There are circumstances in which individuals may wish to have past training and experience recognised by ACAT as equivalent to its current standards and to count towards an award. Guidelines exist outlining procedures for this route.
There are two routes whereby applicants may wish to have training or experience recognised.
Firstly, APL as part contribution to CAT training. All courses may consider instances where an applicant wishes to have past attainments recognised rather than following through all the components that the course offers. This is at the discretion of the course. An example would be the acceptance of CAT therapies conducted prior to formal training. If a trainee has been supervised in CAT by an ACAT accredited supervisor before the start of the course they may be able to ‘count’- in discussion with and at the discretion of the practitioner training supervisor/course - a maximum of two cases towards the eight training cases. This is agreed on an individual basis during the CAT Practitioner training related to whether a trainee is on track in terms of their learning and development on the course.
The second route, arises where an applicant can make a case that the extent of their training and experience is such that it would be superfluous for them to complete one of the formal trainings offered by ACAT. The APL route should not be seen as an alternative to a recognised training, but as a route for use under particular circumstances. Applicants for the APL route need to provide good evidence for why they are not undertaking a recognised ACAT training. Examples include:
Applicants should consult the appropriate guidelines for the specific requirements.
Revised February 2017
Refers to supervision or training assisted by technology via email/internet relay chat/VOIP (voice over internet protocol)/video webcam in real time (synchronous) or asynchronously, where the supervisor/supervisee are not in the same physical space at the same time.
ACAT aims to advise members of information and guidance on TAST, and to develop knowledge of the safest systems. Given the fast changing landscape of the interface between tech and therapy/supervision, members who use TAST need to be responsible for keeping themselves informed and up to date about new developments. There is a Special Interest Group to share learning and support members in this area, which also focuses on offering therapy on-line.
Below are some principles and basic information on the practical issues to consider when setting up TAST supervision, which presents opportunities and certain risks. ACAT would encourage those delivering TAST to consider their CPD needs and to ensure that, in line with ethical practice, they consider relevant codes of conduct in light of this dimension to their work. All supervisors should ask themselves if they have sufficient understanding of the specific issues that working online involves.
Mantovani, G., (1996) New Communications Environments: From Everyday to Virtual CRC Press.
Stokes, A. (Ed.). (2018). Online Supervision: A Handbook for Practitioners (Psychotherapy 2.0 Series). Routledge. http://www.karnacbooks.com/product/online-supervision-a-handbook-for-practitioners/38887/?MATCH=1
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