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Diploma in Wellbeing and Stress Management

This Diploma in Wellbeing and Stress Management training will specify that successful candidates are competent to teach stress management to individuals or groups.   The qualification would, therefore, be “Successful completion of the Wellbeing and Stress Management Training the Trainers Course.”

Introduction and Rationale

The Health and Safety Commission has a strategy for tackling work-related stress. The strategy includes working with partners to agree on standards of good management practice for a range of work-related stressors.  These standards will cover issues connected to demands, control, support, role, relationships and change.

A long-term strategy was developed that adopted the principles of “Securing Health Together.”  This involves Government Departments in co-operation with employers, employees, trade unions, employers’ organisations, health professionals and voluntary groups who have set several challenging targets as part of “Securing Health Together”.

Since this strategy was launched a different approach has been requested, with the government commissioning a review by Dame Carol Black of the health of Britain’s working-age population and to recommend measures that can be taken to bring about positive change. Her wide-ranging review, Working for a healthier tomorrow was published in March 2008.

In November 2009, the National Institute for Health and Clinical Excellence (NICE) published guidelines for all organisations: Promoting mental wellbeing through productive and healthy working conditions: guidance for employers.

Practical accredited training courses such as this one are few and far between.  While this course is eminently suitable for managers and employees in the workplace, it is also appropriate for self-employed professionals and for others who wish to learn the basics of wellbeing and stress management.


This is a programme to assess the candidate’s skills, knowledge and expertise required to provide, organise, and effectively run the wellbeing stress management training programmes.  Candidates will need to demonstrate competence in oral, written, graphics, and non-verbal forms, in order to train others, either as individuals or in groups.

Target Population
  • The programme is aimed primarily towards individuals within recognised professionals who have previous core training and/or experience of teaching and working with various groups of society in formal or informal settings.  Careful consideration would also be given to applicants on an individual basis before finally deciding that selection to the course is appropriate.
  • It is expected that candidates would be committed to the positive health approach associated with good stress management techniques.
  • Some previous knowledge appropriate to the components of wellbeing and Stress Management Training Programme would be advisable.
  • The candidates would be expected to have personal experience and/or teaching qualifications that are relevant and which support the skills, knowledge and attitudes commensurate with attending the training course for professionals.  Selection is at the discretion of the course tutors.
The Course Management Team

Introduction to CPCAB

Founded in the early 1990s, the Counselling and Psychotherapy Central Awarding Body (CPCAB) forms part of the Counselling Psychology Services Group (CPS). It has grown into one of the foremost awarding bodies in this field – there are now about 130 active CPCAB-approved centres in the UK, with around 10,000 candidates being registered annually. CPCAB has a pro-active approach to diversity issues and has attracted large numbers of trainees from multi-ethnic origins.

CPCAB also accredits qualifications that have been individually designed by training organisations for specific applications.  These are known as ‘tailor-made qualifications’ or ‘TMQs.’  TMQs accredited by CPCAB – and the centres delivering them – are required by CPCAB to go through a rigorous approval process before accreditation can be confirmed. This is to ensure the suitability of the course and the safety of teaching staff and students.  Continuing quality assurance checks are also built into the accreditation process; this diploma falls into this category.

The CPCAB model

The CPCAB model underpins all of CPCAB’s nationally recognised qualifications. Whilst there is no requirement for centres delivering tailor-made qualifications to adopt this model, it provides useful background to understanding the awarding body’s fundamental philosophy.

List of CPCAB support services available to all CPCAB approved centres

  • Telephone helpline and email support for professional and administrative issues.
  • Centre induction training: Induction training is strongly recommended for new CPCAB centres, for approved centres planning additional qualifications, or following significant changes to the tutor-team.
  • Documentation and other support materials available from cpcab.co.uk.
  • In-house training on specific topics and centre consultancy on, for example, course design.

The evidence-based approach

There is growing demand, in all health-related and helping fields, that practice is based on evidence. Some candidates may find that learning how to evidence their learning is a difficult process at first, but tutors must help them to persevere. You are not simply helping candidates to achieve the qualification, but also helping them develop a vital skill that will prove invaluable in the workplace. Almost all trainees will be subject to clinical audit at some point in their working lives: CPCAB aims to reflect the structure of clinical audit within its qualifications and to prepare trainees for this approach to the quality assurance of their service.

Internal assessment and independent verification.

There are two elements to the assessment process.

  • Candidates must be judged to have met the requirements of the course through internal assessment by tutors within the centre and
  • the CPCAB external verifier must confirm that the internal assessment process has been rigorously and fairly executed before candidates can achieve the qualification.

The IA process

Internal assessment is the primary assessment method. The tutor has two elements to her/his role: that of the trainer and internal assessor. The internal assessor element of the role involves taking responsibility for assessing the trainee’s learning and deciding whether s/he is proficient in the qualification learning aim. 

In order for a tutor to carry out an assessment, trainees need to provide some evidence of their coursework.  At the end of the course, the tutor assesses the evidence and decides whether or not the trainee has met the qualification requirements– identifying any that s/he still needs to complete and providing brief written feedback to the trainee.  The end-of-course assessment sheet for each candidate should contain a summary of the assessment decisions for each piece of work together with feedback notes to the trainee and the final decision whether the trainee is proficient or not proficient.  These assessment sheets should always accompany any samples of trainee work sent to CPCAB for external verification. 

Summary of centre/internal assessment requirements

  • Each trainee must provide evidence of coursework and learning which can be in the form of documents, tutor observation and/or testimony.
  • Centres must support equality of opportunity, including having appropriate arrangements in place for trainees with special assessment needs.
  • During each teaching programme, an internal moderator must sample and confirm the full range of the tutor’s assessments and confirm that assessment is effective, ethical, fair and consistent.
  • During each teaching year an internal verifier within the centre must verify that the centre’s assessment programmes are operating effectively for guidance on internal moderation and verification)
  • The centre should have a procedure in place for appeals against internal assessment decisions.
  • The centre agrees to implement the external verification requirements listed in external verification reports.
  • The centre must not:
    • (a)  use CPCAB external verification reports for staff appraisal;
    • (b)  attempt to involve CPCAB or its staff in disputes either within the centre or between itself and candidates or another centre.

 Equal Opportunities

CPCAB is committed to promoting widening participation and ensuring equality of opportunity in all aspects of its qualifications, from structure and design through to individual candidate assessment.

In order to make sure that assessment is fair to all learners; CPCAB requires all registered centres to have an appropriate trainee support system in place and to make appropriate arrangements to meet individual assessment needs. It is important that the centre (usually the course tutor) identifies individual learner assessment needs as early on in the course as possible. 

Both CPCAB and the centre are required to recognise and comply with both the spirit and the word of equal opportunities legislation. This includes in particular: The Race Relations Act 1976, the Sex Discrimination Act 1975 and 1986, and the equality act 2010 

Appeals Procedure

In the exceptional event that any candidate is in disagreement with the Assessor concerning their assessment, they would have the right to refer the matter too;

a) the Internal Verifier in the first instance

b) the Centre Co-ordinator (if different from the Assessor)


The following guidelines are set out to enable candidates to achieve the CPCAB (Counselling & Psychotherapy Central Awarding Body) Diploma in Well-being and Stress Management – Level 5.

The course allows candidates to demonstrate their competence in a variety of environments by providing evidence from activities at work, simulations, full or part-time study and prior learning.

These guidelines to portfolio building are issued in advance to enable candidates to prepare for the course.

Estimated time to complete this Diploma

The number of hours a person will need to commit to this award will depend on the candidate’s previous knowledge and experience. An indication of the time required for the various activities is as follows:

  • Pre-course preparation time, i.e. reading, research,  answering the pre-course questionnaire, etc 50 hours
  • Attendance on course for six days, (including one to one contact with tutors) 42 hours
  • Planning, organisation, reading experience, delivery and review and evaluation 36 hours
  • Non-course teaching, including preparation time and lesson planning 36 hours
  • Research, answering questions as agreed with CPCAB plans of evidence of knowledge and understanding 120 hours
  • Portfolio building and collating of evidence 20 hours
  • Cross-referencing 3 hours

Total 307 hours

Many candidates may already have evidence that they wish to submit.  They may also have many hours of teaching experience related to well-being and stress management. This can be submitted as evidence providing it is recent, i.e. within the past two years and relates to the standards.

Submission of units for assessment

We strongly advise candidates to submit their portfolio by email or post at the following stages during the break between the two halves of the course. This ensures the portfolio is produced to the standards required by CPCAB.

1 Unit              3 weeks after part one of the course

4 Units             6 weeks after part one of the course

All Units           1 week before part two begins

Where candidates are unable to meet these deadlines, PLS reserves the right to request the candidate defers completion of their award to a later date. This will involve the payment of a deferment fee in line with the terms and conditions of the diploma.


To assess the candidate’s ability to apply the knowledge and the skills required whilst performing a wide range of activities required in stress management training.  As a minimum, the assessment will cover the well-being and stress management activities described for units 1 – 9 in the standards for this CPCAB course.  These will be issued at the beginning of the course.


Part of the assessment process will require candidates to present two microteaching sessions when they return for the second part of the course.  Feedback will be given by peer group and assessors. 

The course assessment is verified both internally and externally. This is to ensure that candidates have met the performance criteria for each unit.

Presentation of Evidence

It is necessary to compile a document, referred to as a “portfolio”, as evidence of your knowledge, skills, experience etc. in the subject matter.

Remember that it is the quality of the evidence you provide and not the volume that is important when building your portfolio.   Your evidence should be typed and in your own words.    

Tutor support will be available online throughout the period between the first and second parts of the course.

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