Module overview
The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth - as applied to LTCs and MUSs.
You will apply these skills in supervised practice.
All entrants to the training must have:
1. Completed BABCP accredited PG training in CBT (or Clinical Psychology Doctorate accredited at Level 2 by BABCP) or
2. BABCP practitioner accreditation.
Linked modules
Semester 1 CPD module. Zero credit version of PSYC6134
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate an ability to appraise critically the evidence base regarding CBT models and methods for anxiety and depression in the context of LTC and MUS
- Demonstrate CBT clinical skills and competencies as applied to anxiety and depression in the context of LTC and MUS
- Demonstrate an understanding of CBT models and methods of assessment, formulation and treatment for anxiety and depression in the context of LTC and MUS, and how this knowledge can be applied in clinical practice
Syllabus
The curriculum will follow the national curriculum recommended in the IAPT LTC / MUS guidelines (2017) as follows:
Underpinning competences for work with people with long-term health conditions: Therapists’ beliefs, values and assumptions about people with Long Term Health Conditions; knowledge of physical health conditions and their presentation and impact on the person; psychological processes associated with distress, depression and anxiety in the context of Long Term Health Conditions; comprehensive biopsychosocial assessment, formulation and treatment planning; and working within and across organisations.
Generic intervention skills for work with people with long term health conditions: Adapting CBT for clients with anxiety and depression which present in the context of long term health conditions; promoting cognitive and behaviour change and self-management and including the partner in assessment and treatment.
Evidence-based interventions for specific health conditions: Working with people with conditions currently labelled “Medically Unexplained Symptoms” or “Persistent and distressing physical symptoms”; Irritable Bowel Syndrome (IBS); Chronic Fatigue Syndrome (CFS) / Myalgic Encephalopathy (ME); Chronic Pain; Psychological Interventions for type 1 and type 2 Diabetes; Chronic Obstructive Pulmonary Disease (COPD); Coronary Heart Disease (CHD) and Cancer.
NHS England & Health Education England (2017). Improving Access to Psychological Therapies: National Curriculum for CBT in the context of Long term persistent and distressing Health Conditions, version 2.0. Available from: https://www.hee.nhs.uk/sites/default/files/documents/CBT%20LTC%20MUS%20curriculum.pdf
Learning and Teaching
Teaching and learning methods
Teaching and learning methods include lectures and workshops, which incorporate demonstrations, role-play, experiential learning and small group work. In addition, private study and assigned reading forms an important source of knowledge and understanding. We use a range of teaching and learning methods, and recognise that students have different preferred learning styles.
| Type | Hours |
|---|---|
| Independent Study | 150 |
| Teaching | 50 |
| Total study time | 200 |
Resources & Reading list
Internet Resources
IAPT Long term conditions positive practice guide.
Journal Articles
Copeland, C., Joekes, K. & Ayers, S. (2011). Anxiety and post-traumatic stress disorder in cardiac patients. British Journal of Wellbeing, (2(1)), pp. 15-19.
Textbooks
Sage, N., Sowden, M., Chorlton, E., & Edeleanu, A. (2013). Cognitive behavioural therapy for chronic illness and palliative care: A workbook and toolkit. Chichester: Wiley.
Willson, R., & Veale, D. (2009). Overcoming Health Anxiety. London: Robinson Publishing.
Williams, C., Carson, A., Smith, S., Sharpe, M., Cavanagh, J. & Kent, C. (2011). Overcoming functional neurological symptoms: A five areas approach. London: Taylor and Francis.
White, C. (2001). Cognitive behaviour therapy for chronic medical problems. Chichester: Wiley.
Assessment
Assessment strategy
Option 1: Continuing professional development Requires students to submit evidence (via a log book) of: a. At least two assessment and therapy cases completed (and a total of at least 10 sessions of therapy), where CBT has been delivered in the context of a long term physical health condition or persistent and distressing physical symptoms (preferably one case of each). b. Reflection and learning from the training applied to these cases. c. Live supervision of practice by an appropriately qualified supervisor and sign off of competence by this supervisor. Option 2: Academic credit Requires students to submit summative assessments of: a. A therapy session assessed by a University assessor using the CTS-R. You must obtain a score of 36 (out of a total score of 72) to pass. You will be required to self-rate the recording and submit these ratings together with a single sheet case summary and diagrammatical formulation (50%). b. A 4000 word written case presentation to detail assessment, formulation, treatment, outcome and critical reflection (50%).Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Assessments of Clinical Competence
- Assessment Type: Formative
- Feedback: Structured written marker report
- Final Assessment:
- Group Work: No
Essay
- Assessment Type: Formative
- Feedback: Structured written marker report
- Final Assessment:
- Group Work: No
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Assessments of Clinical Competence | 50% |
| Essay | 50% |
Repeat Information
Repeat type: Internal