We are looking to recruit an enthusiastic and highly engaging Principal Clinical Specialist, passionate about early intervention, to work in partnership with local primary schools and CAMHS services.

The CUES team develop and deliver innovative mental health promotion and early intervention programmes, rooted in evidence-based CBT, to primary aged children in school, clinical and community settings. The programmes ensure children learn the basics of looking after themselves and their mental health and teach transdiagnostic emotional literacy, problem solving and other CBT strategies to manage difficulties.

This is a fantastic opportunity to join us at an exciting time as we further expand our clinical delivery and embark on a Randomised Controlled Trial of our newly developed online programme for primary schools.

We are committed to get the very best out of our staff and support staff in their career aspirations and offer ongoing training and development in child and adolescent mental health.

Main duties of the job

The post holder(s) will be actively involved in this rigorous evaluation of the school intervention and in all ongoing development of the service. They will also be expected to lead on delivery and training of intervention for specific populations such as ASD and Paediatrics.

The Trust is proud to offer flexible working as part of our new ways of working, and we are happy to talk flexible working at the interview stage. In this role you will be able to work Monday to Friday from 9a.m. to 5p.m., with only occasional slightly earlier starts or later finishes - allowing you a good work-life balance.

About us

CUES is an innovative prevention and early intervention team - who have created programmes rooted in evidence based Cognitive Behavioural Therapy (CBT) to be delivered across both school and clinical settings. We are a small, hard-working team with big ambitions - providing accessible interventions and committed to improving the outcomes of children and young people in our local communities.

The programme has been developed to promote mental health and improve emotional wellbeing ain primary aged children. CUES work in partnership with local primary schools and CAMHS services. We have worked with over 6500 children in primary schools and shown consistently good outcomes - for the whole class and for those whose scores on self-report measures suggest they are more vulnerable. The team are excited to be conducting a randomised controlled trial of their newly developed digital programme for schools starting this Autumn. The programme is also provided for children with Autism Spectrum Disorder (ASD) and Chronic Physical Illness in small groups and individually.

Our office is based at the Michael Rutter Centre, de Crespigny park, SE5 8AZ on the Maudsley Hospital (Trust headquarters) site. This is located at Denmark Hill less than 5 minutes from the train station (zone 2) and is within walking distance from the beautiful green spaces of Ruskin park and the vibrant high-street that offers great shopping opportunities and with a wide range of restaurants.

Job description Job responsibilities

• To develop, co-ordinate and ensure the systematic provision of the CUES digital programme to schools - both as part of a randomised control trial and as part of local and national early intervention service provision.
• To ensure the ongoing development and systematic provision of clinician-delivered CUES group programmes to children with Autism Spectrum Disorders in local CAMHS/Paediatric settings.
• To develop and co-ordinate the systematic provision of the CUES online learning programme for children with chronic illnesses in Paediatric settings to include recruitment of participants, liaison with Paediatric specialist colleagues and provision of drop-in workshops in hospital settings.
• To personally provide highly specialist clinical input across these different CUES workstreams.
• To contribute to enabling other staff, service users and carers from diverse backgrounds to flourish by working to create a psychologically safe environment.
• To provide clinical supervision and consultation as appropriate, functioning as a lead specialist in early intervention in mental health across diverse populations and in school whole-class interventions.
• To ensure that systems are in place and working effectively for the clinical and professional supervision and support of other psychological practitioners and CBT therapists within the CUES team.
• To undertake service evaluation, audit, research and policy development.
• To work as an autonomous professional within relevant registration body guidelines and codes of conduct and guided by principles and policies or procedures of the service, taking responsibility for interpreting policies within defined parameters.
• To agree outcomes/results with clinical/professional lead and to decide how they are best achieved.

Key Responsibilities:

KR 1 Clinical and Client Care

• To develop, co-ordinate and ensure the systematic provision of the CUES programmes (CUES Digital intervention in schools, the clinical group programme for children with ASD and the online programme for children with chronic illness) plus new programmes in response to need.
• To provide highly specialist psychological and cognitive behavioural input in the CUES service and for clients in other N&S CAMHS services when required, at levels expected of a practitioner who has achieved the equivalent of a PG Diploma-worth of post-qualification specialist development.
• To provide culturally appropriate psychological interventions with carers or families of referred clients when required.
• To assess and monitor risk and draw up appropriate risk management plans.

KR 2 Responsibilities for team or service clinical functioning

• To co-ordinate (and chair) meetings for the CUES service to ensure effective functioning and review, when appropriate.
• To take a lead in ensuring a psychologically, and specifically cognitive behavioural, informed framework for the CUES service.
• To take a lead in developing the team or services delivery of accessible and acceptable services to diverse local communities.
• To be proactive in challenging discrimination and support the development of culturally competent services.
• To advise other members of the service on specialist psychological care of clients.
• To liaise with referrers, GPs and other professionals concerned with clients in order to develop and review care plans.
• To utilise theory, evidence-based literature and research to support evidence-based practice in individual work and work with other team members.

KR 3 Policy and service development

• To implement policies and procedures in own area of work.
• To identify any aspects of the CUES service which could be improved and propose changes to practices or procedures that affect the service and may also affect other services.
• To initiate and implement service development projects, as agreed with clinical/professional lead.
• To participate in the ongoing implementation of new initiatives (e.g. national guidelines) across relevant services.
• To lead the consultation and engagement of service users in planning and delivering services which meet the needs of local communities.

KR 4 Care or management of resources

• To take care of, and use carefully, the Trusts equipment and physical resources.
• To ensure that the post-holder has sufficient resources by estimating future needs and requesting or ordering supplies as needed.

KR 5 Management and supervision

• To provide clinical leadership to more junior psychologists, psychotherapists, nurses and other professionals in the CUES service, as appropriate.
• To be responsible for the allocation and/or clinical supervision of the work of more junior members of the CUES service.
• To supervise trainee applied psychologists within own area of specialism.
• To contribute to the appraisal of more junior psychologists and other professionals in the CUES service, as appropriate.
• To contribute to the recruitment of more junior psychologists and other professionals, as appropriate.

KR 6 Teaching and Training

• To undertake occasional teaching and training of pre and post-qualification psychologists and psychotherapists and specialised training to other professions as appropriate.
• To contribute to the development of the knowledge and skills base within the CUES service by maintaining an active awareness of current developments in psychology, cognitive behavioural therapy and early intervention in schools by implementing knowledge gained in practice.
• To disseminate research and service evaluation findings through presentations and published articles.

KR 7 Record-keeping and Information Governance

• To ensure that all information generated by own work is recorded as required by Trust policies and local procedures.
• To ensure the highest standards of clinical record keeping and report writing, according to professional and Trust guidelines, including electronic data entry, in those parts of the service for which the post-holder has leadership responsibility.

KR 8 Research and development

• To initiate, undertake, support and supervise regular service evaluation and audits relevant to the CUES service and the CAG research agenda.
• To initiate/carry out appropriate research which will contribute to the CUES service.
• To provide expertise in a specialist research area which will contribute to the CUES service.
• To initiate and implement the development of outcome measurement and assessment and assist other staff in the implementation of same.

KR 9 Maintaining professional standards and continuing professional development

• To receive regular clinical and professional supervision from a more senior clinician according to HCPC and Trust guidelines.
• To ensure own Continuing Professional Development in line with relevant registration body and Trust Personal Development Plan requirements and the professional Standards for Continuing Professional Development.
• To maintain an up-to-date knowledge of current developments in professional and clinical practice and of relevant legislation and policies.
• To comply with the registration body Standards of Conduct, Performance and Ethics and Standards of Proficiency, and ensure professional development in line with these.
• To ensure that all psychology, psychotherapy staff and other professionals for whom the post-holder has leadership responsibility, maintain professional standards and continuing professional development.

KR10 General

• To travel to UK schools, local CAMHS settings, and meetings with charitable partners and digital agencies as appropriate and across the Trust when required.
• To be aware of risk relating to aggressive and challenging behaviour amongst the client group and follow trust policies relating to its management.
• To respond appropriately and professionally to emotionally distressing situations and to support others involved in such situations.

Person Specification Qualifications Essential

• oEntry-level qualification that has been accepted by the appropriate body for purposes of professional registration in Applied Psychology (professional Doctorate, or combination of MSc plus PG Diploma level additional training) or Psychotherapy or Nursing or Family Therapy or Occupational Therapy or similar discipline
• oAdditional training beyond entry-level qualification in CBT practice through formal post-qualification training (PG Diploma or equivalent), OR a combination of specialist short courses and/an evidenced portfolio of supervised practice-based learning in a specialist area of clinical practice, assessed by a registered body and/or an experienced clinical supervisor to be of equal level to a Postgraduate Diploma or higher
• oRegistered with professional body as appropriate to discipline - HCPC or equivalent

Desirable

• oBABCP registration

Experience Essential

• oEvidence of having worked as a clinical specialist under supervision in schools
• oExperience delivering whole-class psychoeducation and early intervention programmes in schools
• oExperiencing of delivering clinical groups - both in person and remotely
• oExperience of developing and producing digital, printed or other forms of mental health resources designed to promote mental health, increase awareness and elicit behaviour change
• oExperience of working with children diagnosed with ASD and related disorders - particularly in group settings
• oPost-qualification experience that supports working with, and addressing issues of, diversity within local communities
• oExperience of proposing
  
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