Module Descriptors
COGNITIVE BEHAVIOURAL THERAPY IN CONTEXT
PSYC70665
Key Facts
Health, Education, Policing and Sciences
Level 7
15 credits
Contact
Leader: Charlotte Mackintosh
Hours of Study
Scheduled Learning and Teaching Activities: 49
Independent Study Hours: 101
Total Learning Hours: 150
Assessment
- CASE STUDY - 4000 WORDS weighted at 100%
Module Details
Module Resources
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
Module Texts
BABCP (2009). Standards of Conduct, Performance and Ethics in the Practice of Behavioural and Cognitive Psychotherapies. Bury, Lancashire: BABCP. http://www.babcp.com/silo/files/conduct--ethics.pdf
Daiches, A. & Golding, L. (2005). Racism, Diversity and Responsibility. Clinical Psychology, 48, 5-6.
DoH (2007). The competencies required to deliver cognitive & behavioural therapy for people with depression and anxiety disorder. London: DoH.
National Institute for Health and Clinical Excellence (2008). Cognitive Behavioural Therapy for the management of common mental health problems. Commissioning Guidance: Implementing the NICE Guidance. London: NICE. (appraisal of NICE guidance)
Owus-Bempah, K & Howitt, D. (2000). Psychology beyond western perspectives. Leicester: BPS Books
Daiches, A. & Golding, L. (2005). Racism, Diversity and Responsibility. Clinical Psychology, 48, 5-6.
DoH (2007). The competencies required to deliver cognitive & behavioural therapy for people with depression and anxiety disorder. London: DoH.
National Institute for Health and Clinical Excellence (2008). Cognitive Behavioural Therapy for the management of common mental health problems. Commissioning Guidance: Implementing the NICE Guidance. London: NICE. (appraisal of NICE guidance)
Owus-Bempah, K & Howitt, D. (2000). Psychology beyond western perspectives. Leicester: BPS Books
Module Learning Strategies
There will be seven full day teaching sessions during which the following strategies will be used:-
• Didactic teaching – 7 hours
• Interactive sessions led by NHS clinicians & managers in which participants are encouraged to draw on material from their own clinical experience – 42 hours
• Work in problem based learning groups using clinical vignettes – 27 hours
• Individual reading and study regarding topics identified within the problem based learning groups – 27 hours
• Presentation of material learned as part of the work of the problem based learning groups – 7 hours
• Didactic teaching – 7 hours
• Interactive sessions led by NHS clinicians & managers in which participants are encouraged to draw on material from their own clinical experience – 42 hours
• Work in problem based learning groups using clinical vignettes – 27 hours
• Individual reading and study regarding topics identified within the problem based learning groups – 27 hours
• Presentation of material learned as part of the work of the problem based learning groups – 7 hours
Module Additional Assessment Details
Trainees will be required to complete 1 piece of summative assessment:
Case Study based on material from clinical experience (4000 words weighted at 100%, addressing learning outcomes 1, 2 and 3.
A formative assessment opportunity will be available.
Case Study based on material from clinical experience (4000 words weighted at 100%, addressing learning outcomes 1, 2 and 3.
A formative assessment opportunity will be available.
Module Indicative Content
• 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
• 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
Module Special Admissions Requirements
Entry requirements for the Post Graduate Diploma in Cognitive Behavioural Therapy
LEARNING OUTCOMES
1) Demonstrate the ability to conduct CBT assessments and interventions in the context of NHS mental health services (S.U: Application)
2) Demonstrate an ability to deal with complex ethical and clinical issues that arise in CBT practice (S.U: Problem solving)
3) Reflect on the range of contextual factors that may impinge CBT delivery (S.U: Reflection)
2) Demonstrate an ability to deal with complex ethical and clinical issues that arise in CBT practice (S.U: Problem solving)
3) Reflect on the range of contextual factors that may impinge CBT delivery (S.U: Reflection)
Web Descriptor
• 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
• 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