to the organisation, module/unit evaluation data and analysis, summary of issues and responses raised in staff-student liaison committees or equivalent • complaints and grievance procedures and details of substantive complaints made by students relating to the education provision together with evidence of how these were resolved (data should be anonymised) • data on student admission, progression and completion with accompanying commentary and analysis • policy and other relevant documents on: • admissions • learning and teaching • appeals • external examining • research • equal opportunities and diversity • bullying and harassment • academic misconduct • learner welfare • resources • APL, APEL, APCL and CATS • clinical supervision • personal psychotherapy experience • CPD • management structures

Evidence of implementation of the above

• evidence of teaching observations of teaching staff, comprising a log of observations taking place over the year preceding the review and outcomes (e.g. staff development sessions) • current staff CVs including research, scholarship, professional practice and consultancy, or any other evidence of these activities • samples of student assignments and feedback provided on them • minutes of relevant meetings, normally including School Board, and relevant staff-student liaison committee/s.