This page contains a Flash digital edition of a book.

Refl exive dialogues in

CRED accreditations Jeanette Neden and Annie Turner

should be without the illumination of the lives of others?

Peter Stratton entertains the minister and Jeremy Clarke by pointing out family therapy could help achieve government objectives if it was promoted in IAPT. Paul Burstow agreed (kind of).

Neil Deuchar presented on value-

based joint commissioning. Great detail on origins of mental illness in childhood and other social factors we know are relevant; a strong case for early intervention, access issues and the need for prevention. Really, there was so much more

valuable information. Do look at the reports I mentioned, the AFT research website where I will add more material, and you can go to the conference website (below) for the overheads and an audio recording of the presentations.

References Collins, P.Y., Patel, V., Joestl, S.S., March, D., Insel, T.R., Daar, A.S. et al. (2011) Grand challenges in global mental health, Nature, 475: 27-30. Health and Wellbeing Boards: http://www. digitalassets/documents/digitalasset/dh_131733. pdf National audit of IAPT at http://www. psychologicaltherapies/psychologicaltherapies. aspx New Savoy Partnership website with overheads and audio: http://www. Also contains the consensus statement on the need for further research and methodological innovation to support the use of an increased range of evidence-based psychological interventions in the development of NICE guidelines on psychological therapies.

Peter Stratton, AFT academic and research development offi cer.


audience of family therapists and ris@aſt for details.

Context February 2012 (James Salter) About us – we are family therapists/

supervisors, educationalists and social workers who deliver training in diff erent parts of the UK (Newcastle and London) in academic and in clinical service delivery contexts. We are both active in CRED as chair and committee member who have, in the past, also acted as co-chairs. About CRED – AFT is a membership

organisation and, as one of its committees, CRED undertakes to accredit family therapy courses in England, Wales, Northern Ireland and Scotland. As such, CRED is non- hierarchical, with elected members. Our responsibilities are: • Accountability to AFT’s relationship with UKCP for ensuring quality in the practice of family therapy/systemic psychotherapy and ensuring AFT accredited training- programmes co-ordinate with, and are equivalent to, UKCP requirements for four- year psychotherapy trainings in the UK

• Facilitating the accreditation of courses in an equitable way across the UK

• To be responsive to relevant issues as they arise in the fi eld of family therapy/ systemic-psychotherapy training. This creates a need for fl exibility in updating and interpreting guidance

• At the same time, to place the protection of the public as the highest context. This creates a need for certainty about guidance in its performance of evaluative and quality assurance functions

• To represent all training interests across AFT’s framework, outlined in the Red and Blue Books, and to promote anti-discriminatory practice in the accreditation of courses. These factors generate tensions in

the work of CRED, as they construct our positions as both holding onto existing

standards at the same time as being responsive to changing educational and service contexts, which can eventually call for the adjustment of those standards. To manage these tensions, we draw upon systemic values and practices to perform accreditations within both evaluative and collaborative contexts. We invite and draw upon refl exivity to inform our collaborative relationships around the evaluation process.

Wider context and drivers for CRED practices

This article emerges out of conversations

we have had as part of our membership of CRED and our curiosity about whether readers of Context might like to share an understanding of these issues with us. Course design and CRED accreditations

are informed by the Red and Blue Books’ guidance for the delivery of systemic trainings. These books are written by AFT committee members and are reviewed over time in order to refl ect changing practice and educational contexts. Sometimes, changes in context occur before this guidance is reviewed. For example, wider changes in workforce, sources of funding, professional structures, delivery of services or regulatory frameworks make it hard to predict when and how changes will occur and what their implications will be for training. However, such changes need to be taken into account in the regular review and updating of AFTS’ training framework to ensure relevance to current context as well as refl ecting existing standards defi ned by AFT. To remain relevant, both training courses and AFT’s training standards are in a dance together, responding to the

55 How can we imagine what our lives

Refl exive dialogues in CRED accreditations

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