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| Image courtesy of FreeDigitalPhotos.net by Ambro |
While networking will certainly go a long way to helping a chartership trainee towards finding those opportunities to work towards the required competencies, the Stage 2 experience will definitely tease creative thinking out of you and intensly test your initiative.
Just take Core Role 3: Communicating psychological knowledge and advice to other professionals. I have found one of the greatest challenges is to find work that would enable me to meet the requirements and the standards. There were times when I was able to use work contacts, or my supervisor, or university contacts to help me meet and talk to people who might just help me give life to some of the projects I had in mind that would move my training forward. But on numerous occasions, despite initially being greeted with enthusiasm, numerous projects never actually got off the ground or fizzled out because a lack of resources such as staff or funding.
Inevitably I would end up feeling disappointed, frustrated and that I would never get the work finished. But I quickly realised that these barriers were simply the sorts of contra-temps that professionals in most fields encounter and have to overcome. So I began to look more closely at the work that I had carried out in order to get as far as I did in some of the projects. It was soon obvious that a good deal of the preparation work could evidence some of the competencies and I was able to work this into my portfolio. The moment I realised I could still use the work from failed projects was the moment I realised that there was always a silver lining.
The projects I had developed had come from a number of different organisations where I had voluntary placements, for example from volunteering on a youth offender panel and also in an approved premises for male mentally disordered offenders. Volunteering is a tremendously useful way of building up experience and a reputation in the field. As I got to know staff and service users, attended volunteer meetings, read volunteer newsletters and got involved with the services, I was able to see what needs the service had and what fell within my remit. I was then able to develop my thinking on the projects and planned these out in writing. I wrote proposals to carry out the projects to both the youth offender panel and to the approved premises, through the usual volunteer systems. I explained who I was, my background, my idea, the evidence for the idea from a needs analysis of the service and what I could offer them as a volunteer as part of continuing to evidence my practice. I was also able to obtain letters of support written by my supervisor.
Having made plans and presented my ideas to the relevant managers, the projects fell through because of lack of funding or because the organisations in questions did not have sufficient staff resources to be able to bring the projects to full fruition. However, by that point, I had been able to gather enough evidence to attribute some of the work to the core competencies. For example, by making presentations of my ideas to the managers of these organisations, I was able to demonstrate the benefits of a psychological perspective on different projects. I needed to make a formal needs analysis of each of my ideas and formalise these into a proposal, which resulted in my creating opportunities to advise and guide other professionals using phsychological advice. I also needed to submit formal proposals, attend and minute any meetings held to discuss the proposals and their design and eventual evaluation, as well as the potential benefits, and I had to present the proposals formally.
In order to make sure that your experiences can be used to evidence the competencies, I would strongly suggest keeping a log of any psychological advice that you give, for example, how to select appropriate outcome measures and evaluating any programme that you design. It is also essential for this particular core competency to record and provide evidence of any feedback that you give staff members and professionals. Through the use of collating evidence from even failed projects, it is even possible to evidence Core competency 3.3, which deals with providing advice and guidance in the formulation of policy. I am at a stage now with this core role that I will be ready to submit for assessment in the next 6 months. The collection of evidence has taken almost four years of some failed projects and some successful. And my suggestions of how to present evidence has come from my supervisor and trainees who have recently passed this core role.
It is so easy to be disheartened when projects fall through, especially if several fall through one after the other - there is an inevitability to this that we all have to face. But the secret to getting through it is to evaluate your work, apply the requirements of the competencies to it - always checking with your supervisor who will keep your feet firmly on the ground on the production of evidence. It is worth always being open to opportunities and always to approach each project with the competencies you have not yet evidenced in mind. This certainly helped me to feel that I was ticking off the boxes rather than feeling that I was having to start everything from scratch.
Best of luck everyone and happy reading.
