CBT FOR ANXIETY DISORDERS AND DEPRESSION 2 - 2017/8
Module code: PSYM103
ORR R Ms (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Personal Tutorial Hours: 3
Lecture Hours: 72
|Assessment type||Unit of assessment||Weighting|
|Coursework||WRITTEN CLINICAL CASE REPORT OF AN INDIVIDUAL PRESENTING WITH EITHER AN ANXIETY DISORDER OR DEPRESSION (3500 WORDS)||50%|
|Practical based assessment||AUDIO-RECORDED THERAPY SESSION WITH SAME CLIENT + 1000 WORD REFLECTIVE ACC LINKING SESSION TO CASE REPORT + SELF RATING||50%|
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 and CBT for Anxiety and Depression 1 The trainees need to have a practice base where they are currently working.
This module follows on from CBT for Anxiety Disorders and Depression 1 and aims to develop knowledge, skills and competency, based on the evidence based theory and practice of CBT for additional anxiety disorders i.e. Specific Phobias, OCD, Health Anxiety, BDD, less common anxiety disorders and more chronic cases of depression. 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.
To develop practical competency in Cognitive Behaviour Therapy for less common anxiety disorders and other aspects of depression in primary care: Specific Phobias, OCD, Health Anxiety, BDD and Chronic Depression
To develop critical knowledge of the theoretical and research literature of further anxiety disorders and depressive disorders
|Develop competency in assessing clients for their suitability for CBT, taking into consideration all relevant factors, including co-morbidity, past personal history, current circumstances, 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, obsessional fears and rituals, imagery and internal cues, worry, trauma memory, triggers for intrusive thoughts or memories and catastrophic interpretations of normal bodily symptoms.|
|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 anxiety disorders: behavioural experiments; exposure and response prevention; re-processing trauma memory through re-living; and working with issues of responsibility in OCD.|
|Collaboratively construct homework tasks for anxiety and depression.|
|Demonstrate ability to end therapy in a planned manner and plan for long term maintenance gains|
|Demonstrate competency in assessing and managing suicide risk.|
|Understand the role of medication, substance use and previous treatment.|
|Deliver high intensity psychological therapy, taking account of their service context and IAPT stepped care system.|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
CBT for additional anxiety disorders and more chronic depression: Assessment and formulation
Clinical process for anxiety disorders and depression
Developing treatment plans and interventions for specified anxiety disorders and chronic depression
Key CBT skills with specified anxiety disorders and chronic depression
Application of theory and method to the individual case in anxiety disorders and chronic depression
Role of co-morbid disorders with specified anxiety disorders and chronic depression
Role of therapeutic relationship in CBT with specified anxiety disorders and chronic depression
Risk assessment and management of suicide risk
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable effective learning (i.e. reflective, procedural and declarative systems of learning) and skill development to encourage the trainees 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 the theoretical, empirical and practice-based knowledge of CBT for less common anxiety disorders and other aspects of depression in primary care: Specific Phobias, OCD, Health Anxiety, BDD and Chronic Depression. To develop clinical and reflective practice skills and build a solid base as effective CBT practitioners.
The learning and teaching methods include:
A range of methods including lectures and workshop presentations of key concepts or methods and its application to clinical practice, through role plays of specific therapeutic scenarios, 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 the following methods 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. 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 interventions used with a patient.
Thus, the summative assessment for this module consists of:
A written Clinical Case report of an individual presenting with either depression or an anxiety disorder of 3500 words linking the case report to the submitted CTS-R session
Audio recorded therapy session with the same client written up for the Clinical Case Report, submitted with a self-rated CTS-R and a 1000 word reflective account linking this session to the case report
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.
Please note: Audio recording and self-rated CTS-R of a therapy session; if an audio of an anxiety case is submitted for PSYM103 then a depression case is required for PSYM106 and vice versa.
To be completed by mid-April
Formative assessment and feedback
Classroom debate – critically reviewing the literature to synthesise the different perspectives on a CBT related issue (a summary of the main arguments and the articles referred to must be included in the final portfolio submission at the end of the year).
Reading list for CBT FOR ANXIETY DISORDERS AND DEPRESSION 2 : http://aspire.surrey.ac.uk/modules/psym103
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.