Family and systemic psychotherapist

This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has joined the Apprenticeship Provider and Assessment Register (APAR). Once the EPAO has joined the APAR, funding for apprentice starts will be permitted and this message will be removed.

Key information

Status: Approved for delivery
Reference: ST1310
Version: 1.0
Level: 7
Typical duration to gateway: 24 months
Typical EPA period: 3 months
Maximum funding: £16000
Route: Health and science
Date updated: 26/09/2024
Approved for delivery: 26 September 2024
EQA provider: Office for Students
Example progression routes:
- Operations or departmental manager,
- Senior leader
Review: this apprenticeship will be reviewed in accordance with our change request policy.

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Apprenticeship summary

Overview of the role

Family and systemic psychotherapists help individuals, families, couples and wider networks to find ways to help each other when one or more members are struggling with mental health, relational and or behavioural difficulties. They may provide therapy for whole families, parts of families, individuals, couples, or other significant relationships.

Occupation summary

This occupation is found in the NHS, adult, children and young people’s social care services, independent practices, private health and care facilities, charitable organisations, and educational institutions. Family and systemic psychotherapists may work with a specific population, for example, children and young people, adults of all ages, or people with learning disabilities. They may provide family and systemic psychotherapy in a particular work setting, such as mental health or social care.

The broad purpose of the occupation is to help individuals, families, couples and wider networks to find ways to help each other when one or more members are struggling with mental health, relational and or behavioural difficulties. Family and systemic psychotherapists may provide therapy for whole families, parts of families, individuals, couples, or other significant relationships. They will typically explore the beliefs, behaviours, and relationships within the family to facilitate and engage members to share understanding and views with each other. This can enable the various individuals to better understand the issues they are experiencing that are causing concern and explore ways forward that work for them.

Family and systemic psychotherapists draw on systemic approaches, theories and techniques with their clients and their networks to understand and address issues causing concern. This can help families to improve communication between members and with significant others outside of the family by making interactions more effective and productive. Improved communication can help individuals and families make important changes in the way they relate to each other and assist in resolving persistent patterns of conflict.

Typically, family members are seen together for therapy sessions, but family and systemic psychotherapists may work with individuals, couples, or combinations of family members. This depends on who is available and what the presenting and emerging concerns are. Clients can be seen in mental health or social care consulting rooms and sometimes in their own homes. They can also be seen in formal family therapy clinics and in training contexts.

The clients that family and systemic psychotherapists engage may be experiencing high levels of distress. This may manifest in a range of ways such as depression, anxiety, acts of self-harm, high expressed emotion or eating disorders. Family and systemic psychotherapists will undertake a detailed initial assessment discussion with their clients focusing on complex, sensitive and personal information related to their mental health difficulties. This will also require the therapist to undertake and complete risk assessments, risk formulation and risk management for their clients. From this they will then be required to draw upon this complex assessment material to provide verbal and written systemic formulations that will support evidence-based interventions for the individual, couple, or family they are working with.

In their daily work, an employee in this occupation interacts with the wider team in the organisation within which they are embedded, along with external professionals and networks. This may include:

medical practitioners, psychiatrists, psychologists, paediatricians, nurses, occupational therapists, administration and other hospital staff
psychotherapists: art psychotherapists, cognitive behavioural therapists, child psychotherapists, cognitive analytic psychotherapists
community and specialist social workers, such as fostering and adoption
NHS and social care managers
schools and college staff
probation service, police officers and youth offending services
palliative care staff
staff in mental health charitable organisations
charities
housing benefit staff

An employee in this occupation will be responsible for:

acting autonomously within agreed limits set by the protocols of their employing organisation and in negotiation with their supervisor
implementing a range of systemic interventions for individuals, families, couples, their wider networks and professional networks
providing formal written reports on their work as well as other keeping accurate records
autonomous liaison with internal clinical colleagues and outside agencies
co-constructing with each client a realistic and appropriate care plan within the resources of the employing organisation
co-constructing with each client a systemic risk assessment, the accuracy and appropriateness of which will be regularly appraised, monitored, and updated over time
participating in and contributing to multidisciplinary meetings, team meetings, child safeguarding case conferences, reviews, and network meetings
adhering to and working with relevant clinical and ethical frameworks and codes of practice
participating in and contributing to both managerial and clinical supervision
contributing to service evaluations
contributing to the organisation’s training agenda
contributing to leadership, providing feedback on systemic psychotherapy within the organisation
participating in personal learning, identifying areas of personal strength and learning needs, seeking, and responding to support and feedback
maintaining up to date knowledge in their field of practice and taking part in continuing professional development

Typical job titles include:

Family and systemic psychotherapist Family therapist Systemic psychotherapist

Duties

Duty 1 Be an ethically accountable and autonomous professional by placing service user needs at the centre of practice whilst adhering to professional standards, workplace routines, policies and protocols.
Duty 2 Undertake risk assessments, risk formulation and risk management to inform multi agency understandings, decision making and actions.
Duty 3 Undertake detailed and specialist systemic assessments.
Duty 4 Draw upon complex assessment material to provide verbal and written, evidence-based systemic hypotheses and collaborative formulations to agree the appropriate packages of therapeutic and or multi-agency care.
Duty 5 Plan a broad range of systemic interventions, taking into account child and adult development processes, the life cycle of families and personal and professional systems surrounding the individual.
Duty 6 Implement agreed therapeutic interventions, revising therapeutic plans as appropriate during the work, including utilising outcome measures and planning for endings.
Duty 7 Develop and maintain therapeutic relationships, working collaboratively within highly distressing, emotionally charged and challenging circumstances, whilst managing own, and other’s wellbeing.
Duty 8 Develop and maintain positive working relationships, promoting equality, diversity, inclusion, and Human Rights in one’s own working practices.
Duty 9 Participate in and contribute to regular clinical and management supervision to evaluate own systemic practice and implications of therapeutic interventions.
Duty 10 Undertake research relevant to own field of systemic practice.
Duty 11 Provide specialist systemic guidance, consultation and training to professional colleagues on the use of family therapy and systemic psychotherapy techniques.
Duty 12 Participate in and contribute to multidisciplinary and multi-agency meetings.
Duty 13 Create and maintain accurate records that adhere to professional and organisational codes of practice.

Apprenticeship summary

ST1310, family and systemic psychotherapist level 7

This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.

What is an end-point assessment and why it happens

An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.

Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.

The length of the training for this apprenticeship is typically 24 months. The EPA period is typically 3 months.

The overall grades available for this apprenticeship are:

fail

pass

merit

distinction

When you pass the EPA, you will be awarded your apprenticeship certificate.

EPA gateway

The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.

The gateway requirements for your EPA are:

achieved English and mathematics qualifications in line with the apprenticeship funding rules

for the professional discussion underpinned by a portfolio of evidence, you must submit a portfolio of evidence

passed any other qualifications listed in the occupational standard

For the family and systemic psychotherapist, the qualification required is:

MSc in Systemic Family Therapy accredited by the Association of Family Therapy and Systemic Practice

Assessment methods

Presentation with questions

You will produce and deliver a presentation to an independent assessor. You must submit your presentation slides and any supporting materials to the EPAO by the end of week You have 2 of the EPA period. The presentation and questions will last at least 90 minutes. The independent assessor will ask you at least 8 questions.

Professional discussion underpinned by a portfolio of evidence

You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 16 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.

Who to contact for help or more information

You should speak to your employer if you have a query that relates to your job.

You should speak to your training provider if you have any questions about your training or EPA before it starts.

You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.Reasonable adjustments

If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.

Professional recognition

This apprenticeship aligns with Association for Family Therapy and Systemic Practice (AFT) for professional training standards for accreditation at qualifying level in Systemic Psychotherapy

Please contact the professional body for more details.

This apprenticeship aligns with United Kingdom Council for Psychotherapy (UKCP) for full clinical membership as a qualified Systemic Psychotherapist and registration

Please contact the professional body for more details.

Print occupational standard

Details of the occupational standard

Occupation summary

In their daily work, an employee in this occupation interacts with the wider team in the organisation within which they are embedded, along with external professionals and networks. This may include:

medical practitioners, psychiatrists, psychologists, paediatricians, nurses, occupational therapists, administration and other hospital staff
psychotherapists: art psychotherapists, cognitive behavioural therapists, child psychotherapists, cognitive analytic psychotherapists
community and specialist social workers, such as fostering and adoption
NHS and social care managers
schools and college staff
probation service, police officers and youth offending services
palliative care staff
staff in mental health charitable organisations
charities
housing benefit staff

An employee in this occupation will be responsible for:

acting autonomously within agreed limits set by the protocols of their employing organisation and in negotiation with their supervisor
implementing a range of systemic interventions for individuals, families, couples, their wider networks and professional networks
providing formal written reports on their work as well as other keeping accurate records
autonomous liaison with internal clinical colleagues and outside agencies
co-constructing with each client a realistic and appropriate care plan within the resources of the employing organisation
co-constructing with each client a systemic risk assessment, the accuracy and appropriateness of which will be regularly appraised, monitored, and updated over time
participating in and contributing to multidisciplinary meetings, team meetings, child safeguarding case conferences, reviews, and network meetings
adhering to and working with relevant clinical and ethical frameworks and codes of practice
participating in and contributing to both managerial and clinical supervision
contributing to service evaluations
contributing to the organisation’s training agenda
contributing to leadership, providing feedback on systemic psychotherapy within the organisation
participating in personal learning, identifying areas of personal strength and learning needs, seeking, and responding to support and feedback
maintaining up to date knowledge in their field of practice and taking part in continuing professional development

Typical job titles include:

Family and systemic psychotherapist Family therapist Systemic psychotherapist

Entry requirements

The Association for Family Therapy and Systemic Practice (AFT) is an organisational member of United Kingdom Council for Psychotherapy (UKCP) and recommends suitably qualified AFT members who have completed AFT accredited trainings for full clinical membership and registration with UKCP. AFT maintains continuing professional development (CPD) policies and reviews the CPD of qualified members for UKCP accreditation, regulation and registration.

Individuals will need to have completed AFT-accredited Foundation and Intermediate Level training in Systemic Practice and be registered as a Health or Social Care Professional or be able to demonstrate that they meet the AFT UKCP’s Accredited Prior Experiential Learning (APEL) requirements for professional status. APEL Process AFT stipulate the necessary competencies that need to be assessed and these are evaluated by AFT-accredited Higher Education providers through a process of portfolio submission and formal interview. Accredited courses are required to evidence their APEL processes to AFT to ensure consistency and rigour.

Occupation duties

Duty	KSBs
Duty 1 Be an ethically accountable and autonomous professional by placing service user needs at the centre of practice whilst adhering to professional standards, workplace routines, policies and protocols.	K1 K2 K3 K4 S1 S2 S3 B1 B2 B3 B4 B5 B6
Duty 2 Undertake risk assessments, risk formulation and risk management to inform multi agency understandings, decision making and actions.	K5 K6 K7 S4 S5 S6 S7 S8 B1 B2 B3 B4 B5 B6
Duty 3 Undertake detailed and specialist systemic assessments.	K8 K9 K10 K11 K12 K13 K14 S9 S10 B1 B2 B3 B4 B5 B6
Duty 4 Draw upon complex assessment material to provide verbal and written, evidence-based systemic hypotheses and collaborative formulations to agree the appropriate packages of therapeutic and or multi-agency care.	K15 K16 K17 K18 S11 S12 S13 S14 B1 B2 B3 B4 B5 B6
Duty 5 Plan a broad range of systemic interventions, taking into account child and adult development processes, the life cycle of families and personal and professional systems surrounding the individual.	K19 K20 K21 S15 S16 S17 S18 S19 B1 B2 B3 B4 B5 B6
Duty 6 Implement agreed therapeutic interventions, revising therapeutic plans as appropriate during the work, including utilising outcome measures and planning for endings.	K22 K23 K24 K25 S20 S21 S22 S23 S24 S25 B1 B2 B3 B4 B5 B6
Duty 7 Develop and maintain therapeutic relationships, working collaboratively within highly distressing, emotionally charged and challenging circumstances, whilst managing own, and other’s wellbeing.	K26 K27 K28 K29 S26 S27 S28 S29 S30 S31 B1 B2 B3 B4 B5 B6
Duty 8 Develop and maintain positive working relationships, promoting equality, diversity, inclusion, and Human Rights in one’s own working practices.	K30 K31 K32 K33 K34 S32 S33 S34 B1 B2 B3 B4 B5 B6
Duty 9 Participate in and contribute to regular clinical and management supervision to evaluate own systemic practice and implications of therapeutic interventions.	K35 K36 K37 K38 K39 K40 S35 S36 S37 S38 S39 B1 B2 B3 B4 B5 B6
Duty 10 Undertake research relevant to own field of systemic practice.	K41 K42 K43 K44 K45 K46 S40 S41 S42 S43 B1 B2 B3 B4 B5 B6
Duty 11 Provide specialist systemic guidance, consultation and training to professional colleagues on the use of family therapy and systemic psychotherapy techniques.	K47 K48 K49 K50 S44 S45 S46 S47 S48 B1 B2 B3 B4 B5 B6
Duty 12 Participate in and contribute to multidisciplinary and multi-agency meetings.	K51 K52 S49 S50 B1 B2 B3 B4 B5 B6
Duty 13 Create and maintain accurate records that adhere to professional and organisational codes of practice.	K53 K54 S51 S52 B1 B2 B3 B4 B5 B6

KSBs

Knowledge

K1: The Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. Back to Duty

K2: Statutory and legal frameworks that surround and inform practice contexts. Back to Duty

K3: National and local clinical governance guidelines and policies. Back to Duty

K4: The principles of confidentiality, consent its limits, and the specific conditions when it is appropriate to breach confidentiality. Back to Duty

K5: Models of risk assessment and the practice of ongoing risk management. Back to Duty

K6: Policies and practices needed in relation to safeguarding children and vulnerable adults and the role of the systemic psychotherapist in relation to this. Back to Duty

K7: Policies and processes for reporting and escalating risks, hazards or harms to self, the individuals, or others. Back to Duty

K8: Theories and research that informs systemic assessment. Back to Duty

K9: Current evidence based systemic models of assessment. Back to Duty

K10: Systemic models for determining patterns of distress. Back to Duty

K11: Societal factors that cause, maintain and exacerbate relational distress, physical and mental ill health. Back to Duty

K12: Diverse family values, structures and close interpersonal relationships. Back to Duty

K13: Information necessary to inform a systemic psychotherapeutic assessment. Back to Duty

K14: Mental health problems, their presentations, interventions, and the ways in which they may affect relationships. Back to Duty

K15: Models of human development and human relationships throughout the lifecycle of family and other relational systems. Back to Duty

K16: Biopsychosocial approaches to distress and mental health problems. Back to Duty

K17: Systemic model, theories and their limitations underpinning systemic psychotherapy and their applications to different situations and groups. Back to Duty

K18: Systems and processes for making referrals to internal or external teams or agencies. Back to Duty

K19: Systemic psychotherapeutic theories that enable change. Back to Duty

K20: How different systemic psychotherapeutic models and techniques can be used to meet the needs of diverse communities, relationships and individuals’ life choices. Back to Duty

K21: Techniques and interventions used in systemic psychotherapy. Back to Duty

K22: An approach to systemic psychotherapy that is a manualised evidenced based protocol. Back to Duty

K23: When to revise the therapeutic plan. Back to Duty

K24: Outcomes measures and approaches that inform and evaluate practice. Back to Duty

K25: The process of online systemic psychotherapy. Back to Duty

K26: Factors that underpin a therapeutic alliance and engagement. Back to Duty

K27: Models, approaches and actions to be followed for planned and unplanned therapeutic endings. Back to Duty

K28: The therapeutic and emotional processes of ending systemic psychotherapeutic work for individuals, systems and therapists. Back to Duty

K29: The use of self and consideration of power within the therapeutic relationship. Back to Duty

K30: Anti-discriminatory and anti-oppressive practice. Back to Duty

K31: The importance of partnership working with community groups and experts by experience in tackling racial, social and health inequalities. Back to Duty

K32: The influence of health and social inequalities on individual and family wellbeing. Back to Duty

K33: Culturally sensitive practices. Back to Duty

K34: Principles of systemic psychotherapy co-production. Back to Duty

K35: Theoretically informed approaches to supervision both as a supervisee and as a supervisor. Back to Duty

K36: Own role in developing an effective supervision relationship. Back to Duty

K37: Principles of reflective and reflexive practice. Back to Duty

K38: The process of personal development planning. Back to Duty

K39: Differences between clinical and management supervision. Back to Duty

K40: The limits of own personal expertise and skills. Back to Duty

K41: Quantitative and qualitative research methodologies relevant to the situation and service context. Back to Duty

K42: Critical evaluation techniques applied to evidence and practice based research findings. Back to Duty

K43: How research is conducted and implemented to inform effectiveness in systemic practice. Back to Duty

K44: Legal, ethical, professional, financial and organisational policies and procedures that apply to clinical research activities. Back to Duty

K45: A range of research approaches that draw on specialist systemic tools to collect data to evaluate own practice as well as to enhance service delivery. Back to Duty

K46: How knowledge of evidence-based practice is applied by supporting others in planning audit, evaluation and research of their work. Back to Duty

K47: Adult learning theories. Back to Duty

K48: The range of tools and techniques that can be used to support learning, set goals and evaluate learning. Back to Duty

K49: The impact of engaging with others to enhance reflective and reflexive practice in a range of learning and service settings. Back to Duty

K50: Principles of systemic leadership and how this can be applied to working in teams. Back to Duty

K51: Principles, roles and responsibilities of multidisciplinary working and their effect on service delivery. Back to Duty

K52: The use of self and consideration of power within the multidisciplinary or multi-agency team. Back to Duty

K53: Principles of handling clinical information and knowing how and when to share this information. Back to Duty

K54: The importance of providing and maintaining clear, concise, timely and factual clinical records. Back to Duty

Skills

S1: Act in accordance with the Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. Back to Duty

S2: Adopt a rights-based approach consistent with national and service standards. Back to Duty

S3: Act in accordance with national and local clinical governance, standards and policies. Back to Duty

S4: Communicate the range of options to enable choice, decision-making and informed consent. Back to Duty

S5: Work collaboratively to manage the ongoing nature of risk. Back to Duty

S6: Report and escalate concerns around risk, hazards, or harms to self, individuals and others. Back to Duty

S7: Act within organisational and national safeguarding policies and procedures. Back to Duty

S8: Work with individuals to understand safeguarding concerns and effectively communicate safeguarding processes in line with national safeguarding confidentiality and sharing information guidance. Back to Duty

S9: Undertake a detailed and collaborative systemic psychotherapy assessment of the presenting concerns. Back to Duty

S10: Use theories and research findings to inform assessment and formulation. Back to Duty

S11: Collaboratively develop a systemic psychotherapy formulation. Back to Duty

S12: Adapt assessments to fit the needs of individuals across the life span. Back to Duty

S13: Communicate complex assessment material in both oral and written forms as appropriate. Back to Duty

S14: Recognise the limits of a systemic psychotherapy approach and make referrals to internal or external professionals based on need when required. Back to Duty

S15: Co-create a context in which change becomes possible. Back to Duty

S16: Use outcome measures to inform the therapeutic plan. Back to Duty

S17: Collaboratively agree the therapeutic plan. Back to Duty

S18: Adapt the therapeutic plan to take account of emotional distress and mental health difficulties. Back to Duty

S19: Adapt the therapeutic plan to take account of the needs of diverse communities, relationships and individuals life choices. Back to Duty

S20: Deliver systemic psychotherapy. Back to Duty

S21: Revise therapeutic plans as appropriate during the work. Back to Duty

S22: Apply systemic psychotherapeutic interventions with flexibility and creativity, adapting them to meet the individuals needs. Back to Duty

S23: Deliver systemic psychotherapy using a range of digital media. Back to Duty

S24: Use outcomes measures and qualitative approaches and adjust the therapy accordingly. Back to Duty

S25: Use outcome measures and qualitative approaches to assess the therapeutic alliance. Back to Duty

S26: Develop and maintain effective therapeutic relationships even when there are different views and goals. Back to Duty

S27: Communicate clinically sensitive information. Back to Duty

S28: Act in a self and relationally reflexive manner in relation to others. Back to Duty

S29: Attend to power and differences in respect to human identity, relationships, and experience. Back to Duty

S30: Gauge and manage emotions within sessions, including own, so that vulnerable members are protected in situations of discomfort and tension and important issues which may be contentious, or distressing can be explored safely. Back to Duty

S31: Manage planned and unplanned endings of the therapeutic relationship. Back to Duty

S32: Promote anti-discriminatory practices. Back to Duty

S33: Promote equality, diversity and inclusion in practice and organisations. Back to Duty

S34: Promote social justice by acknowledging and responding to individuals experience of marginalisation. Back to Duty

S35: Prepare and actively engage in systemic supervision and live supervised practice to sustain safe and effective practice. Back to Duty

S36: Manage personal connections with the work and reflect on changes that could be made. Back to Duty

S37: Actively participate in personal learning and identify areas of personal strength and learning needs, seeking and responding to support and feedback. Back to Duty

S38: Identify and act on own well-being needs when faced with challenging, distressing, or abusive behaviour. Back to Duty

S39: Recognise the limits of own personal expertise and skills and where required refer individuals to internal or external professionals based on the need. Back to Duty

S40: Evaluate research evidence and outcomes to take an evidence-based approach to systemic practice. Back to Duty

S41: Engage in research activity applying quantitative and qualitative methods within the context of own practice. Back to Duty

S42: Evaluate and audit systemic practice through conducting service evaluations to inform change. Back to Duty

S43: Disseminate clinically relevant research and service evaluation findings to individuals and or groups. Back to Duty

S44: Form and maintain the leadership-follower relationship in ways that are mutually enhancing. Back to Duty

S45: Provide a systemic psychotherapeutic perspective to colleagues. Back to Duty

S46: Work collaboratively to identify and meet the learning and development needs of professional colleagues. Back to Duty

S47: Provide constructive feedback to challenge and overcome barriers to implementation of best systemic psychotherapeutic practice to others. Back to Duty

S48: Present systemic psychotherapeutic principles and techniques to individuals and or groups. Back to Duty

S49: Develop and sustain collaborative relationships with colleagues from a range of disciplines and backgrounds surrounding the individual. Back to Duty

S50: Act in a self and relationally reflexive manner in relation to professional self. Back to Duty

S51: Produce and maintain clear, legible and contemporaneous records regarding direct and indirect contacts adhering to organisational, professional and ethical standards. Back to Duty

S52: Use clinical record systems in accordance with national and local governance requirements. Back to Duty

Behaviours

B1: Inclusive and culturally sensitive. Back to Duty

B2: Value lived experiences and partnership working. Back to Duty

B3: Treat individuals with dignity, empathy and compassion. Back to Duty

B4: Trustworthy, honest and act with integrity. Back to Duty

B5: Open and transparent putting best interests of the individual first. Back to Duty

B6: Committed to supporting individuals to become empowered. Back to Duty

Qualifications

English and Maths

Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Other mandatory qualifications

MSc in Systemic Family Therapy accredited by the Association of Family Therapy and Systemic Practice

Level: 7 (integrated degree)

Professional recognition

This standard aligns with the following professional recognition:

Association for Family Therapy and Systemic Practice (AFT) for professional training standards for accreditation at qualifying level in Systemic Psychotherapy
United Kingdom Council for Psychotherapy (UKCP) for full clinical membership as a qualified Systemic Psychotherapist and registration

Print EPA plan

End-point assessment plan

V1.0

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the family and systemic psychotherapist degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Family and systemic psychotherapist apprentices, their employers and training provider should read this document.

A degree-apprenticeship awards a degree with the achievement of the apprenticeship. The degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. The degree must be completed, passed and awarded alongside the family and systemic psychotherapist degree-apprenticeship.

The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.

A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The selected HEP must be the training provider and the EPAO. The apprentice's employer must select a HEP from this register.

If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in line with this EPA plan. However, the number of credits devoted to EPA may vary across HEP’s. The recommended EPA contribution is 20 of the total credit value.

A full-time family and systemic psychotherapist apprentice typically spends 24 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.

This EPA should then be completed within an EPA period lasting typically 3 months.

Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in line with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.

This EPA has 2 assessment methods.

Assessment method 1 - presentation with questions and answers:

fail

pass

distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

fail

pass

distinction

The result from each assessment method is combined to decide the overall degree-apprenticeship grade. The following grades are available for the degree-apprenticeship:

fail

pass

merit

distinction

EPA summary table

On-programme - typically 24 months	The apprentice must: complete training to develop the knowledge, skills and behaviours (KSBs) outlined in this degree-apprenticeship’s standard complete training towards English and mathematics qualifications in line with the apprenticeship funding rules compile a portfolio of evidence work towards all required elements of the family and systemic psychotherapist degree-apprenticeship except undertaking the EPA. The qualification required is: MSc in Systemic Family Therapy accredited by the Association of Family Therapy and Systemic Practice
End-point assessment gateway	The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must: confirm they are ready to take the EPA have achieved English and mathematics qualifications in line with the apprenticeship funding rules have completed and passed all required elements of the family and systemic psychotherapist degree-apprenticeship except the EPA For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence. Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
End-point assessment - typically 3 months	The grades available for each assessment method are below Presentation with questions and answers: fail pass distinction Professional discussion underpinned by a portfolio of evidence: fail pass distinction Overall EPA and degree-apprenticeship can be graded: fail pass merit distinction
Professional recognition	This degree-apprenticeship aligns with: Association for Family Therapy and Systemic Practice (AFT) for professional training standards for accreditation at qualifying level in Systemic Psychotherapy This degree-apprenticeship aligns with: United Kingdom Council for Psychotherapy (UKCP) for full clinical membership as a qualified Systemic Psychotherapist and registration

Duration of end-point assessment period

The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.

The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.

EPA gateway

The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.

The apprentice must meet the gateway requirements before starting their EPA.

They must:

confirm they are ready to take the EPA
have achieved English and mathematics qualifications in line with the apprenticeship funding rules

have completed and passed all required elements of the MSc in Systemic Family Therapy accredited by the Association of Family Therapy and Systemic Practice degree-apprenticeship except the EPA

submit a portfolio of evidence for the professional discussion underpinned by a portfolio of evidence

Portfolio of evidence requirements:

The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.

Evidence sources may include workplace documentation and records for example:

workplace policies and procedures
witness statements
annotated photographs
anonymised case notes
anonymised case studies
risk assessments

This is not a definitive list; other evidence sources can be included.

The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.

The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.

Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.

Order of assessment methods

The assessment methods can be delivered in any order.

The result of one assessment method does not need to be known before starting the next.

Presentation with questions and answers

Overview

In the presentation with questions, the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions after the presentation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

Rationale

This assessment method is being used because:

it assesses understanding of a subject it assesses knowledge and skills that cannot be directly observed in practice
it provides the opportunity to use authentic workplace contexts which increases assessment validity in relation to the occupational role
it allows for the presentation of evidence and testing of responses where there are a range of potential answers
it can be conducted remotely, potentially reducing cost

Delivery

The presentation with questions and answers must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the presentation with questions.

The presentation must cover:

demonstration of competency against the KSBs mapped to this method
an anonymised case study gathered through the apprentice's clinical practice
a variety of evidence can be incorporated throughout the presentation including video footage with a maximum time of 15 minutes, the apprentice must be in view and identifiable, the video must be continuous and non-edited
incorporating the following themes:
- systemic assessment and formulation
- therapeutic alliance
- systemic interventions
- clinical governance

The purpose of the presentation is to allow the apprentice to demonstrate their competence against the grading descriptors.

The apprentice must submit any presentation materials to the EPAO by the end of week 2 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.

During the presentation, the apprentice must have access to:

audio-visual presentation equipment
flip chart and writing and drawing materials
computer

The independent assessor must have at least 2 weeks to review any presentation materials, before the presentation is delivered by the apprentice, to allow them to prepare questions. The EPAO must give the apprentice at least 2 weeks' notice of the presentation assessment.

The independent assessor must ask questions after the presentation.

The purpose of the questions is:

to seek clarification where required
to assess the level of competence against the grading descriptors
to assess the KSBs not covered in the presentation

The presentation and questions must last 90 minutes. This will typically include a presentation of 45 minutes and questioning lasting 45 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.

The independent assessor must ask at least 8 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.

The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.

The independent assessor must make the grading decision. The independent assessor must assess the presentation and answers to questions holistically when deciding the grade.

The independent assessor must keep accurate records of the assessment. They must record:

the KSBs demonstrated
the apprentice’s answers to questions
the KSBs demonstrated in answers to questions
the grade achieved

Assessment location

The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. The presentation with questions should take place in a quiet room, free from distractions and influence.

The presentation with questions and answers can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

The EPAO must produce the following materials to support the presentation with questions and answers:

independent assessor EPA materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Professional discussion underpinned by a portfolio of evidence

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.

Rationale

This assessment method is being used because:

it assesses KSBs holistically and objectively
it allows for the assessment of KSBs that do not occur on a predictable or regular basis
it allows for assessment of responses where there are a range of potential answers
it can be conducted remotely, potentially reducing cost

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the professional discussion.

The purpose is to assess the apprentice's competence against the following themes:

systemic working in professional systems
research and evaluation
professional standards

The EPAO must give an apprentice 2 weeks' notice of the professional discussion.

The independent assessor must have at least 2 weeks to review the supporting documentation.

The apprentice must have access to their portfolio of evidence during the professional discussion.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.

The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

The independent assessor must ask at least 16 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.

The independent assessor must make the grading decision.

The independent assessor must keep accurate records of the assessment. They must record:

the apprentice’s answers to questions
the KSBs demonstrated in answers to questions
the grade achieved

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:

independent assessor assessment materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Grading

Presentation with questions and answers

Fail - does not meet pass criteria

Theme KSBs	Pass Apprentices must demonstrate all of the pass descriptors	Distinction Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
Systemic assessment and formulation K8 K9 K10 K11 K13 K14 K15 K16 K17 K18 K22 K34 S9 S10 S11 S12 S13 S14 S17 S18	Articulates a systemic formulation and applies theories, research and current evidence based systemic models and approaches that guide how they collaboratively formulate assessments and agreement of the therapeutic plans using co-production (K8, K9, K22, K34, S9, S10, S11, S17). Articulates the information necessary to undertake systemic assessment and how they communicate complex assessment material in oral or written forms (K13, S13). Analyses distress and mental health problems, their presentations, interventions and the impact on relationships using biopsychosocial approaches and other models to identify patterns, adapting therapeutic plans to take account of these factors (K10, K11, K14, K16, S18). Analyses models of human development and human relationships throughout the life cycle of family or relational systems and how they adapt assessments to fit the needs of individuals across the life span (K15, S12). Evaluates the limitations of systemic theories and models that apply to different situations and groups and considers them when making internal or external referrals to other professionals as and when required (K17, K18, S14).	Critically evaluates theories or research that informs systemic assessment (K8, S10). Critically evaluates the methods they use to communicate complex assessment material (S13). Critically evaluates the limitations of the systemic approach they applied to their presented case (K17, S14).
Therapeutic alliance K26 K27 K28 K29 S25 S26 S28 S29 S30 S31 B3	Evaluates their approach to developing and maintaining therapeutic relationships considering different views and goals and utilising outcome measures or qualitative approaches that underpin and assess a therapeutic alliance and engagement (K26, S25, S26). Explains how they gauge and manage emotions within sessions including their own, so that vulnerable members are supported with dignity, empathy and compassion and are protected in situations of discomfort and tension and important issues can be explored safely (S30, B3). Describes the approaches, actions, and emotional processes of planned or unplanned endings of systemic psychotherapeutic work and how they manage them for the individuals, therapists and systems (K27, K28, S31). Explains how they act in a self and relationally reflexive manner in relation to themselves or others when considering the power and differences in respect to human identity, relationships and experience (K29, S28, S29).	Critically analyses how they manage their emotions to allow them to continue to support vulnerable members when there are situations which may be contentious or distressing (S30). Critically evaluates the effect of power and differences in respect to human identity, relationships and experience (K29, S29).
Systemic interventions K12 K19 K20 K21 K23 K24 K25 K30 K33 S15 S16 S19 S20 S21 S22 S23 S24 S27 S32 B1	Articulates systemic theories that enable change and how they co-create a context in which change becomes possible (K19, S15). Evaluates different systemic models and techniques which lead to adapting the therapeutic plan to take account of the needs of diverse communities, relationships and individuals life choices in ways which are inclusive and culturally sensitive (K20, K33, S19, B1). Proactively promotes anti-discriminatory and anti-oppressive practice considering diverse family values, structures and close interpersonal relationships (K12, K30, S32). Appraises techniques or interventions they use flexibly and creatively in systemic psychotherapy and how they communicate clinically sensitive information to meet the individuals needs (K21, S20, S22, S27). Articulates the outcome measures and qualitative approaches they use to inform, revise or adjust the therapeutic plan and evaluate practice (K23, K24, S16, S21, S24). Evaluates their choice of digital media they employ to deliver online systemic psychotherapy (K25, S23).	Critically reflects on their anti-discriminatory and anti-oppressive practice in meeting diverse communities and relationships (K20, K30, S19, S32, B1). Critically evaluates the benefits and drawbacks of online systemic psychotherapy (K25, S23).
Clinical governance K4 K5 K6 K7 S4 S5 S6 S7 S8	Analyses the options available which enable choice, decision making and informed consent considering confidentiality and the specific conditions when this should be breached (K4, S4). Evaluates the models of risk assessment and how they work collaboratively to manage ongoing nature of risk (K5, S5). Explains the policies and processes for escalating concerns and how they report concerns around risk, hazards, or harm to self, individuals or others (K7, S6). Follows organisational and national safeguarding policies and guidance on sharing information and confidentiality when dealing with children and vulnerable adults in their role as a systemic psychotherapist (K6, S7, S8).	Critically analyses the benefits and drawbacks of collaborative working to manage risk (K5, S5). Critically evaluates how they recognise when they need to escalate concerns around risk, hazards and harm to themselves or individuals (K7, S6).

Theme

KSBs

Pass

Apprentices must demonstrate all of the pass descriptors

Distinction

Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors

Systemic assessment and formulation

Articulates a systemic formulation and applies theories, research and current evidence based systemic models and approaches that guide how they collaboratively formulate assessments and agreement of the therapeutic plans using co-production (K8, K9, K22, K34, S9, S10, S11, S17).

Articulates the information necessary to undertake systemic assessment and how they communicate complex assessment material in oral or written forms (K13, S13).

Analyses distress and mental health problems, their presentations, interventions and the impact on relationships using biopsychosocial approaches and other models to identify patterns, adapting therapeutic plans to take account of these factors (K10, K11, K14, K16, S18).

Analyses models of human development and human relationships throughout the life cycle of family or relational systems and how they adapt assessments to fit the needs of individuals across the life span (K15, S12).

Evaluates the limitations of systemic theories and models that apply to different situations and groups and considers them when making internal or external referrals to other professionals as and when required (K17, K18, S14).

Critically evaluates theories or research that informs systemic assessment (K8, S10).

Critically evaluates the methods they use to communicate complex assessment material (S13).

Critically evaluates the limitations of the systemic approach they applied to their presented case (K17, S14).

Therapeutic alliance

Evaluates their approach to developing and maintaining therapeutic relationships considering different views and goals and utilising outcome measures or qualitative approaches that underpin and assess a therapeutic alliance and engagement (K26, S25, S26).

Explains how they gauge and manage emotions within sessions including their own, so that vulnerable members are supported with dignity, empathy and compassion and are protected in situations of discomfort and tension and important issues can be explored safely (S30, B3).

Describes the approaches, actions, and emotional processes of planned or unplanned endings of systemic psychotherapeutic work and how they manage them for the individuals, therapists and systems (K27, K28, S31).

Explains how they act in a self and relationally reflexive manner in relation to themselves or others when considering the power and differences in respect to human identity, relationships and experience (K29, S28, S29).

Critically analyses how they manage their emotions to allow them to continue to support vulnerable members when there are situations which may be contentious or distressing (S30).

Critically evaluates the effect of power and differences in respect to human identity, relationships and experience (K29, S29).

Systemic interventions

Articulates systemic theories that enable change and how they co-create a context in which change becomes possible (K19, S15).

Evaluates different systemic models and techniques which lead to adapting the therapeutic plan to take account of the needs of diverse communities, relationships and individuals life choices in ways which are inclusive and culturally sensitive (K20, K33, S19, B1).

Proactively promotes anti-discriminatory and anti-oppressive practice considering diverse family values, structures and close interpersonal relationships (K12, K30, S32).

Appraises techniques or interventions they use flexibly and creatively in systemic psychotherapy and how they communicate clinically sensitive information to meet the individuals needs (K21, S20, S22, S27).

Articulates the outcome measures and qualitative approaches they use to inform, revise or adjust the therapeutic plan and evaluate practice (K23, K24, S16, S21, S24).

Evaluates their choice of digital media they employ to deliver online systemic psychotherapy (K25, S23).

Critically reflects on their anti-discriminatory and anti-oppressive practice in meeting diverse communities and relationships (K20, K30, S19, S32, B1).

Critically evaluates the benefits and drawbacks of online systemic psychotherapy (K25, S23).

Clinical governance

Analyses the options available which enable choice, decision making and informed consent considering confidentiality and the specific conditions when this should be breached (K4, S4).

Evaluates the models of risk assessment and how they work collaboratively to manage ongoing nature of risk (K5, S5).

Explains the policies and processes for escalating concerns and how they report concerns around risk, hazards, or harm to self, individuals or others (K7, S6).

Follows organisational and national safeguarding policies and guidance on sharing information and confidentiality when dealing with children and vulnerable adults in their role as a systemic psychotherapist (K6, S7, S8).

Critically analyses the benefits and drawbacks of collaborative working to manage risk (K5, S5).

Critically evaluates how they recognise when they need to escalate concerns around risk, hazards and harm to themselves or individuals (K7, S6).

Professional discussion underpinned by a portfolio of evidence

Fail - does not meet pass criteria

Theme KSBs	Pass Apprentices must demonstrate all of the pass descriptors	Distinction Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
Systemic working in professional systems K31 K32 K37 K48 K49 K50 K51 K52 S33 S34 S44 S45 S46 S47 S48 S49 S50 B2 B6	Articulates how they work in partnership with community groups in tackling the impact of racial, social, and health inequalities on individual, and family wellbeing and promotes social justice, equality, diversity and inclusion in practice or organisations to support individuals to become empowered and reduce marginalisation (K31, K32, S33, S34, B6). Explains how they work collaboratively with professional colleagues using tools or techniques to identify and meet the learning and development needs, setting goals and evaluating learning (K48, S46). Evaluates their application of systemic leadership principles informing and maintaining leadership-follower relationships that are mutually enhancing and how it is applied when working in teams (K50, S44). Articulates the roles and responsibilities of multidisciplinary working, valuing lived experiences and partnership working with colleagues from different disciplines and backgrounds, presenting systemic principles and techniques to individuals and or groups and the effect on service delivery (K51, S48, S49, B2). Evaluates the impact of engaging with others to enhance reflective and reflexive practice in different learning and service settings, considering power within multi-disciplinary and multi-agency teams and acting in a self and relationally reflexive manner (K37, K49, K52, S50). Explains how they have provided a systemic psychotherapeutic perspective to colleagues, providing constructive feedback to challenge and overcome barriers to implementation of best systemic practice (S45, S47).	Critically justifies the tools and techniques chosen when working with professional colleagues to identify learning and development needs, goal setting and evaluating learning (K48, S46). Critiques the leader-follower relationship (S44). Critically analyses the impact of engaging with multi-disciplinary and multi-agency working has had on enhancing reflective and reflexive practice in different learning and service settings (K37, K49, S50).
Research and evaluation K41 K42 K43 K44 K45 K46 S40 S41 S42 S43	Analyses different research approaches that draw on specialist systemic tools to collect data, applies quantitative and qualitative research methodologies relevant to the situation and service context to evaluate own practice and enhance service delivery (K41, K45, S41). Evaluates research findings and outcomes from a critical viewpoint and taking an evidence based approach to systemic practice (K42, S40). Evaluates and audits service systemic practice to inform change based on their own research outcomes and supporting the work of others, disseminating clinically relevant findings to individuals or groups in line with the relevant legal, ethical, professional, financial and organisational policies and procedures (K43, K44, K46, S42, S43).	Critically evaluates how they inform change by the use of clinically relevant research and service evaluation findings that impacts the systemic practice (K43, S42, S43).
Professional standards K1 K2 K3 K35 K36 K38 K39 K40 K47 K53 K54 S1 S2 S3 S35 S36 S37 S38 S39 S51 S52 B4 B5	Reflects on their trustworthiness, honesty and integrity in accordance with the Association for Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice and national and local clinical governance guidelines and policies (K1, K3, S1, S3, B4). Explains the statutory and legal frameworks that surround and inform practice contexts and how they adopt a rights-based approach that is open and transparent and puts the best interests of the individuals first (K2, S2, B5). Appraises theoretically informed approaches to supervision both as a supervisee and as a supervisor and how they develop effective supervision relationships to manage personal connections with work and reflect on changes that could be made (K35, K36, S36). Outlines their development planning and how their active participation in personal learning applying adult learning theories and how they identify their own needs, seeking or responding to support and feedback (K38, K47, S37). Reflects on the limits of own personal expertise and skills and where required refer individuals to internal and external professionals (K40, S39). Evaluates the differences between clinical and management supervision and how they actively engage in systemic supervision and live supervised practice to act on own wellbeing needs when faced with challenging, distressing or abusive behaviour to sustain safe and effective practice (K39, S35, S38). Justifies the methods they use to handle clinical information, including direct and indirect contacts, how and when they share the information to provide and maintain clear, concise, timely and factual clinical records in accordance with organisational, professional, ethical standards and national and local governance requirements (K53, K54, S51, S52).	In depth reflection on feedback that identifies areas of personal strength and learning needs (S37). Critically analyses the benefits to themselves and others of live supervised practice to sustain safe and effective practice (S35).

Theme

KSBs

Pass

Apprentices must demonstrate all of the pass descriptors

Distinction

Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors

Systemic working in professional systems

Articulates how they work in partnership with community groups in tackling the impact of racial, social, and health inequalities on individual, and family wellbeing and promotes social justice, equality, diversity and inclusion in practice or organisations to support individuals to become empowered and reduce marginalisation (K31, K32, S33, S34, B6).

Explains how they work collaboratively with professional colleagues using tools or techniques to identify and meet the learning and development needs, setting goals and evaluating learning (K48, S46).

Evaluates their application of systemic leadership principles informing and maintaining leadership-follower relationships that are mutually enhancing and how it is applied when working in teams (K50, S44).

Articulates the roles and responsibilities of multidisciplinary working, valuing lived experiences and partnership working with colleagues from different disciplines and backgrounds, presenting systemic principles and techniques to individuals and or groups and the effect on service delivery (K51, S48, S49, B2).

Evaluates the impact of engaging with others to enhance reflective and reflexive practice in different learning and service settings, considering power within multi-disciplinary and multi-agency teams and acting in a self and relationally reflexive manner (K37, K49, K52, S50).

Explains how they have provided a systemic psychotherapeutic perspective to colleagues, providing constructive feedback to challenge and overcome barriers to implementation of best systemic practice (S45, S47).

Critically justifies the tools and techniques chosen when working with professional colleagues to identify learning and development needs, goal setting and evaluating learning (K48, S46).

Critiques the leader-follower relationship (S44).

Critically analyses the impact of engaging with multi-disciplinary and multi-agency working has had on enhancing reflective and reflexive practice in different learning and service settings (K37, K49, S50).

Research and evaluation

Analyses different research approaches that draw on specialist systemic tools to collect data, applies quantitative and qualitative research methodologies relevant to the situation and service context to evaluate own practice and enhance service delivery (K41, K45, S41).

Evaluates research findings and outcomes from a critical viewpoint and taking an evidence based approach to systemic practice (K42, S40).

Evaluates and audits service systemic practice to inform change based on their own research outcomes and supporting the work of others, disseminating clinically relevant findings to individuals or groups in line with the relevant legal, ethical, professional, financial and organisational policies and procedures (K43, K44, K46, S42, S43).

Critically evaluates how they inform change by the use of clinically relevant research and service evaluation findings that impacts the systemic practice (K43, S42, S43).

Professional standards

Reflects on their trustworthiness, honesty and integrity in accordance with the Association for Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice and national and local clinical governance guidelines and policies (K1, K3, S1, S3, B4).

Explains the statutory and legal frameworks that surround and inform practice contexts and how they adopt a rights-based approach that is open and transparent and puts the best interests of the individuals first (K2, S2, B5).

Appraises theoretically informed approaches to supervision both as a supervisee and as a supervisor and how they develop effective supervision relationships to manage personal connections with work and reflect on changes that could be made (K35, K36, S36).

Outlines their development planning and how their active participation in personal learning applying adult learning theories and how they identify their own needs, seeking or responding to support and feedback (K38, K47, S37).

Reflects on the limits of own personal expertise and skills and where required refer individuals to internal and external professionals (K40, S39).

Evaluates the differences between clinical and management supervision and how they actively engage in systemic supervision and live supervised practice to act on own wellbeing needs when faced with challenging, distressing or abusive behaviour to sustain safe and effective practice (K39, S35, S38).

Justifies the methods they use to handle clinical information, including direct and indirect contacts, how and when they share the information to provide and maintain clear, concise, timely and factual clinical records in accordance with organisational, professional, ethical standards and national and local governance requirements (K53, K54, S51, S52).

In depth reflection on feedback that identifies areas of personal strength and learning needs (S37).

Critically analyses the benefits to themselves and others of live supervised practice to sustain safe and effective practice (S35).

Overall EPA grading

Performance in the EPA determines the overall grade of:

fail

pass

merit

distinction

An independent assessor must individually grade the presentation with questions and answers and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.

The EPAO must combine the individual assessment method grades to determine the overall EPA grade.

If the apprentice fails one assessment method or more, they will be awarded an overall fail.

To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall merit, the apprentice must achieve one distinction. To achieve an overall distinction, the apprentice must achieve two distinctions.

Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.

Presentation with questions and answers	Professional discussion underpinned by a portfolio of evidence	Overall Grading
Fail	Pass	Fail
Pass	Fail	Fail
Fail	Distinction	Fail
Distinction	Fail	Fail
Pass	Pass	Pass
Pass	Distinction	Merit
Distinction	Pass	Merit
Distinction	Distinction	Distinction

Re-sits and re-takes

If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.

Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.

Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.

The apprentice will get a maximum EPA grade of pass if they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

Roles	Responsibilities
Apprentice	As a minimum, the apprentice should: complete on-programme training to meet the KSBs as outlined in the apprenticeship standard for a minimum of 12 months complete the required amount of off-the-job training specified by the apprenticeship funding rules as arranged by the employer and training provider understand the purpose and importance of EPA prepare for and undertake the EPA including meeting all gateway requirements ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan
Employer	As a minimum, the apprentice's employer must: select the EPAO (and therefore training provider) work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs arrange and support off-the-job training to be undertaken by the apprentice decide when the apprentice is working at or above the apprenticeship standard and is ready for EPA ensure the apprentice is prepared for the EPA ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner provide access to any employer-specific documentation as required, for example company policies) ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the apprentice to meet the KSBs. ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete the EPA ensure that any required supervision during the EPA period, as stated within this EPA plan, is in place ensure the apprentice has access to the resources used to fulfil their role and carry out the EPA for workplace based assessments remain independent from the delivery of the EPA pass the certificate to the apprentice upon receipt from the EPAO
EPAO - HEP	As a minimum, the EPAO (HEP) must: conform to the requirements of the apprenticeship provider and assessment register conform to the requirements of this EPA plan and deliver its requirements in a timely manner conform to the requirements of the external quality assurance provider (EQAP) understand the degree-apprenticeship, including the apprenticeship standard, EPA plan and funding make all necessary contractual arrangements, including agreeing the price of the EPA develop and produce assessment materials including specifications and marking materials (for example mark schemes, practice materials, training material) maintain and apply a policy for the declaration and management of conflict of interests and independence which ensures, as a minimum, no personal benefit or detriment is received by those delivering the EPA or from the result of an assessment and covers: apprentices employers assessors the HEP’s role as a training provider any other roles involved in delivery or grading of the EPA have quality assurance systems and procedures that ensure fair, reliable and consistent assessment and maintain records of IQA activity for external quality assurance (EQA) purposes appoint independent, competent and suitably qualified assessors in line with the requirements of this EPA plan where required to facilitate the EPA, appoint administrators, invigilators and any other roles deliver induction, initial and on-going training for all assessors, and if used administrators and invigilators and any other roles involved in delivery or grading of the EPA specified within this EPA plan. This should include how to record the rationale and evidence for grading decisions where required standardise all assessors, before allowing them to deliver EPAs and: when the EPA is updated at least once a year moderate their decisions once EPAs have begun develop and produce assessment materials including specifications and marking materials (for example mark schemes, practice materials, training material) maintain and apply a policy for the declaration and management of conflict of interests and independence which ensures, as a minimum, no personal benefit or detriment is received by those delivering the EPA or from the result of an assessment and covers: monitor the performance of all assessors and provide re-training where necessary develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders use language in the development and delivery of the EPA that is appropriate to the level of the degree-apprenticeship arrange for the EPA to take place in a timely manner, in consultation with the employer provide information, advice and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA confirm all gateway requirements have been met host and facilitate the EPA or make suitable alternative arrangements maintain the security of the EPA including, but not limited to, verifying the identity of the apprentice, invigilation, security of materials where the EPA plan permits assessment away from the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary confirm the overall EPA grade arrange the certification of the degree-apprenticeship conduct appeals where required, according to the EPAO’s appeals procedure
Training provider - HEP	As a minimum, the training provider (HEP) must: conform to the requirements of the apprenticeship provider and assessment register ensure procedures are in place to mitigate against any conflict of interest work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the knowledge, skills and behaviours as outlined in the apprenticeship standard deliver training to apprentices as outlined in their learner agreement monitor the apprentice’s progress during any training provider led on-programme learning ensure the apprentice is prepared for the EPA advise the employer, upon request, on the apprentice’s readiness for EPA ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan
Independent assessor	As a minimum, an independent assessor must: be independent, with no conflict of interest with the apprentice, their employer or training provider, specifically, they must not receive a personal benefit or detriment from the result of the assessment not be employed by the same organisation as the apprentice or drawn from an organisation on IfATE’s directory of professional and employer-led bodies that supports external quality assurance. be current and active in the occupation, for example be sourced from the industry or a professional body have, maintain and be able to evidence up-to-date knowledge and expertise of the occupation have authority to represent the professional body where the EPA is acting as the professional body’s assessment process (if necessary and permitted in the EPA plan) have the competence to assess the EPA and meet the requirements of the IQA section of this EPA plan understand the degree-apprenticeship (occupational standard and EPA plan) attend induction and standardisation events before they conduct an EPA for the first time, when the EPA is updated, and at least once a year use language in the delivery of the EPA that is appropriate to the level of the degree-apprenticeship work with other personnel, including additional assessors where used, in the preparation and delivery of assessment methods conduct the EPA to assess the apprentice against the KSBs and in accordance with the EPA plan make all final grading decisions on an apprentice’s occupational competence in accordance with grading descriptors in this EPA plan if an assessor panel is used, the independent assessor must chair and make final grading decisions record and report all assessment outcome decisions for each apprentice comply with the IQA requirements of the EPAO comply with external quality assurance (EQA) requirements
External examiner	As a minimum, the external examiner must: confirm the EPA has been delivered in accordance with the EPA plan accept, and therefore not change, the EPA grading decisions made by the independent assessor comply with the requirements of the EPA plan and IfATE policies comply with the requirements, policies, and procedures of the EQA provider be independent of the apprentice, and the employing organisation who are involved in delivering the degree-apprenticeship be independent of the delivery and awarding of the EPA not have been involved in the teaching or on-programme assessment of the apprentice

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

how an apprentice qualifies for a reasonable adjustment
what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Special considerations

The EPAO must have special consideration arrangements for the EPA.

This should include:

how an apprentice qualifies for a special consideration
what special considerations will be given

Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance

Internal quality assurance refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.

EPAOs for this EPA must adhere to all requirements within the roles and responsibilities table and:

appoint independent assessors who also:
- have relevant experience of the occupation to at least occupational level 7 gained in the last 2 years or significant experience of the occupation or sector
- have professional body membership with:
  Association for Family and Systemic Practice or United Kingdom Council for Psychotherapy

Value for money

Affordability of the EPA will be aided by using at least some of the following:

utilising digital remote platforms to conduct applicable assessment methods

using the employer’s premises

conducting assessment methods on the same day

Professional recognition

This degree-apprenticeship aligns with:

Association for Family Therapy and Systemic Practice (AFT) for professional training standards for accreditation at qualifying level in Systemic Psychotherapy

This degree-apprenticeship aligns with:

United Kingdom Council for Psychotherapy (UKCP) for full clinical membership as a qualified Systemic Psychotherapist and registration

KSB mapping table

Knowledge	Assessment methods
K1 The Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K2 Statutory and legal frameworks that surround and inform practice contexts. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K3 National and local clinical governance guidelines and policies. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K4 The principles of confidentiality, consent its limits, and the specific conditions when it is appropriate to breach confidentiality. Back to Grading	Presentation with questions and answers
K5 Models of risk assessment and the practice of ongoing risk management. Back to Grading	Presentation with questions and answers
K6 Policies and practices needed in relation to safeguarding children and vulnerable adults and the role of the systemic psychotherapist in relation to this. Back to Grading	Presentation with questions and answers
K7 Policies and processes for reporting and escalating risks, hazards or harms to self, the individuals, or others. Back to Grading	Presentation with questions and answers
K8 Theories and research that informs systemic assessment. Back to Grading	Presentation with questions and answers
K9 Current evidence based systemic models of assessment. Back to Grading	Presentation with questions and answers
K10 Systemic models for determining patterns of distress. Back to Grading	Presentation with questions and answers
K11 Societal factors that cause, maintain and exacerbate relational distress, physical and mental ill health. Back to Grading	Presentation with questions and answers
K12 Diverse family values, structures and close interpersonal relationships. Back to Grading	Presentation with questions and answers
K13 Information necessary to inform a systemic psychotherapeutic assessment. Back to Grading	Presentation with questions and answers
K14 Mental health problems, their presentations, interventions, and the ways in which they may affect relationships. Back to Grading	Presentation with questions and answers
K15 Models of human development and human relationships throughout the lifecycle of family and other relational systems. Back to Grading	Presentation with questions and answers
K16 Biopsychosocial approaches to distress and mental health problems. Back to Grading	Presentation with questions and answers
K17 Systemic model, theories and their limitations underpinning systemic psychotherapy and their applications to different situations and groups. Back to Grading	Presentation with questions and answers
K18 Systems and processes for making referrals to internal or external teams or agencies. Back to Grading	Presentation with questions and answers
K19 Systemic psychotherapeutic theories that enable change. Back to Grading	Presentation with questions and answers
K20 How different systemic psychotherapeutic models and techniques can be used to meet the needs of diverse communities, relationships and individuals’ life choices. Back to Grading	Presentation with questions and answers
K21 Techniques and interventions used in systemic psychotherapy. Back to Grading	Presentation with questions and answers
K22 An approach to systemic psychotherapy that is a manualised evidenced based protocol. Back to Grading	Presentation with questions and answers
K23 When to revise the therapeutic plan. Back to Grading	Presentation with questions and answers
K24 Outcomes measures and approaches that inform and evaluate practice. Back to Grading	Presentation with questions and answers
K25 The process of online systemic psychotherapy. Back to Grading	Presentation with questions and answers
K26 Factors that underpin a therapeutic alliance and engagement. Back to Grading	Presentation with questions and answers
K27 Models, approaches and actions to be followed for planned and unplanned therapeutic endings. Back to Grading	Presentation with questions and answers
K28 The therapeutic and emotional processes of ending systemic psychotherapeutic work for individuals, systems and therapists. Back to Grading	Presentation with questions and answers
K29 The use of self and consideration of power within the therapeutic relationship. Back to Grading	Presentation with questions and answers
K30 Anti-discriminatory and anti-oppressive practice. Back to Grading	Presentation with questions and answers
K31 The importance of partnership working with community groups and experts by experience in tackling racial, social and health inequalities. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K32 The influence of health and social inequalities on individual and family wellbeing. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K33 Culturally sensitive practices. Back to Grading	Presentation with questions and answers
K34 Principles of systemic psychotherapy co-production. Back to Grading	Presentation with questions and answers
K35 Theoretically informed approaches to supervision both as a supervisee and as a supervisor. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K36 Own role in developing an effective supervision relationship. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K37 Principles of reflective and reflexive practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K38 The process of personal development planning. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K39 Differences between clinical and management supervision. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K40 The limits of own personal expertise and skills. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K41 Quantitative and qualitative research methodologies relevant to the situation and service context. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K42 Critical evaluation techniques applied to evidence and practice based research findings. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K43 How research is conducted and implemented to inform effectiveness in systemic practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K44 Legal, ethical, professional, financial and organisational policies and procedures that apply to clinical research activities. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K45 A range of research approaches that draw on specialist systemic tools to collect data to evaluate own practice as well as to enhance service delivery. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K46 How knowledge of evidence-based practice is applied by supporting others in planning audit, evaluation and research of their work. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K47 Adult learning theories. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K48 The range of tools and techniques that can be used to support learning, set goals and evaluate learning. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K49 The impact of engaging with others to enhance reflective and reflexive practice in a range of learning and service settings. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K50 Principles of systemic leadership and how this can be applied to working in teams. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K51 Principles, roles and responsibilities of multidisciplinary working and their effect on service delivery. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K52 The use of self and consideration of power within the multidisciplinary or multi-agency team. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K53 Principles of handling clinical information and knowing how and when to share this information. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K54 The importance of providing and maintaining clear, concise, timely and factual clinical records. Back to Grading	Professional discussion underpinned by a portfolio of evidence

Skill	Assessment methods
S1 Act in accordance with the Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S2 Adopt a rights-based approach consistent with national and service standards. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S3 Act in accordance with national and local clinical governance, standards and policies. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S4 Communicate the range of options to enable choice, decision-making and informed consent. Back to Grading	Presentation with questions and answers
S5 Work collaboratively to manage the ongoing nature of risk. Back to Grading	Presentation with questions and answers
S6 Report and escalate concerns around risk, hazards, or harms to self, individuals and others. Back to Grading	Presentation with questions and answers
S7 Act within organisational and national safeguarding policies and procedures. Back to Grading	Presentation with questions and answers
S8 Work with individuals to understand safeguarding concerns and effectively communicate safeguarding processes in line with national safeguarding confidentiality and sharing information guidance. Back to Grading	Presentation with questions and answers
S9 Undertake a detailed and collaborative systemic psychotherapy assessment of the presenting concerns. Back to Grading	Presentation with questions and answers
S10 Use theories and research findings to inform assessment and formulation. Back to Grading	Presentation with questions and answers
S11 Collaboratively develop a systemic psychotherapy formulation. Back to Grading	Presentation with questions and answers
S12 Adapt assessments to fit the needs of individuals across the life span. Back to Grading	Presentation with questions and answers
S13 Communicate complex assessment material in both oral and written forms as appropriate. Back to Grading	Presentation with questions and answers
S14 Recognise the limits of a systemic psychotherapy approach and make referrals to internal or external professionals based on need when required. Back to Grading	Presentation with questions and answers
S15 Co-create a context in which change becomes possible. Back to Grading	Presentation with questions and answers
S16 Use outcome measures to inform the therapeutic plan. Back to Grading	Presentation with questions and answers
S17 Collaboratively agree the therapeutic plan. Back to Grading	Presentation with questions and answers
S18 Adapt the therapeutic plan to take account of emotional distress and mental health difficulties. Back to Grading	Presentation with questions and answers
S19 Adapt the therapeutic plan to take account of the needs of diverse communities, relationships and individuals life choices. Back to Grading	Presentation with questions and answers
S20 Deliver systemic psychotherapy. Back to Grading	Presentation with questions and answers
S21 Revise therapeutic plans as appropriate during the work. Back to Grading	Presentation with questions and answers
S22 Apply systemic psychotherapeutic interventions with flexibility and creativity, adapting them to meet the individuals needs. Back to Grading	Presentation with questions and answers
S23 Deliver systemic psychotherapy using a range of digital media. Back to Grading	Presentation with questions and answers
S24 Use outcomes measures and qualitative approaches and adjust the therapy accordingly. Back to Grading	Presentation with questions and answers
S25 Use outcome measures and qualitative approaches to assess the therapeutic alliance. Back to Grading	Presentation with questions and answers
S26 Develop and maintain effective therapeutic relationships even when there are different views and goals. Back to Grading	Presentation with questions and answers
S27 Communicate clinically sensitive information. Back to Grading	Presentation with questions and answers
S28 Act in a self and relationally reflexive manner in relation to others. Back to Grading	Presentation with questions and answers
S29 Attend to power and differences in respect to human identity, relationships, and experience. Back to Grading	Presentation with questions and answers
S30 Gauge and manage emotions within sessions, including own, so that vulnerable members are protected in situations of discomfort and tension and important issues which may be contentious, or distressing can be explored safely. Back to Grading	Presentation with questions and answers
S31 Manage planned and unplanned endings of the therapeutic relationship. Back to Grading	Presentation with questions and answers
S32 Promote anti-discriminatory practices. Back to Grading	Presentation with questions and answers
S33 Promote equality, diversity and inclusion in practice and organisations. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S34 Promote social justice by acknowledging and responding to individuals experience of marginalisation. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S35 Prepare and actively engage in systemic supervision and live supervised practice to sustain safe and effective practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S36 Manage personal connections with the work and reflect on changes that could be made. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S37 Actively participate in personal learning and identify areas of personal strength and learning needs, seeking and responding to support and feedback. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S38 Identify and act on own well-being needs when faced with challenging, distressing, or abusive behaviour. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S39 Recognise the limits of own personal expertise and skills and where required refer individuals to internal or external professionals based on the need. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S40 Evaluate research evidence and outcomes to take an evidence-based approach to systemic practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S41 Engage in research activity applying quantitative and qualitative methods within the context of own practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S42 Evaluate and audit systemic practice through conducting service evaluations to inform change. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S43 Disseminate clinically relevant research and service evaluation findings to individuals and or groups. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S44 Form and maintain the leadership-follower relationship in ways that are mutually enhancing. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S45 Provide a systemic psychotherapeutic perspective to colleagues. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S46 Work collaboratively to identify and meet the learning and development needs of professional colleagues. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S47 Provide constructive feedback to challenge and overcome barriers to implementation of best systemic psychotherapeutic practice to others. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S48 Present systemic psychotherapeutic principles and techniques to individuals and or groups. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S49 Develop and sustain collaborative relationships with colleagues from a range of disciplines and backgrounds surrounding the individual. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S50 Act in a self and relationally reflexive manner in relation to professional self. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S51 Produce and maintain clear, legible and contemporaneous records regarding direct and indirect contacts adhering to organisational, professional and ethical standards. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S52 Use clinical record systems in accordance with national and local governance requirements. Back to Grading	Professional discussion underpinned by a portfolio of evidence

Behaviour	Assessment methods
B1 Inclusive and culturally sensitive. Back to Grading	Presentation with questions and answers
B2 Value lived experiences and partnership working. Back to Grading	Professional discussion underpinned by a portfolio of evidence
B3 Treat individuals with dignity, empathy and compassion. Back to Grading	Presentation with questions and answers
B4 Trustworthy, honest and act with integrity. Back to Grading	Professional discussion underpinned by a portfolio of evidence
B5 Open and transparent putting best interests of the individual first. Back to Grading	Professional discussion underpinned by a portfolio of evidence
B6 Committed to supporting individuals to become empowered. Back to Grading	Professional discussion underpinned by a portfolio of evidence

Mapping of KSBs to grade themes

Presentation with questions and answers

KSBS GROUPED BY THEME	Knowledge	Skills	Behaviour
Systemic assessment and formulation K8 K9 K10 K11 K13 K14 K15 K16 K17 K18 K22 K34 S9 S10 S11 S12 S13 S14 S17 S18	Theories and research that informs systemic assessment. (K8) Current evidence based systemic models of assessment. (K9) Systemic models for determining patterns of distress. (K10) Societal factors that cause, maintain and exacerbate relational distress, physical and mental ill health. (K11) Information necessary to inform a systemic psychotherapeutic assessment. (K13) Mental health problems, their presentations, interventions, and the ways in which they may affect relationships. (K14) Models of human development and human relationships throughout the lifecycle of family and other relational systems. (K15) Biopsychosocial approaches to distress and mental health problems. (K16) Systemic model, theories and their limitations underpinning systemic psychotherapy and their applications to different situations and groups. (K17) Systems and processes for making referrals to internal or external teams or agencies. (K18) An approach to systemic psychotherapy that is a manualised evidenced based protocol. (K22) Principles of systemic psychotherapy co-production. (K34)	Undertake a detailed and collaborative systemic psychotherapy assessment of the presenting concerns. (S9) Use theories and research findings to inform assessment and formulation. (S10) Collaboratively develop a systemic psychotherapy formulation. (S11) Adapt assessments to fit the needs of individuals across the life span. (S12) Communicate complex assessment material in both oral and written forms as appropriate. (S13) Recognise the limits of a systemic psychotherapy approach and make referrals to internal or external professionals based on need when required. (S14) Collaboratively agree the therapeutic plan. (S17) Adapt the therapeutic plan to take account of emotional distress and mental health difficulties. (S18)	None
Therapeutic alliance K26 K27 K28 K29 S25 S26 S28 S29 S30 S31 B3	Factors that underpin a therapeutic alliance and engagement. (K26) Models, approaches and actions to be followed for planned and unplanned therapeutic endings. (K27) The therapeutic and emotional processes of ending systemic psychotherapeutic work for individuals, systems and therapists. (K28) The use of self and consideration of power within the therapeutic relationship. (K29)	Use outcome measures and qualitative approaches to assess the therapeutic alliance. (S25) Develop and maintain effective therapeutic relationships even when there are different views and goals. (S26) Act in a self and relationally reflexive manner in relation to others. (S28) Attend to power and differences in respect to human identity, relationships, and experience. (S29) Gauge and manage emotions within sessions, including own, so that vulnerable members are protected in situations of discomfort and tension and important issues which may be contentious, or distressing can be explored safely. (S30) Manage planned and unplanned endings of the therapeutic relationship. (S31)	Treat individuals with dignity, empathy and compassion. (B3)
Systemic interventions K12 K19 K20 K21 K23 K24 K25 K30 K33 S15 S16 S19 S20 S21 S22 S23 S24 S27 S32 B1	Diverse family values, structures and close interpersonal relationships. (K12) Systemic psychotherapeutic theories that enable change. (K19) How different systemic psychotherapeutic models and techniques can be used to meet the needs of diverse communities, relationships and individuals’ life choices. (K20) Techniques and interventions used in systemic psychotherapy. (K21) When to revise the therapeutic plan. (K23) Outcomes measures and approaches that inform and evaluate practice. (K24) The process of online systemic psychotherapy. (K25) Anti-discriminatory and anti-oppressive practice. (K30) Culturally sensitive practices. (K33)	Co-create a context in which change becomes possible. (S15) Use outcome measures to inform the therapeutic plan. (S16) Adapt the therapeutic plan to take account of the needs of diverse communities, relationships and individuals life choices. (S19) Deliver systemic psychotherapy. (S20) Revise therapeutic plans as appropriate during the work. (S21) Apply systemic psychotherapeutic interventions with flexibility and creativity, adapting them to meet the individuals needs. (S22) Deliver systemic psychotherapy using a range of digital media. (S23) Use outcomes measures and qualitative approaches and adjust the therapy accordingly. (S24) Communicate clinically sensitive information. (S27) Promote anti-discriminatory practices. (S32)	Inclusive and culturally sensitive. (B1)
Clinical governance K4 K5 K6 K7 S4 S5 S6 S7 S8	The principles of confidentiality, consent its limits, and the specific conditions when it is appropriate to breach confidentiality. (K4) Models of risk assessment and the practice of ongoing risk management. (K5) Policies and practices needed in relation to safeguarding children and vulnerable adults and the role of the systemic psychotherapist in relation to this. (K6) Policies and processes for reporting and escalating risks, hazards or harms to self, the individuals, or others. (K7)	Communicate the range of options to enable choice, decision-making and informed consent. (S4) Work collaboratively to manage the ongoing nature of risk. (S5) Report and escalate concerns around risk, hazards, or harms to self, individuals and others. (S6) Act within organisational and national safeguarding policies and procedures. (S7) Work with individuals to understand safeguarding concerns and effectively communicate safeguarding processes in line with national safeguarding confidentiality and sharing information guidance. (S8)	None

Professional discussion underpinned by a portfolio of evidence

KSBS GROUPED BY THEME	Knowledge	Skills	Behaviour
Systemic working in professional systems K31 K32 K37 K48 K49 K50 K51 K52 S33 S34 S44 S45 S46 S47 S48 S49 S50 B2 B6	The importance of partnership working with community groups and experts by experience in tackling racial, social and health inequalities. (K31) The influence of health and social inequalities on individual and family wellbeing. (K32) Principles of reflective and reflexive practice. (K37) The range of tools and techniques that can be used to support learning, set goals and evaluate learning. (K48) The impact of engaging with others to enhance reflective and reflexive practice in a range of learning and service settings. (K49) Principles of systemic leadership and how this can be applied to working in teams. (K50) Principles, roles and responsibilities of multidisciplinary working and their effect on service delivery. (K51) The use of self and consideration of power within the multidisciplinary or multi-agency team. (K52)	Promote equality, diversity and inclusion in practice and organisations. (S33) Promote social justice by acknowledging and responding to individuals experience of marginalisation. (S34) Form and maintain the leadership-follower relationship in ways that are mutually enhancing. (S44) Provide a systemic psychotherapeutic perspective to colleagues. (S45) Work collaboratively to identify and meet the learning and development needs of professional colleagues. (S46) Provide constructive feedback to challenge and overcome barriers to implementation of best systemic psychotherapeutic practice to others. (S47) Present systemic psychotherapeutic principles and techniques to individuals and or groups. (S48) Develop and sustain collaborative relationships with colleagues from a range of disciplines and backgrounds surrounding the individual. (S49) Act in a self and relationally reflexive manner in relation to professional self. (S50)	Value lived experiences and partnership working. (B2) Committed to supporting individuals to become empowered. (B6)
Research and evaluation K41 K42 K43 K44 K45 K46 S40 S41 S42 S43	Quantitative and qualitative research methodologies relevant to the situation and service context. (K41) Critical evaluation techniques applied to evidence and practice based research findings. (K42) How research is conducted and implemented to inform effectiveness in systemic practice. (K43) Legal, ethical, professional, financial and organisational policies and procedures that apply to clinical research activities. (K44) A range of research approaches that draw on specialist systemic tools to collect data to evaluate own practice as well as to enhance service delivery. (K45) How knowledge of evidence-based practice is applied by supporting others in planning audit, evaluation and research of their work. (K46)	Evaluate research evidence and outcomes to take an evidence-based approach to systemic practice. (S40) Engage in research activity applying quantitative and qualitative methods within the context of own practice. (S41) Evaluate and audit systemic practice through conducting service evaluations to inform change. (S42) Disseminate clinically relevant research and service evaluation findings to individuals and or groups. (S43)	None
Professional standards K1 K2 K3 K35 K36 K38 K39 K40 K47 K53 K54 S1 S2 S3 S35 S36 S37 S38 S39 S51 S52 B4 B5	The Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. (K1) Statutory and legal frameworks that surround and inform practice contexts. (K2) National and local clinical governance guidelines and policies. (K3) Theoretically informed approaches to supervision both as a supervisee and as a supervisor. (K35) Own role in developing an effective supervision relationship. (K36) The process of personal development planning. (K38) Differences between clinical and management supervision. (K39) The limits of own personal expertise and skills. (K40) Adult learning theories. (K47) Principles of handling clinical information and knowing how and when to share this information. (K53) The importance of providing and maintaining clear, concise, timely and factual clinical records. (K54)	Act in accordance with the Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. (S1) Adopt a rights-based approach consistent with national and service standards. (S2) Act in accordance with national and local clinical governance, standards and policies. (S3) Prepare and actively engage in systemic supervision and live supervised practice to sustain safe and effective practice. (S35) Manage personal connections with the work and reflect on changes that could be made. (S36) Actively participate in personal learning and identify areas of personal strength and learning needs, seeking and responding to support and feedback. (S37) Identify and act on own well-being needs when faced with challenging, distressing, or abusive behaviour. (S38) Recognise the limits of own personal expertise and skills and where required refer individuals to internal or external professionals based on the need. (S39) Produce and maintain clear, legible and contemporaneous records regarding direct and indirect contacts adhering to organisational, professional and ethical standards. (S51) Use clinical record systems in accordance with national and local governance requirements. (S52)	Trustworthy, honest and act with integrity. (B4) Open and transparent putting best interests of the individual first. (B5)

KSBS GROUPED BY THEME

Knowledge

Skills

Behaviour

Systemic working in professional systems
K31 K32 K37 K48 K49 K50 K51 K52
S33 S34 S44 S45 S46 S47 S48 S49 S50
B2 B6

The importance of partnership working with community groups and experts by experience in tackling racial, social and health inequalities. (K31)

The influence of health and social inequalities on individual and family wellbeing. (K32)

Principles of reflective and reflexive practice. (K37)

The range of tools and techniques that can be used to support learning, set goals and evaluate learning. (K48)

The impact of engaging with others to enhance reflective and reflexive practice in a range of learning and service settings. (K49)

Principles of systemic leadership and how this can be applied to working in teams. (K50)

Principles, roles and responsibilities of multidisciplinary working and their effect on service delivery. (K51)

The use of self and consideration of power within the multidisciplinary or multi-agency team. (K52)

Promote equality, diversity and inclusion in practice and organisations. (S33)

Promote social justice by acknowledging and responding to individuals experience of marginalisation. (S34)

Form and maintain the leadership-follower relationship in ways that are mutually enhancing. (S44)

Provide a systemic psychotherapeutic perspective to colleagues. (S45)

Work collaboratively to identify and meet the learning and development needs of professional colleagues. (S46)

Provide constructive feedback to challenge and overcome barriers to implementation of best systemic psychotherapeutic practice to others. (S47)

Present systemic psychotherapeutic principles and techniques to individuals and or groups. (S48)

Develop and sustain collaborative relationships with colleagues from a range of disciplines and backgrounds surrounding the individual. (S49)

Act in a self and relationally reflexive manner in relation to professional self. (S50)

Value lived experiences and partnership working. (B2)

Committed to supporting individuals to become empowered. (B6)

Research and evaluation
K41 K42 K43 K44 K45 K46
S40 S41 S42 S43

Quantitative and qualitative research methodologies relevant to the situation and service context. (K41)

Critical evaluation techniques applied to evidence and practice based research findings. (K42)

How research is conducted and implemented to inform effectiveness in systemic practice. (K43)

Legal, ethical, professional, financial and organisational policies and procedures that apply to clinical research activities. (K44)

A range of research approaches that draw on specialist systemic tools to collect data to evaluate own practice as well as to enhance service delivery. (K45)

How knowledge of evidence-based practice is applied by supporting others in planning audit, evaluation and research of their work. (K46)

Evaluate research evidence and outcomes to take an evidence-based approach to systemic practice. (S40)

Engage in research activity applying quantitative and qualitative methods within the context of own practice. (S41)

Evaluate and audit systemic practice through conducting service evaluations to inform change. (S42)

Disseminate clinically relevant research and service evaluation findings to individuals and or groups. (S43)

None

Professional standards
K1 K2 K3 K35 K36 K38 K39 K40 K47 K53 K54
S1 S2 S3 S35 S36 S37 S38 S39 S51 S52
B4 B5

The Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. (K1)

Statutory and legal frameworks that surround and inform practice contexts. (K2)

National and local clinical governance guidelines and policies. (K3)

Theoretically informed approaches to supervision both as a supervisee and as a supervisor. (K35)

Own role in developing an effective supervision relationship. (K36)

The process of personal development planning. (K38)

Differences between clinical and management supervision. (K39)

The limits of own personal expertise and skills. (K40)

Adult learning theories. (K47)

Principles of handling clinical information and knowing how and when to share this information. (K53)

The importance of providing and maintaining clear, concise, timely and factual clinical records. (K54)

Act in accordance with the Association of Family Therapists (AFT) and UK Council for Counselling and Psychotherapy (UKCP) codes of ethics and practice. (S1)

Adopt a rights-based approach consistent with national and service standards. (S2)

Act in accordance with national and local clinical governance, standards and policies. (S3)

Prepare and actively engage in systemic supervision and live supervised practice to sustain safe and effective practice. (S35)

Manage personal connections with the work and reflect on changes that could be made. (S36)

Actively participate in personal learning and identify areas of personal strength and learning needs, seeking and responding to support and feedback. (S37)

Identify and act on own well-being needs when faced with challenging, distressing, or abusive behaviour. (S38)

Recognise the limits of own personal expertise and skills and where required refer individuals to internal or external professionals based on the need. (S39)

Produce and maintain clear, legible and contemporaneous records regarding direct and indirect contacts adhering to organisational, professional and ethical standards. (S51)

Use clinical record systems in accordance with national and local governance requirements. (S52)

Trustworthy, honest and act with integrity. (B4)

Open and transparent putting best interests of the individual first. (B5)

End-point assessment (EPA plan)

Rigorous robust and independent assessment undertaken by an apprentice at the end of training to test that the apprentice can perform in the occupation they have been trained in and can demonstrate the duties, and knowledge, skills and behaviours (KSBs) set out in the occupational standard

End-point assessment organisation (EPAO)

An organisation approved to deliver end-point assessment for a particular apprenticeship standard. EPAOs must be on the register of end-point assessment organisations

Holistic or synoptic

Assessment of an apprentice’s knowledge, skills and behaviours in an integrated way i.e. assessing several KSBs at the same time

Knowledge, skills and behaviours (KSB)

What is needed to competently undertake the duties required for an occupational standard

Valid

Referred to in relation to assessment methods; fit for purpose

Change request policy

Most changes to an apprenticeship are made as a result of a holistic review of it. We prioritise the need for such reviews based on a range of factors. These include:

the time since the apprenticeship was developed or last reviewed (taking account of its typical duration)
the existence of any known problems with it (e.g. lower than expected starts, low achievement rate, high withdrawal rate, any issues with the availability of training or end-point assessment provision)
whether the apprenticeship is currently subject to a dispensation
the relative significance of the apprenticeship based on how many users it has

The availability of an employer group to support a review and its potential impact on any related technical education product also inform the timing of a review.

Details of apprenticeships that are currently being revised or adjusted are available in our revisions and adjustments status report.

Find an apprenticeship

Employers involved in creating the standard: Association of Family Therapy, Birmingham Park View Clinic Training Institute, Central and North West London NHS Foundation Trust, Croydon Local Authority, Health education England, Health Education England (HEE), Leeds and York Partnership NHS Foundation Trust, Mersey Care NHS Foundation Trust, Norfolk and Suffolk NHS Foundation Trust, Norfolk County Council, North East London NHS Foundation Trust, NTW Solutions (Part of the Northumberland Tyne and Wear NHS Foundation Trust Group), Oxford Health NHS Foundation Trust, Rotherham, Doncaster and South Humber NHS Trust, Skills for Health, Sussex Partnership NHS Foundation Trust, Tees, Esk and Wear Valleys NHS Foundation Trust, The Tavistock and Portman NHS Foundation Trust, UK Council for Psychotherapy, University of Exeter, University of Leeds, University of Surrey

Version log

Version	Change detail	Earliest start date	Latest start date	Latest end date
1.0	Approved for delivery	26/09/2024	Not set	Not set

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Family and systemic psychotherapist

Key information

Contents

Contents

Apprenticeship summary

Overview of the role

Occupation summary

Typical job titles include:

Duties

Apprenticeship summary

ST1310, family and systemic psychotherapist level 7

What is an end-point assessment and why it happens

EPA gateway

Assessment methods

Who to contact for help or more information

Professional recognition

Details of the occupational standard

Occupation summary

Typical job titles include:

Entry requirements

Occupation duties

KSBs

Knowledge

Skills

Behaviours

Qualifications

English and Maths

Other mandatory qualifications

MSc in Systemic Family Therapy accredited by the Association of Family Therapy and Systemic Practice

Professional recognition

End-point assessment plan

Introduction and overview

EPA summary table

Duration of end-point assessment period

EPA gateway

Order of assessment methods

Presentation with questions and answers

Overview

Rationale

Delivery

Assessment location

Question and resource development

Professional discussion underpinned by a portfolio of evidence

Overview

Rationale

Delivery

Assessment location

Question and resource development

Grading

Presentation with questions and answers

Professional discussion underpinned by a portfolio of evidence

Overall EPA grading

Re-sits and re-takes

Roles and responsibilities

Reasonable adjustments

Internal quality assurance

Value for money

Professional recognition

KSB mapping table

Mapping of KSBs to grade themes

Presentation with questions and answers

Professional discussion underpinned by a portfolio of evidence

Version log

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