Developing a Foundation Programme into Psychological Wellbeing Practitioner (PWP) Training

Introduction

We are very grateful to the PWPs and colleagues who were able to contribute to these findings and distribute the survey across their networks. These findings will support the development of the Foundation Programme (access course) into Level 6 PWP training. For the background of this project, please see Increasing Access into Psychological Wellbeing Practitioner Training (PPN SE, 2021).

Methods

An anonymous survey was distributed to the PWPs members of the PPN SE to explore individual views on how to develop a course that would prepare people for Level 6 PWP training. The surveys were distributed to the 150 PWPs members of the PPN SE, as well as being shared on Twitter. Responses were collected for a duration of three weeks and in total, 24 people responded (response rate = 36%).

Findings

The responses were extracted from the survey using a thematic analysis approach. The resulting extracts were categorised within four overarching themes: 1) Pre-course, 2) Support within the Programme, 3) Curriculum and 4) Learning Approach. The themes and extracts were presented to the Working Group for discussion. For the purpose of this short blog, we are presenting four key findings:

1. Pre-course: Whilst advertising the Foundation Programme, there could be increased communications that illustrate the role of the PWP to the general public, with an emphasis on delivering mental health support, given that some people may not know what a PWP is. The responsibilities and demands of the role (i.e. service pressure) must be made clear to enable prospective candidates to make an informed decision.
2. Support within the Programme: To provide support and role models within the programme, course delivery should be complemented by facilitation from qualified PWPs and Experts by Experience. 
3. Curriculum: An interactive Foundation Programme could enhance the success of the course, for instance; an element of service observation and role plays for students to develop and demonstrate common factor skills.
4. Learning Approach: The learning approach should be blended and feature both online modules and lectures, as well as featuring a range of assessment options, such as short essays, reflective assignments, observed role plays and multiple-choice exams.

So, what now?

These findings have enabled us to draft a curriculum and consider our recruitment approach. We are now at the stage of consulting with training providers, IAPT services and other stakeholders to help us design the programme.

We will continue to post updates about the progress of the project and if you have any questions or would like to get in touch, please email us at This email address is being protected from spambots. You need JavaScript enabled to view it..

Brad Powell

Senior Assistant Psychologist, PPN South East