CBT FOR ANXIETY DISORDERS AND DEPRESSION 3 - 2017/8

Module code: PSYM105

Module provider

Psychology

Module Leader

ORR R Ms (Psychology)

Number of Credits

15

ECT Credits

7.5

Framework

FHEQ Level 7

JACs code

C850

Module cap (Maximum number of students)

N/A

Module Availability

Semester 2

Overall student workload

Lecture Hours: 48

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework EXTENDED CASE REPORT (5500 WORDS) 100

Alternative Assessment

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

The trainees need to have a practice base where they are currently working. Trainees also need to have completed modules 1 to 6.

Module overview

A series of workshops offering the trainees a further opportunity to practice CBT skills related to the evidence based protocols for anxiety disorders and depression. The workshops will facilitate the critical evaluation of how the theory links to practice. It will provide the opportunity for trainees to review their learning from previous modules in light of the clinical practice experience they have gained throughout the year. The workshops will enhance their proficiency and expertise as CBT practitioners within a primary care service. 

Module aims

Consolidate learning from modules 3 and 5  by practising and developing skills in implementing the NICE guidance and Roth and Pilling (2007) CBT competencies and treatment protocols for anxiety disorders and depression.

Learning outcomes

Attributes Developed
Demonstrate knowledge of the Roth and Pilling (2007) protocols and NICE guidance for workinng with anxiety disorders and depression
Demonstrate proficiency in the use of the skills for assessing, formulating and delivering treatment plans and interventions for anxiety disorders and depression based on the Roth and Pilling (2007) competencies and NICE guidance.
Critically evaluate the treatment literature and research outcomes for the effective treatment of anxiety disorders and depression and link this to practice with individual clients.

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Indicative content includes skills practice workshops on:


GAD
Panic Disorder
OCD
Health anxiety
Specific Phobia
Depression
Social anxiety
PTSD

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 revision of relevant theoretical knowledge and then providing trainees with a setting in which to put these theories into practise, allowing for discussion and reflection.

The learning and teaching methods include:

These three systems of learning will be utilised through skills based workshops 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.  Structured opportunities for reflection on this form of practice will be included,: In addition to these method the following will be employed;


group exercises, skills practice, video  role-play, tutorials, self- directed enquiry, personal reflection and guided reading.


The above methods allow for key skills learnt in other 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.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge of other challenges and conditions when working with anxiety disorders and depression. To critically evaluate the research literature in this area and apply the knowledge and interventions in practice.

Thus, the summative assessment for this module consists of:


A written extended case report of a client presenting with an anxiety disorder or depression, clearly illustrating how the trainee has conceptualised and subsequently treated this case, with particular emphasis on the theoretical links to practice. (5500 words)
To be completed by the end of June
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 of a specific treatment intervention for a specified disorder and peer discussion and feedback.

Reading list

Reading list for CBT FOR ANXIETY DISORDERS AND DEPRESSION 3 : http://aspire.surrey.ac.uk/modules/psym105

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Psychological Intervention (CBT) PGDip 2 Core A pass as determined by the relevant criteria is required to pass the module

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.