PYMFUN-Fundamentals of Evidence-Based Treatments (CBT)

Module Provider: Psychology
Number of credits: 40 [20 ECTS credits]
Level:7
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Katherine Simons

Email: katherine.simons@reading.ac.uk

Type of module:

Summary module description:

1. To develop practical competency in the fundamentals of Cognitive Behaviour Therapy 2. To develop critical knowledge of the theoretical and research literature of CBT.

Aims:
1. To develop practical competency in the fundamentals of Cognitive Behaviour Therapy
2. To develop critical knowledge of the theoretical and research literature of CBT.

Assessable learning outcomes:

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Ìýi) evidence of theoretical, evidence-based interventions integrated within and guiding therapy.

Ìýii) ability to implement and critically evaluate a range of CBT interventions (such as setting goals, eliciting and evaluating thoughts, identifying and working with safety behaviours, problem solving).

Ìýiii) begin to take personal responsibility for clinical decision making in complex and unpredictable situations.

Ìýiv) demonstrate insightful knowledge of CBT and an ability to identify own values and beliefs and CBT?s application to their own lives.

Ìýv) making best use of supervision on the course and evidence of making use of and continuing to learn from on-going continuing professional development.

Ìývi) demonstrate an ability to sensitively adapt CBT and ensure equitable access to diverse cultures and values.

Ìývii) demonstrate a working knowledge of the principles and practice, and competency in delivering high intensity psychological therapy within a stepped care system.

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ÌýSpecific

Ìýi) diagnostic classification and key characteristics of common mental health disorders.

Ìýii) assessing patients for suitability for short-term CBT.

Ìýiii) delivering a clear CBT treatment rationale derived collaboratively and appropriate to the individual patient.

Ìýiv) constructing maintenance and developmental CBT conceptualisations.

Ìýv) agenda setting, pacing and structuring of CBT sessions.

Ìývi) setting agreed goals for treatment which are specific, achievable and measurable.

Ìývii) working with clients using guided discovery, adopting an open and inquisitive style within the cognitive behavioural model.

Ìýviii) identifying and evaluating key cognitions, working with automatic thoughts and helping the client develop an alternative perspective.

Ìýix) identifying and conceptualising common thinking errors and processing biases.

Ìýx) identifying and evaluating underlying assumptions, attitudes and rules.

Ìýxi) employing a range of change techniques such as pie charts, advantages and disadvantages, continuums, positive data logs.

Ìýxii) identifying and evaluating core beliefs, employing a range of change techniques.

Ìýxiii) eliciting cognitions associated with upsetting emotion with skilful use of empathy.

Ìýxiv) identifying problematic cognitions, related behaviours, and constructing, carrying out and evaluating behavioural experiments.

Ìýxv) on-going critical evaluation of the CBT conceptualisation with evidence of a clear treatment plan.

Ìýxvi) developing CBT treatment plans for straightforward cases of anxiety and depression.

Ìýxvii) developing CBT treatment plans for more complex presentations, including a range of depression and anxiety disorders and cases of co-morbidity.

Ìýxviii) ability to form effective therapeutic relationship with evidence of teamwork, collaboration and joint summarising of sessions.

Ìýxix) ability to deal with ending therapy and planning for long term maintenance of gains with evidence of a relapse prevention plan.

Additional outcomes:

• A training log specifying the length of study, number of taught hours and a record of the lecturers, tutors or mentors participating in a therapist’s training must be kept by the student.

Outline content:

• Phenomenology, diagnostic classification and epidemiological characteristics of common mental health disorders

• CBT theory and development

• CBT Assessment and formulation

• Risk assessment, mental state examination, personal, medical history

• Knowledge of relevant pharmacological interventions

• Application and suitability for CBT: guidelines, case applications and contra-indications (to include assessment of alcohol/substance misuse)

• Fundamental principles of Cognitive Behaviour Therapy e.g. collaborative empiricism: clinical process – formulation, rationale giving, measurement, active treatment, relapse prevention: structuring sessions – agenda setting, summarising, setting homework

• Use of standard and idiosyncratic clinical measurement to monitor CBT process and outcome

• The role of the therapeutic relationship in CBT

• Assessment methodology: clinical and research: clinical trials; outcome studies

• Theories and experimental studies of process.

• Application of theory and method to the individual case

• Application of CBT with more complex presentations, deriving CBT driven

Ìýformulations in cases of co-morbidity

• Experiential learning illustrating how cognitive behavioural methods can be applied to the students’ own lives

• The role of supervision (how to make best use of supervision on the course and after training)

• Effective use of supervision to help students identify own values and beliefs in working with CBT to enhance and regulate good practice

• Values, culture and diversity (access, ethical, professional and cultural considerations)

• An overview of the principles of the stepped care system and the role of

Ìýhigh intensity psychological therapy within that framework

Brief description of teaching and learning methods:

i) Experiential and skills based workshops providing students with a strong foundation in the clinical procedures of CBT, and addressing the most up-to-date research developments. ii) Skills based competencies will be developed through small group experiential work and role plays in workshops, group supervision by course members and individual/group supervision in the place of work. iii) On-going clinical supervision provided by members of the course team and at the place of work iv) Self-directed study to include general reading for each course and preparatory reading for each session. DVD/video library and web based resources will be available in order that students can borrow and study examples of clinical therapy sessions and clinical demonstrations of specific techniques. v) Case management and problem based learning will be facilitated through a combination of course and work-based supervision.Ìý

Contact hours:

•ÌýÌý ÌýTeaching contact hours: average minimum of 100 hours; the total minimum teaching contact hours (including clinical skills workshops and supervision) summed across modules PYMFUN, PYMANX and PYMDEP is over 300 hours.

•ÌýÌý ÌýSupervision contact hours: average minimum of 11.5 hours; the total minimum supervision contact hours summed across modules PYMFUN, PYMANX and PYMDEP is 35 hours.

•ÌýÌý ÌýTotal contact hours for this module will be a minimum of 400, to include lectures, supervision and guided independent study.

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Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		75
Seminars		25
Practicals classes and workshops		150
External visits		150
Ìý	Ìý	Ìý	Ìý
Total hours by term		400
Ìý	Ìý	Ìý	Ìý
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	33.4
Report	33.3
Portfolio	33.3

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

ÌýThe assessment has four parts (3 summative and 1 formative)

Ìý1) One essay Ìý2) One case report based on an assessment and formulation

Ìý3) Portfolio comprising reports on feedback from supervisors and patients on their experience of the therapy offered and report of the therapist's clinical outcomes over the training period. The portfolio will be reviewed formatively throughout the programme with final submission required at the same time as autumn term coursework for PYMDEP. The portfolio will be marked summatively as pass/fail when submitted in the final term. The KSA portfolio produced by students following the KSA route sits in the portfolio and must be signed off as complete for the portfolio to be marked. The portfolio must contain a pass mark sheet for an assessment session (see formative assessment section below.

ÌýThe assessments will be weighted equally.

Formative assessment methods:
In addition to the summative assessment for this module, the student will be required to submit:

1. A video recording of an assessment session using a standardised rating scale. The recording is rated by a member of the course team in supervision and self-rated by the student using CTS-R. The recording must be different from those submitted for PYMANX and PYMDEP. All are assessed using the Cognitive Therapy Rating Scale Revised (Blackburn, I., James, I.A., Milne, D.A., Baker, C., Standart, S., Garland, A., & Reichelt, K.A., (2001) Behavioural and Cognitive Psychotherapy, 29, 431-446).

Penalties for late submission:

Penalties for late submission on this module are in accordance with the University Policy. Please refer to http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:
50% in each piece of assessed work for 1 and 2. The Accreditation Portfolio must be marked as a pass. A minimum of 80% attendance is required.

Reassessment arrangements:

Students who do not obtain the required pass mark in the summative assessed work will be given the opportunity to resubmit, on one further occasion, any individual assessment that has been failed. The re-sit grade cannot exceed 50%. Students who do not obtain the required pass mark in the formative recording of a CBT assessment session of a patient will be given the opportunity to resubmit further assessment recordings to a University supervisor. Whilst the recording is marked formatively, the student does require to pass either during its initial submission or on re-sit during the University clinical supervision to demonstrate competencies in assessing a patient using a CBT assessment method. The mark sheet for the passed assessment recording sits in the Accreditation Portfolio.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 10 April 2019