The module provides an overview of key knowledge, skills, values and behaviours of engagement and assessment of patients with common mental health disorders (such as anxiety and depression). As such, it covers key principles of engagement and assessment and promoting inclusion. This includes consideration of the context of the PWP role and how patient and stakeholder needs can be identified and met.

You will learn about concepts and categories of mental health as well as a range of assessment strategies; including triage, risk and symptom assessment. You will learn about ‘common factor’ skills for engaging with patients, patient centred information gathering, use of standardised assessment tools and accurate recording of information. You will also develop skills in behaviour change models to identify goals and interventions, and assess attitudes to treatments including medication and psychological interventions.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

The National Collaborating Centre for Mental Health (2018) The Improving Access to Psychological Therapies Manual. IAPT Manual - Appendices and Helpful Resources (yhscn.nhs.uk)

Bennett-Levy, J. (2010) Oxford Guide to Low intensity CBT Interventions. Oxford: Oxford University Press.

Greenberger, D., Padesky, C. A. and Beck, A. T. (2016) Mind over mood: change how you feel by changing the way you think. Second edition. New York, NY: The Guilford Press.

Kennerley, H., Kirk, J. and Westbrook, D. (2017) Introduction to cognitive behaviour therapy: Skills & applications. Third edition. London: Sage publications.

Marrinan, T. (2019) Low intensity cognitive behaviour therapy: a practitioner’s guide. 2nd edition. Edited by M. Papworth. London: SAGE

Farrand, P.A. (2020). Low-Intensity CBT Skills and Interventions. UK: SAGE.¿

A full reading list can be accessed here

This module will begin with an induction and introduction to the course, including guidance on portfolio building and assessment, and guidance on the monitoring systems used for apprenticeships. As well as formal classroom based and online learning, you will be involved in the peer and tutor observation of skills role-play and will gain feedback on your own approaches. You will also engage in critical self-reflection of your clinical practice to help you reflect on your developing skill-set and to plan for your apprenticeship development

Following induction, there will be the equivalent of 10 full days of synchronous learning via interactive weekly workshop sessions, skills role-play practice, group presentations, assignment workshops, academic mentoring sessions, supervision and flipped learning (75 hours)

In addition to this you will engage in asynchronous learning to consolidate and build upon your learning from the taught sessions. This will involve tasks such as reading key texts and journal articles, undertaking follow-up tasks, work based self-assessments, self-reflection on skills development, shadowing/observation, role play/practice with peers/colleagues of assessment and interventions, self-practice of interventions with reflection (i.e. applying techniques to issues from own life), and directed problem-based learning (125 hours)

On completion of this module, you will be able to
1. Demonstrate a systematic understanding of theoretical approaches underpinning assessment and engagement
2. Demonstrate clinical competence in undertaking and recording the outcomes of both triage and problem focused assessments.
3. Demonstrate competence in the assessment of presenting problems such as depression and anxiety disorders.
4. Demonstrate the common factor competencies necessary to effectively engage patients across the range of assessment formats.

University library has a range of learning and teaching texts and journals, including the development of an online reading list.

Content session resources are updated on a weekly basis, via Blackboard site.
Online portfolio

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
The National Collaborating Centre for Mental Health (2018) The Improving Access to Psychological Therapies Manual. IAPT Manual - Appendices and Helpful Resources (yhscn.nhs.uk)
Bennett-Levy, J. (2010) Oxford Guide to Low intensity CBT Interventions. Oxford: Oxford University Press.
Greenberger, D., Padesky, C. A. and Beck, A. T. (2016) Mind over mood: change how you feel by changing the way you think. Second edition. New York, NY: The Guilford Press.
Kennerley, H., Kirk, J. and Westbrook, D. (2017) Introduction to cognitive behaviour therapy: Skills & applications. Third edition. London: Sage publications.
Marrinan, T. (2019) Low intensity cognitive behaviour therapy: a practitioner’s guide. 2nd edition. Edited by M. Papworth. London: SAGE

Must be enrolled on PWP Apprenticeship and employed by approved apprenticeship placement provider

During the Engagement and Assessment of Patients with Common Mental Health Problems module, you will develop your ability to:
(i) Apply knowledge of theoretical approaches underpinning assessment and engagement in application to practice
(ii) Demonstrate competence in undertaking and recording a range of assessment formats including both triage and problem focused assessments.
(iii) Demonstrate experience and competence in the assessment of presenting problems across a range of indicative diagnoses including depression and two or more anxiety disorders.
(iv) Demonstrate the common factor competencies necessary to engage patients across the range of assessment formats.

As well as classroom based and online learning, you will be involved in the peer observation of skills role-play and will gain feedback on your own approaches. You will also engage in critical self-reflection of your clinical practice to help you reflect on your developing skill-set and to plan for your apprenticeship development.

There are THREE summative (graded) assessments in this module:

1. Clinical Competency Assessment (pass/fail)


Learners will undertake an Objective Structured Clinical Examination (OSCE) – a standardised roleplay scenario where learners are required to demonstrate skills in undertaking both triage and problem-focused assessments. These will be video-recorded and assessed by teaching staff using national standardised assessment measures. (Assesses learning outcomes 2, 3 and 4)

2. Written Case Study (100% weighting)

A written case study focusing on clinical practice in the clinical competency assessment. Learners are required to demonstrate and critically analyse links between theory and practice and provide reflective commentary. (Assesses learning outcome 1 and 4)

3. A Portfolio of Professional Practice (pass/fail)

A range of practice-based learning tasks will be set over the module to evidence clinical competency. Clinical and supervision hours will also be logged. Supervisors will monitor and sign off the portfolio before submission. (Assesses learning outcome 1, 2 and 3).


A fitness to practice assessment will need to be completed by the employer before the learner is able to see clients independently.


All three assessments must be passed in order to pass the module.