These skills reflect being able to communicate effectively with a range of people on a range of different matters, in whatever form that communication takes (verbal, non-verbal, spoken, written).

This includes skills in understanding what others are communicating, skills in expressing oneself, and skills in establishing effective relationships. Progression of this skill is characterised by developments in the complexity of the subject matter, situation/context, purpose, number of people being communicated with, diversity/difference, and potential impact.

Assessment is the process of gathering relevant information and data in order to help understand a problem. Formulation is the process of using this information to inform an intervention plan, whatever form that may take. Assessment and formulation are core aspects of psychological work, and are normally ongoing processes rather than one-off events.

As such, there are different levels of skill appropriate to different purposes and contexts. Increasing skill in this domain reflects greater ability to be able to access and synthesise information from a range of sources.

Intervention can take many forms, but should always be underpinned by a level of assessment and formulation. However, it is possible that the person who carried out an assessment and provided a formulation may not be the person delivering the actual intervention, which allows for flexibility in skill mix within teams.

Intervention is commonly with individuals, although may be in a couple, group or system context. Intervention may not always be in the context of a formal therapy relationship, but may take place in more informal or implicit ways, especially at lower levels

For each level except level 1, there is an implicit assumption that the professional staff will be expected and able to advise, guide, and supervise the work of those in lower skill levels.

This domain is about having the underlying knowledge and awareness of psychological theory, psychological processes, and psychological understanding of mental health to enable effective working. Although all of the dimensions of the model are closely inter-related, this dimension in particular underpins several of the other dimensions.

For instance, the ability to communicate information rests on having an understanding of that information; the ability to assess, formulate and intervene depends on having sufficient knowledge in order to do so. Increasing skill in this domain is reflected by having higher levels of formal education, more in-depth training, and accreditation in specific areas of psychological skill, and higher level critical thinking.

Professional development and training includes taking responsibility for one’s own continued skills and knowledge development needs in relation to psychological practice, which may not be already adequately specified by the minimum standards for different professional groups.

At higher levels, there is the expectation that training will also include an ability to train others. Supervision is included here both from the perspective of being able to receive and utilise supervision, and also the ability to offer and deliver supervision to those at lower levels.

This domain is about skills in relation to one’s own mind and wellbeing, both on a professional and personal level. A basic level of skill in emotional intelligence underpins skill in all of the other domains, particularly communication with others (interpersonal skills).

However, increasing levels of this skill reflect greater ability to be aware of one’s own thought processes and emotional reactions, including being able to choose how to respond in challenging situations rather than simply reacting, but also being able to access and use this information within supervision and in the moment with people with whom they are working.

Self-care is also included here as an important component of being able to apply psychological skills in challenging environments whilst minimising burn-out and reduction in effectiveness.