Workplace Mentor Support

Certificate in Psychological Wellbeing Practice

We are delighted to welcome you as a Workplace Mentor on the Level 6 Certificate in Psychological Wellbeing Practice programme. In your role, you will have an interest in overseeing and supporting the Apprentice to meet the Knowledge, Skills and Behaviours of the apprenticeship standard. You will also be a guide, support, critical friend, sounding board, confidante, information giver and role model.

On this page:

Programme Overview

  • Designed for employees from a wide variety of personal, academic or vocational backgrounds and/or with lived experience
  • Candidates are required to have experience working in a setting (voluntary or statutory) where they have engaged with people experiencing mental health or emotional difficulties
  • This apprenticeship develops skills and practical experience in Low-Intensity Cognitive Behavioural Therapy (LICBT) for the treatment of patients with common mental health difficulties
  • Delivered nationally by clinical academics and researchers through blended learning, comprising in-person and interactive online teaching to maximise study flexibility

Upon successful completion, apprentices will be fully qualified to work as PWPs within Improving Access to Psychological Therapy (IAPT) services and eligible to apply for entry to the PWP register of the British Psychological Society (BPS)

The Institute for Apprenticeships and Technical Education's (IfATE) apprenticeship standard which sets out the Knowledge, Skills, and Behaviours for these programmes can be found here.

Key Components

Academic study

Approximately 20 per cent of an Apprentice's contractual working time will be given over to study. Our model is designed to be flexible around the needs of Apprentices and workloads. No weekly day-release is required, mitigating disruption of their daily role and ensuring maximum flexibility.

The blended learning format incorporates:

  • Lectures, Narrated PowerPoints/Panopto or live teaching via Teams
  • Competency development supervised role play sessions will be synchronous and engaged in face-to-face* and online
  • Q&A sessions, blogs, tutorials and quizzes to support learning
  • The Apprentices will also take part in self-practice self-reflection sessions and role-play for development of competence
  • Clinical educators on the course from CEDAR, bringing strong expertise in the field directly relevant to the classroom
  • Regular clinical skills supervision, and individual LICBT clinical practice
  • Following the last day of the required IAPT curriculum delivery Apprentices will receive regular supervision until the End Point Assessment
  • Apprentices have on average one day a week ‘off-the-job’ training and a further day a week on average for independent ‘University-directed learning’ related to the academic demands

End Point Assessment

The End Point Assessment is conducted by BPS Assessment & Awards Limited, a subsidiary of The British Psychological Society acting as the External Assessment service for the apprenticeship being independent of the course and employer. All assessors are qualified and experienced clinical professionals who are independent of the cohort being assessed and contracted.

Meet the Team

At the heart of the Psychological Wellbeing Practice programme is a dedicated team of professionals committed to supporting both Mentors and Apprentices throughout their journey. Our team brings a wealth of experience, expertise, and passion for developing future psychological wellbeing practitioners.   

Dona-Marie Anderson – d.anderson4@exeter.ac.uk

Our Academic Mentors are dedicated to supporting Apprentices in navigating the apprenticeship components of the Psychological Wellbeing Practice programme. They play a crucial role in guiding Apprentices through the process of compiling their portfolio of evidence, which showcases their learning and development throughout the programme.

Academic Mentors work closely with Apprentices to ensure that they understand the requirements for their portfolios, helping them to document their experiences, reflect on their learning, and demonstrate the competencies gained in the workplace. By providing ongoing support and feedback, our Academic Mentors empower Apprentices to effectively articulate their achievements and prepare for their end-point assessment (EPA). Their focus on practical application and real-world experiences is essential in helping Apprentices succeed in their roles. 

Academic Mentors

Rose Wysocka – r.wysocka@exeter.ac.uk - Read more about Rose Here

Manraj Baring – m.s.baring@exeter.ac.uk

Helena Carter – hc770@exeter.ac.uk

Lucy Howl – lh812@exeter.ac.uk

Gemma Mackie - Education Support Administrator - health.apprenticeships.support@exeter.ac.uk | Read more about Gemma Here

Polly Brunt - Employer Partnership Officer - p.brunt@exeter.ac.uk | Read more about Polly Here

Your Commitment Matters

Each member of our team is dedicated to ensuring that Mentors have the resources and support they need to guide Apprentices effectively. We believe that a strong Mentor-Apprentice relationship is key to the success of the apprenticeship programme, and we are here to help you every step of the way.

Feel free to contact us with questions, concerns, or for additional support. Together, we can make a significant impact on the professional growth of our Apprentices. 

Key Information and Events

Staying informed about important dates and events is crucial for effectively supporting your Apprentice throughout their apprenticeship journey. Below are the key milestones and events for the current academic year. Please note that specific dates may vary slightly for individual Apprentices based on their start date.

Initial Contact and Meeting

Shortly after the Apprentice's induction, the Academic Mentor will contact you as the Workplace Mentor to arrange an initial meeting with you. While this meeting is not compulsory, it is highly recommended as it provides an excellent opportunity to establish a strong foundation for the apprenticeship journey.

This initial meeting allows all parties to:

  • Introduce themselves and clarify their roles
  • Discuss expectations for the apprenticeship
  • Address any initial questions or concerns
  • Begin building a collaborative relationship

As a Workplace Mentor, your role in supporting your Apprentice's development is crucial. There may be times when concerns arise about an Apprentice's performance or progress. It's important to address these issues promptly and effectively to ensure the best possible outcome for the Apprentice and the apprenticeship programme.

Recognising Performance Challenges

When an Apprentice is struggling, the Academic Mentor will typically notify you via email as part of the escalation process. This communication will outline the specific concerns regarding the Apprentice's performance, such as:

  • Consistently missing deadlines
  • Poor quality of work
  • Lack of engagement in learning activities
  • Failure to meet off-the-job (OTJ) training requirements
  • Difficulties in applying learning to workplace tasks

Your Role in Addressing Concerns

Upon receiving notification from the Academic Mentor regarding performance challenges, your first step should be to meet with the Apprentice to discuss the issues raised. Here’s how to approach this:

  1. Arrange a meeting: schedule a private meeting with your Apprentice to discuss the concerns outlined in the Academic Mentor's email
  2. Ascertain the problem: use this opportunity to understand the extent of the problem; encourage your Apprentice to share their perspective and any challenges they may be facing
  3. Explore solutions: collaborate with your Apprentice to identify potential solutions or strategies to address the identified challenges
  4. Create an action plan: work together to develop a clear, achievable action plan that includes specific goals and timelines for improvement
  5. Follow up: schedule regular check-ins to monitor progress and provide ongoing support as needed
  6. Document the process: keep records of your meetings, the agreed-upon actions, and the Apprentice's progress

Seeking Additional Support

If you need clarification or further assistance:

  1. Consult with the Academic Mentor: if you have questions about the situation or need more information about the apprenticeship requirements, reach out to the Academic Mentor for guidance
  2. Escalation process: if the performance issues persist despite your interventions, or if you encounter a problem that you feel unable to resolve, inform the Academic Mentor

Preventive Measures

To help prevent performance issues:

  • Maintain regular check-ins with your Apprentice, such as weekly or bi-weekly meetings
  • Provide timely feedback on their work and progress
  • Ensure they have adequate time and resources for their OTJ training
  • Encourage open communication about any challenges they're facing

Remember, your primary role in addressing concerns is to support your Apprentice's success in the programme. By taking a proactive, supportive approach and addressing issues early, you can help your Apprentice overcome challenges and achieve their full potential.

  • The next Workplace Mentor training session is to be confirmed. If you would like a recording of the previous training session, please email Polly Brunt, P.Brunt@exeter.ac.uk.

Contact us

If you have any questions or need further assistance, please feel free to contact us. I look forward to hearing from you!

Dona-Marie Anderson
Programme Director
Email: d.anderson4@exeter.ac.uk

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