Standards of Training and Education

ACCPH Standards of Training and Education for Accredited Courses at Level 2, 3, 4 and 5

Introduction

In setting its minimum standards for each level ACCPH accepts it is demanding a great deal from its training providers. As stated elsewhere on this website we are paralleling Ofqual criteria as closely as possible. The information we are following was published in November 2015. However we seek to adopt a flexible and approach and take into account the huge range approaches within counselling, coaching, psychotherapy and hypnotherapy.

The Standards of Training and Education for ACCPH has to be excellentACCPH not only looks at course quality but also quantity. Some providers think that if they add more and more content it will take the course up a level. If all the material is Level 2 the course will be Level 2.

We also recognise that a range of learning platforms are provided in becoming a practitioner in the modern world.

However; all accredited courses must demonstrate that they meet the educational requirements appropriate to their approach and level and scope of training.

ACCPH will accredit courses that are Home Study and these will allow someone who has qualified to become a Member but not an Accredited Member. Many people are only looking for professional membership and being accredited is not important to them. Accredited Members must have completed specific hours of face-to-face tuition.

Download CPD Activities Record sheets Standards for Training and Education

 

pdf copy of ACCPH Standards of Training and Education for Accredited Courses at Level 2, 3 and 4

The General Standards

Course Quality

General standards and principles to be included in any Counselling, Coaching, Psychotherapy or Hypnotherapy training course.

Training must inform students of the following :

  • Respect for the client’s autonomy, cultural differences and rights.
  • Practitioner awareness of the limits of their level of competence and the vulnerability of the client.
  • Awareness of the importance of personal development and CPD
  • Maintain professional boundaries
  • Use a professional mentor for advice and supervision as required
  • Be able to make ethical decisions

Course content

Training must include a balance of theory (and practice when applicable). This practice may be face-to-face or set home study case studies that have to be recorded and documented.

The course should usually include :

  • How psychological problems develop
  • The process of therapeutic or coaching change
  • The importance of the therapeutic or coaching relationship
  • Ethics and the law
  • Psychopathology
  • Relationship building, rapport with clients
  • Communication
  • Assessment of the client’s situation or condition
  • Formulation of psychotherapeutic or coaching strategies and interventions
  • Evaluation of the treatment or coaching is relation to client progress
  • Reflective practice
  • Specialist skills appropriate to the core theoretical model of the course.

Coherence and cohesion

The training course must be a coherent programme which follows a logical progression so that the students’ theoretical knowledge, personal development and practical experience can develop fully.

The appropriate Learning Outcomes must be published and made available for the students to follow.

As of the 1st May 2016 we have adopted new minimum hours for teaching and learning for Levels 2-5. The world is changing and many more people wish to train on line or at home. They want to spend less time in classrooms completing face-to-face training.

ACCPH believes when taking an attendance course there should be a minimum of contact time teaching face-to-face but this should be spent on the practical aspects of the course and not for teaching vast amounts of theory. Theory can be delivered as home study.

Teaching, Learning (and Contact hours)

The teaching staff must be sufficiently educated and experienced to ensure that students are correctly taught. There should be at least 2 tutors available to complete a course. Should the main tutor be ill a substitute should be available to stand in.

Home Study courses will have no contact hours but we do expect an average student to take the following number of hours to complete any course:

Awards

Level 2:   Below 120 hours

 

Certificate

Level 3: 121-140 hours

Level 4: 141-200 hours

Level 5: over 201 hours

 

Attendance courses will have contact hours and we expect a minimum amount of these hours and self study to be completed. The table below shows the minimum number of classroom hours and the minimum of total hours to complete the course. Course hours can be longer.

Level 2: Classroom teaching 25 hours. Minimum learning hours 120.

Level 3: Classroom teaching 40 hours. Minimum learning hours 121.

Level 4: Classroom teaching 60 hours. Minimum learning hours 141.

Level 5: Classroom teaching 80 hours. Minimum learning hours 201.

 

Diploma

Home Study courses will have no contact hours but we do expect an average student to take the following number of hours to complete any course:

Level 2:   80-130 hours

Level 3: 131-150 hours

Level 4: 151-220 hours

Level 5: 221-250 hours

 

Attendance courses will have contact hours and we expect a minimum amount of these hours and self study to be completed. The table below shows the minimum number of classroom hours and the minimum of total hours to complete the course. Course hours can be longer.

Level 3: Classroom teaching 40 hours. Minimum learning hours 170.

Level 4: Classroom teaching 80 hours. Minimum learning hours 340.

Level 5: Classroom teaching 120 hours. Minimum learning hours 450.

 

Assessment

ACCPH standards of training includes a portfolio of evidence AssessmentsThe assessment procedures for home study and attendance will overlap in the way the knowledge of the student is tested. However; practical assessment will realistically be predominantly completed during attendance training.

Suggested examination methods are given below.

Every unit/module must be tested by one or more of the methods below. These have to be retained in a portfolio as evidence for their graduation. This portfolio can be digital or physical.

Please be aware that we do sample moderation of portfolios as part of our ongoing quality control process. It is the duty of every school to provide the required evidence for each student when asked. Failure to do so will result in withdrawal of our accreditation.

Your Assessment Criteria must be published and made available to us and all students.

You must have procedures in place to support trainees found to be in difficulties. There needs to be a mechanism to expel incompetent, incapable or ethically unsound students.

Should your assessment process be found to be not as rigorous as we require we will help you get back on track as an External Moderator will be appointed. They will be involved in monitoring your assessment processes.

Short answer questions

Short answer questions require a reasonably short answer – anything between a few words and a paragraph or so. The number of marks allocated can be used to give an indication of the length of the answer required.

Short-answer questions may concentrate on:

  • Terminology
  • Names
  • Facts
  • Concepts and theories, and examples underpinning them
  • Similarities and differences

Multiple-choice questions

Multiple-choice questions consist of a question or the first half of a sentence (the stem) and a number of possible responses (usually between 3 and 5).
These will only carry 1 mark per correct answer.

Essay-type questions (long answers)

These are questions that require an essay-type answer (i.e. structured in the same way as an essay or a report.) Essay-type questions can be anything from a few paragraphs to a few pages.

The mark allocation will often give an indication of the length required.

Problem solving questions

This type of question requires a student to solve a problem such as a treatment plan or other issue which requires knowledge and critical thinking.

Practical Assessment

Students must be provide evidence of their ability to complete a treatment session successfully. The most practical way to do this is by audio or video recording. This must be retained for 12 months after graduation as we may ask for examples as part of our quality control processes.

Other Requirements

Personal development of students
Your course is required to contain opportunities for students to learn about their self and others. Be able to grow as a person and therapist/coach with the knowledge gained from the course.

Ethics and Equality policies
All training course providers should publish and make known to us and all students their Codes of Ethics or Ethical Framework. Also their Equality and Diversity policy. These should mirror those of ACCPH.

Complaints Procedures and Equality/Diversity policies to which they adhere.
All training course providers must have a written Complaints Procedure. This should be published and made known to us and all students

Philosophy of training
All training course providers are required to provide a statement of its approach/philosophy to training.