Professional CPD audit

Therapeutic Assumptions Audit

A structured assessment for counsellors and psychotherapists, designed to identify evidence gaps, clinical assumptions and bias risks that may shape therapeutic work.

What it measures

The audit combines evidence-alignment scoring, risk weighting and CPD mapping across core areas of therapeutic practice.

98 scored items across 10 domains.

This audit is an educational CPD tool. It is not a regulatory judgement, diagnosis, fitness-to-practise assessment or formal evaluation of competence.

01

Answer clinical belief items

Questions test professional assumptions, clinical reasoning and confidence around contested or commonly misunderstood areas.

02

Scores are weighted by risk

Missing a low-risk theory item is not scored the same as missing a high-risk assumption about abuse, disability or conversion-practice risk.

03

Receive CPD priorities

Results show overall evidence alignment, domain-level scores and recommended CPD areas, with clear interpretation for supervision, reflection and further learning.

Audit domains

Areas covered

The audit covers key areas where therapeutic assumptions, evidence gaps or bias risks can affect clinical judgement. Your results will show which areas are already well aligned and which may need further CPD, supervision or reflection.

Evidence literacy and disputed theoriesNeurodiversity, ADHD and autismEmotional abuse and coercive controlGender, sexuality and relationship diversityDisability, chronic illness and body sizeCulture, race, class and religionBereavement and lossTherapeutic theories and clinical fashionMoney, fees and therapeutic businessProfessional humility and self-audit

Built for professional reflection, not public shaming.

Results are worded as CPD priorities and assumption-risk patterns. The aim is to help practitioners see where further learning is needed without turning the exercise into a moral identity test.

Professional use:

Use the report as a CPD audit, supervision discussion tool or professional reflective record. It identifies learning priorities without reducing clinical judgement to a simple label.