CBT FOR ANXIETY DISORDERS AND DEPRESSION 1 - 2017/8
Module code: PSYM101
ORR R Ms (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Lecture Hours: 91
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||ORAL CASE PRESENTATION OF EITHER AN ANXIETY DISORDER OR DEPRESSION CASE||80%|
|Coursework||500 WORD REFLECTIVE ACCOUNT ON LEARNING AND OBSERVATIONS FROM THE VIDEO ROLE-PLAY||20%|
There are no alternative forms of assessment owing to the requirements of the professional body. Each unit of assessment has to be passed
Prerequisites / Co-requisites
Completion of Fundamentals Modules 1 and 2 The trainees need to have a practice base where they are currently working.
This module builds on the fundamentals modules and aims to develop knowledge, skills and competency, based on theory and practice of CBT for the most commonly presented anxiety disorders and depression in primary care: depression, panic disorder, GAD, social anxiety and specific phobias. The trainee will understand the distinct diagnostic features and characteristics of each disorder and how to assess, conceptualise and treat according to evidence based theory and practice and up-to-date research, grounded in the NICE guidelines and Roth and Pilling Competencies (2007).
Develop practical competency in Cognitive Behaviour Therapy for the most common anxiety disorders and depression in primary care.
Develop critical knowledge of the theoretical and research literature of those specified anxiety disorders and depression.
|Develop competency in assessing clients for their suitability for CBT, taking into consideration all relevant factors, including co-morbidity, past personal history, current circumstances, risk, medication and onset and development of anxiety or depression.|
|Use appropriate standardized and idiosyncratic measures to monitor progress and evaluate outcomes.|
|Work collaboratively with clients to construct maintenance and developmental conceptualisations, utilising relevant disorder specific models that will guide treatment plans.|
|Understand the key maintaining features of each anxiety disorder such as: the role of safety seeking behaviours, self-focus, imagery and internal cues, worry, catastrophic interpretations and avoidance.|
|Understand the key maintaining features of depression, such as: cognitive distortions and processing biases, depressive rumination, dysfunctional assumptions, avoidance and themes of guilt and self- blame.|
|Elicit and collaboratively evaluate key cognitions and images in anxiety and depression.|
|Demonstrate specific CBT change interventions for depression, such as behavioural activation; the use of dysfunctional thought records to reappraise thoughts and identify cognitive distortions; specific change techniques, such as pie charts and continuums, to re-evaluate assumptions and core beliefs, work on the themes of guilt and self- blame and limit depressive rumination.|
|Demonstrate specific CBT change interventions for anxiety disorders: behavioural experiments; worry diaries; progressive and applied relaxation; hierarchies for exposure and de-sensitisation to the feared object and re-scripting for childhood images and memories|
|Collaboratively construct homework tasks for anxiety and depression.|
|Demostrate ability to end therapy in a planned manner and plan for long term maintenance gains.|
|Demonstrate working knowledge of the principles and practice of delivering High Intensity psychological therapy within the stepped care system|
|Critically evaluate and reflect upon theory practice links and therapy efficacy.|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
CBT for anxiety disorders and depression: Assessment, measurement and formulation including specific associated problems
Clinical process for anxiety disorders and depression
Developing treatment plans and interventions for a range of anxiety disorders and depression, and empirical evidence
Interventions and key CBT skills and change techniques
Application of theory and method to the individual case in both anxiety and depression
Development of therapeutic competencies in application of CBT interventions with depression and with anxiety disorders
Behavioural activation for depression
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Draw on the three-part model of Therapist skill development presented by Bennet-Levy (2006). This model proposes that three systems of learning must operate for effective skill development: the declarative system (knowledge gained through lectures and reading), the procedural system (knowledge gained through application of declarative knowledge in practice) and the reflective system (knowledge gained through reflection on practice). The trainees will therefore be encouraged to;
Acquire theoretical, empirical and practice based CBT knowledge
Think critically to evaluate this knowledge to support their clinical decision making and practice
Develop clinical skills to achieve the best outcomes for patients
Develop reflective practice skills to help evaluate their development as effective CBT practitioners and therapy professionals
The above learning and teaching strategy relates to this module in terms of supporting trainees in the acquisition of relevant theoretical, empirical and practice-based knowledge for the most common anxiety disorders and depression. Together with the opportunity to apply critical thinking to the knowledge acquired; and to develop clinical and reflective practice skills that enhance their effectiveness as CBT practitioners.
The learning and teaching methods include:
These three systems of learning will be utilised through lecture/workshop presentation of a key concept or method and the application of this to practice in role play of a specific therapeutic scenario, played by other participants or actors. Structured opportunities for reflection on this form of practice will be included, as will opportunities to self-practice (i.e. application of CBT methods to participants’ own lives): In addition to these methods the following will be employed;
class debate and discusson, participant presentations, group exercises, skills practice, video and audio recordings, tutorials, self- directed enquiry, personal reflection and guided reading.
The above methods allow for key skills learnt in fundamentals modules to be re-visited and tested in application. Skills will be practised extensively using other participants in role-play scenarios and through reviewing audio and video footage of each others’ clinical work. Critical evaluation and personal reflection is encouraged, drawing on research evidence and clinical experience and knowledge of self, fellow trainees and tutors.
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of working with an anxiety or depression case from assessment through to formulation, treatment and ending. To include the trainees understanding of the theoretical models used and their ability to critically evaluate the theory and work with this patient.
Thus, the summative assessment for this module consists of:
· Oral case presentation of either an anxiety disorder or depression case, seen from assessment and formulation through to treatment and ending.
· 500 word account reflecting on the learning from the video role-play.
· To be completed by the middle of February.
· Please note: By the end of the course trainees are required to submit a total of two different anxiety disorder case reports and one depression case report across the three Anxiety Disorders and Depression modules; PSYM101, 103 and 105.
Formative assessment and feedback
Video role-play on the case to be discussed in the oral presentation, illustrating a specific intervention technique or difficulty encountered.
To be completed by end of January
Reading list for CBT FOR ANXIETY DISORDERS AND DEPRESSION 1 : http://aspire.surrey.ac.uk/modules/psym101
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.