CYP IAPT CBT trainee

Requirements the employer expects applicants to meet.

• Knowledge

  Knowledge of life stages and human development;

• Knowledge

  Knowledge of the delivery and legislation of health and social care through statutory and non-statutory bodies both national and local;

• Knowledge

  Understanding of psychopathology and problem definitions;

• Knowledge

  Knowledge of a variety of theoretical models of intervention;

• Knowledge

  Knowledge and understanding of issues relating to risk and safeguarding of children and young people.

• Qualifications

  Minimum second-class bachelor's degree or equivalent standard in a relevant subject (e.g. psychology, social work etc.); AND: A Core profession as recognised by the BABCP. Please see: Core Professions List – BABCP OR A minimum of 3 years relevant experience (which can include relevant study, formal and informal training) which demonstrate that you have the knowledge, skills and experience required to complete a KSA portfolio or a condensed KSA** for those with an eligible qualification: Further information on BABCP guidelines for these routes: Knowledge, Skills & Attitudes – BABCP* Professions eligible for a Condensed Portfolio – BABCP** **You may be required to evidence how you can meet the KSA criteria by sharing your completed/partially completed KSA at the point of interview. Successful applicants must also sign up for a student membership with BABCP on accepting the post. (See Join the BABCP – BABCP)

• Qualifications

  Successful applicants must also sign up for a student membership with BABCP on accepting the post

• Previous Experience

  2 or more years of experience working within children and young people in a mental health and/or therapeutic setting;

• Previous Experience

  Experience of multi-agency and/or multi-disciplinary working and liaising across internal & external agencies.

• Skills and Abilities

  Ability to communicate effectively and sensitively with children, young people and their families, whilst considering social differences;

• Skills and Abilities

  Skill in key psychotherapeutic relationship skills, such as active listening, warmth, empathy, trust, and rapport building;

• Skills and Abilities

  Ability to follow policy and clinical governance procedures and make proposals for change;

• Skills and Abilities

  Ability to maintain accurate records;

• Skills and Abilities

  Ability to maintain effective and appropriate communications at all levels, including other professionals, and non-professionals;

• Skills and Abilities

  Ability to identify and manage clinical and safeguarding risks;

• Skills and Abilities

  Ability to practice in an ethically appropriate manner through interpersonal, professional and academic relationships with clients and colleagues;

• Skills and Abilities

  Ability to maintain a reflective stance in emotive/challenging interactions with children and their carers;

• Skills and Abilities

  Ability to work in a collaborative and respectful manner with children, young people and their families;

• Skills and Abilities

  Ability to personally manage sensitive and potentially emotionally distressing caseload material;

• Skills and Abilities

  Ability to reflect on own current and future practice (in clinical supervision and practice tutor groups with course peers);