Computer with Internet Access
Text books and learning materials as suggested
Opportunity to carry out supervised CBT assessment and formulation with clients in a clinical setting
A clinical supervisor who works according to a CBT framework

Appleby, Louis (2001) Safety First: First Year Report of the National Confidential Inquiry into Suicide and Homicide by People with Mental Illness
Beauchamp, T.L. & Childress, J.F. (1994)Principles of Biomedical Ethics. OUP, UK
BABCP Guidelines for Good Practice in Behavioural and Cognitive Psychotherapy. www.BABCP.com
BPS (2001) Code of Conduct www.bps.org.uk/documents/Code.pdf
Daiches, A. & Golding, L. (2005). Racism, Diversity and Responsibility. Clinical Psychology, 49.
Francis, R.D. (1999). Ethics for Psychologists - A handbook. The British Psychological Society, Leicester, UK
Monohan, J, & Steadman H.J. (1994). Violence and Mental Disorder; Developments in Risk Assessment.
Owus-Bempah, K & Howitt, D. (2000). Psychology beyond western perspectives. BPS books; Leicester

There will be seven full day teaching sessions during which the following strategies will be used:-
- Didactic teaching
- Interactive sessions led by NHS clinicians & managers in which participants are encouraged to draw on material from their own clinical experience
- Work in problem based learning groups using clinical vignettes
- Individual reading and study regarding topics identified within the problem based learning groups
- Presentation of material learned as part of the work of the problem based learning groups

Students will be required to complete 1 piece of summative assessment.

1) A 3000 word case study based on material from clinical experience

Students will be assessed and required to demonstrate satisfactory achievement of each of the following in order to pass the assignment as a whole:
- Coverage of relevant literature regarding theoretical frameworks & empirical studies
- Presentation of assessment details and the service context;
- Recognition and response to ethical issues;
- Discussion of contextual issues in relation to the client & their impact on this work
- Reflection on the use of supervision and other learning strategies in the development of this work and identification of alternative approaches that could have been used.
Students will be provided with formative assessment and feedback via structured written feedback identifying strengths, weaknesses and guidance for improvement.

Students will also be required to take part in a formatively assessed presentation of work undertaken as part of a problem based learning group

- The phenomenology, diagnostic classification and epidemiological characteristics of common mental health disorders
- The structure of NHS mental health services
- General principles of mental health assessment
- Risk assessment and management
- Knowledge of relevant pharmacological interventions
- Values, culture & diversity (Access, ethical, professional and cultural considerations)
- An overview of the principles of the stepped care system and the role of high intensity psychological therapy within that framework

Entry requirements for the Post Graduate Diploma in Cognitive Behavioural Therapy