Inductor Training Community
2025
In Atrium Clinic induction training is done through access to processes information, access to one-to-one training with the service manager, senior therapist and the coordination team. A mentor is identified to support the inducting colleague (inductee) on the ground and to build their knowledge and competencies against the checklist in the training schedule and the individual’s support plan. This schedule is the responsibility of the inductee to complete in terms of dates but the peer/inductor ‘s feedback to the manager will be invited on the inductee’s progress too. You should follow the guide below. Individuals working across service pathways may already be familiar with the training and may not have to redo all elements in accordance with agreement with the service manager. Shadowing may be done with the senior clinician or peer colleagues with experience in the clinical pathway.
For inductors -senior practitioners and peers
As a peer inductor you are supporting a peer to
- Learn the information they need for safe context- specific practice.
- Acquire the skills to deliver all aspects of the counselling/coaching service/pathway safely.
- Understand partner service expectations and how we work in a multidisciplinary context respectfully and supportively.
- Know where to go for further information and further support.
- Support them/signpost into the other accredited induction training pathways and further CORE training to cover key policy and process areas.
Dos and don’ts
- Recognise your inductee as a professional counsellor/coach/psychologist in training.
- You are not there to challenge their professional training but to support them to the requirements of the context.
- You are not doing this alone- senior clinician and manager there for support and other peers.
- Don’t assume. Ask the inductee to reflect on their learning and invite them to summarise or use Teach back to ensure knowledge is acquired.
- Do not worry about repeating sections of the training programme if you or the inductee are not sure that competency in this task has been evidenced. Speak to the service manager if you believe the practitioner needs more support. The aim is to inform the practitioner’s knowledge first; ensure they understand processes that guide the work and then to reinforce through shadowed, safe practice
- Ask open questions to facilitate learning based conversations and explore scenarios across contexts to ensure learning is focused to a range of situations.
- Identify any limitations in the induction training period and the access to shadowed experience or theory to practice that could impact the ability of the individual to do the role.
Training guidance
Aims
By the end of the training induction,
- Practitioners should have attended the accredited induction training programme for the community service and be signed off by the senior clinician.
- Practitioners should be able to manage risk and safeguarding, follow processes to which they have been trained and complete the relevant CORE documentation to that requirement.
- The inductor should be aware of their role to support the new practitioner and seek additional support or advice from the service manager as required.
- When relevant or possible, peer shadowing in practice should be available to consolidate learning.
| Sara Ireland, Monique Beckett and Jemma Paxman |
| Notes |
