Psychological Intervention (CBT) - 2017/8
University of Surrey
University of Surrey
FHEQ Level 7
Final award and programme/pathway title
PGDip Psychological Intervention (CBT)
Modes of study
|Route code||Credits and ECTS Credits|
|Full-time||PLD56001||120 credits and 60 ECTS credits|
QAA Subject benchmark statement (if applicable)
Other internal and / or external reference points
BBACP competencies leading to Level 2 accredited programmes
Faculty and Department / School
Faculty of Health and Medical Sciences - Psychology
CROUCH E Mrs (Psychology)
Date of production/revision of spec
Educational aims of the programme
Enable trainees to achieve the indicative content as laid down by the Improving Access to Psychological Therapies (IAPT) National Curriculum for high intensity Cognitive Behaviour Therapy course, in conjunction with the British Association of Behavioural and Cognitive Psychotherapy requirements for Level 2 course accreditation.
Ensure that trainees are prepared to practise safely and effectively, and in such a way that the protection of the public is assured, adhering to BABCP code of conduct.
Enable the trainees to utilise, integrate and evaluate the evidence base available for the delivery of CBT.
Enable trainees' achievement of knowledge, understanding and skill acquisition as well as the development of critical thinking, problem solving and reflective capacities essential to complex professional practice.
Enable trainees to select the relevant psychological theory and research that will be appropriate to the service contexts in which it is delivered.
Trainees to be committed to the maintenance, development and delivery of high intensity clinical practice.
Trainees to be committed to consultation/collaboration with service users and carers.
Trainees to be able to function effectively, professionally and responsibly within Increasing Access to Psychological Therapy services.
Trainees to be aware of, responsive to, and able to represent the changing needs of the Profession.
Trainees to be sensitive and responsive to difference and diversity in clients.
Trainees to be able to understand, and effectively communicate, with clients.
Trainees to be able to integrate a scientist practitioner/reflective practitioner approach in their work.
Trainees to be aware of the need to foster their own personal and professional development and to look after their own emotional and physical well-being.
Construct maintenance and developmental CBT conceptualisations for depression and anxiety disorders
Develop CBT specific treatment plans
Practise CBT with depression and anxiety disorders systematically, creatively and with good clinical outcome
Deal with complex issues arising in CBT practice
Take personal responsibility for clinical decision-making in straightforward as well as more complex situations
Demonstrate self-direction and originality in tackling and solving therapeutic problems
Practise as “scientist practitioners,” advancing their knowledge and understanding and developing new skills to a high level
Demonstrate a systematic knowledge of the principles of CBT and the evidence base for the application of CBT techniques
Demonstrate a systematic knowledge of CBT for depression and anxiety disorders
Demonstrate an ability to sensitively adapt CBT, and ensure equitable access, taking into account cultural and social differences and values
Programme learning outcomes
|Knowledge and understanding of adult clients with mental health problems||K|
|Knowledge of professional and ethical guidelines||K|
|Knowledge and understanding of the cognitive behaviour therapy, its basic principles, and the rationale for treatment||K|
|Knowledge and understanding of the common cognitive biases relevant to CBT||K|
|Knowledge and critical understanding of the theoretical and research evidence of CBT models and ability to evaluate evidence||K|
|Knowledge of CBT for depression and anxiety disorders||K|
|Understanding of the need to adapt CBT to ensure access to diverse cultures and values||K|
|Demonstrate an ability to study independently and proactively to meet the needs of the clients in clinical practice and academic study||C|
|Understand and evaluate clinical application of research evidence within a diagnostic and research context||C|
|Draw upon a number of sources to develop an understanding of complex mental health problems and create comprehensive treatment plans||C|
|Engage with clients and form and maintain therapeutic alliances||P|
|Provide clear and comprehensive assessment of clients with mental health difficulties and identify suitability for CBT interventions||P|
|Appraise and assess risk to the client and to others||P|
|Make good use of supervision||P|
|Deliver comprehensive conceptualisations of the client's mental health difficulties within the CBT framework||P|
|Develop and deliver specific treatment plans||P|
|Deliver CBTwith anxiety disorders and depression systematically and with good clinical outcome||P|
|Deal with complex issues arising in CBT practice||P|
|End therapy in planned manner and deliver long term maintenance plans||P|
|Communicate effectively with a wide range of service users, their carers, and service providers using a variety of means||T|
|Make good and constructive use of supervision||T|
|Apply a wide range of problem solving skills||T|
|Deal with change effectively in a clinical context||T|
|Develop a range of organisational skills (time management, work load prioritisation)||T|
|Make good and effective use of available resources to manage personal stress||T|
|Develop appropriate skills to evaluate academic, professional and clinical performance||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
This programme is studied full-time over one year, consisting of 120 credits at FHEQ level 7. All modules are worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- PG Cert (60 credits)
Programme Adjustments (if applicable)
Year 1 - FHEQ Level 7
Optional modules for Year 1 - FHEQ Level 7
The Regulations and Codes of Practice for taught programmes can be found at:
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.