We provide support in relation to the Scottish Government ambition of timely access across Scotland to high quality, evidence based psychological therapies and interventions, delivered by staff who are suitably trained and supported.
The NES/SG (2015) The Matrix: A Guide for Delivering Evidence based Psychological Therapies in Scotland was developed initially in 2011 to support NHS Boards in planning for the range, volume and quality of psychological therapies required to meet Scottish Government commitments. This is currently undergoing a comprehensive review process reflecting the significant shifts in service delivery and the proliferation of both evidence of effectiveness and demand for psychological therapies and interventions. This will be an iterative process but initial publications are planned for the end of 2020.
Key roles of ‘The Matrix’
The Early Intervention Framework for Children and Young People’s Mental Health and Wellbeing (the Early Intervention Framework) is a web-based resource that aims to increase the effective implementation of psychologically informed evidence-based prevention and early intervention approaches to improve the mental health and wellbeing of children and young people, from the antenatal period until age 18.
The ambition of the Framework is to enable staff across sectors throughout Scotland to make fully informed investment decisions about which early intervention or prevention approaches might be implementable and sustainable for their specific context.
Further information about the Early Intervention Framework can be found on TURAS.
The Early Intervention Framework resource can be accessed at: https://earlyinterventionframework.nhs.scot/
The Psychology directorate utilises the principles of Implementation Science and Practice to develop and deliver education, training and resources that support the effective implementation of evidence based psychological therapies and skills.
Application of implementation science frameworks and strategies
The development and utilisation of implementation science guided resources
Delivery of training in implementation science and practice principles
The Psychology directorate has developed a quality assurance framework (QAF) for reviewing the quality of education and training in psychological therapies and interventions. The Quality Assurance Framework draws on the principles of effective learning and teaching, the accreditation processes within higher education and is based on the NIRN1 ‘Implementation Drivers: Assessing Best Practices’ measure. The Quality Assurance Framework was developed with the aim of improving standards for the quality of education in the delivery of evidence-based psychological interventions and therapies.
The Quality assurance framework provides a range of tools that can be used to assess and improve the overall quality of the training or education programme. The Training Descriptor provides a template to succinctly describe the education or training programme. It should include the
key features of the training, information on what is taught and how it is assessed. Educators can use the Quality assurance framework to reflect on their education or training programme and develop an action plan to improve the overall quality of their programme.
The constructive alignment matrix provides a tool that can be used to ensure that all the key components within a training or education programme - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are aligned to each other.
The quality assurance guidance notes provide helpful information for completing the quality assurance framework.
|This framework describes the knowledge and skills underpinning the various clinical activities carried out by a CAMHS service. The resource can help clinicians to reflect on their practice, and provide guidance to those involved in supervision, training and clinical governance activities.|
This framework helpfully outlines the knowledge and skills required (at various levels within the health and social care workforce) to achieve key outcomes for autistic individuals and their families.
This framework sets out the levels of knowledge and skills required by the Scottish workforce to promote well-being and good mental health during the perinatal period and to intervene when mental ill-health is present.
The framework was a collaboration with partners, stakeholders and those with lived experience of perinatal mental health problems and is intended to support the identification of workforce training needs.
A guide for the level of staff skill and knowledge required when working with someone living with dementia.
Mental health improvement and suicide prevention framework
An educational framework on psychological interventions for practitioners working with adults with learning disabilities in Scotland.
NHS Education for Scotland has been commissioned to deliver this project as part of the Scottish Government Survivor Scotland Strategic Outcomes and Priorities 2015-2017. The overarching goal is to support the strategic planning and delivery of training for those who have contact with survivors of trauma across all parts of the Scottish Workforce.
This competence framework was commissioned by NHS Education for Scotland and the Improving Access to Psychological Therapies (IAPT) programme in England. The project team was headed by Anthony Roth and Stephen Pilling from University College London (UCL).
The competence framework describes the method for identifying competences for staff working with people with persistent physical health conditions. It organises the competences into seven domains, with an overarching domain that identifies the ‘therapeutic stance, values and assumptions’ for work in this area. The domains are organised into a ‘map’ which shows how all the competences fit together and inter-relate
Clinical Supervision is increasingly being recognised as having a pivotal role in the effective and efficient delivery of Psychological Therapies and Interventions across all disciplines. While many clinicians appreciate the role of supervision as a support within the professional context, supervision also plays a key role in quality assurance, evaluation of competence and educational development.
Find further information on NES Training in Generic Supervision Competences for Psychological Therapies, Supervision in Clinical Psychology, and Specialist Supervision Training (CBT).
NES publishes quarterly reports on all staff working within Child and Adolescent Mental Health Services (CAMHS), and psychology services in NHS Scotland for the census dates 31 March, 30 June, 30 September and 31 December.
A secure web-based system is used to collect data, which allows each NHS Board to access, add, amend and terminate staff workforce data records directly within national databases. Data are verified by Heads of Service, who work closely with NES to ensure a high level of accuracy.
The information collected and presented is used routinely by NES, the Scottish Government and NHS Boards to support local, regional and national workforce planning, and to support educational training and planning, and to track the Scottish Government’s investment in the expansion of CAMHS and Psychological Therapies workforce and training numbers.
For each CAMHS, and Psychology Workforce publication, data are presented as a full report, summary, data dashboard and background tables. Data are presented as:
Staff in post data are available as chart visuals or tables, and the dashboards allow users to quickly gauge shifts in trends and draw comparisons across NHS Boards and regions.
NHS Education for Scotland (NES) is the source for Official Statistics on the NHS Scotland Workforce. NES works to the Code of Practice for Official Statistics which is maintained by the UK Statistics Authority (UKSA).
Data is published on Turas Data Intelligence.
Last updated: 26/09/2020