Psychological Intervention (CBT) PGDip - 2019/0

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 7

Final award and programme/pathway title

PGDip Psychological Intervention (CBT)

Professional recognition

British Association for Behavioural and Cognitive Psychologies (BABCP)
Accredited by BABCP as providing all the necessary training so that on graduation from Level 2 courses, individuals will have received the training required to fulfil BABCP's Minimum Training Standards.

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

BABCP competencies leading to level 2 accredited programmes

Faculty and Department / School

Faculty of Health and Medical Sciences - Psychology

Programme Leader

CROUCH Emma (Psychology)

Date of production/revision of spec

25/11/2021

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

Attributes Developed Awards Ref.
Knowledge and understanding of adult clients with mental health problems K PGDip
Knowledge of professional and ethical guidelines K PGDip
Knowledge and understanding of the cognitive behaviour therapy, its basic principles, and the rationale for treatment K PGDip
Knowledge and understanding of the common cognitive biases relevant to CBT K PGDip
Knowledge and critical understanding of the theoretical and research evidence of CBT models and ability to evaluate evidence K PGDip
Knowledge of CBT for depression and anxiety disorders K PGDip
Understanding of the need to adapt CBT to ensure access to diverse cultures and values K PGDip
Demonstrate an ability to study independently and proactively to meet the needs of the clients in clinical practice and academic study C PGDip
Understand and evaluate clinical application of research evidence within a diagnostic and research context C PGDip
Draw upon a number of sources to develop an understanding of complex mental health problems and create comprehensive treatment plans C PGDip
Engage with clients and form and maintain therapeutic alliances P PGDip
Provide clear and comprehensive assessment of clients with mental health difficulties and identify suitability for CBT interventions P PGDip
Appraise and assess risk to the client and to others P PGDip
Make good use of supervision P PGDip
Deliver comprehensive conceptualisations of the client's mental health difficulties within the CBT framework P PGDip
Develop and deliver specific treatment plans P PGDip
Deliver CBTwith anxiety disorders and depression systematically and with good clinical outcome P PGDip
Deal with complex issues arising in CBT practice P PGDip
End therapy in planned manner and deliver long term maintenance plans P PGDip
Communicate effectively with a wide range of service users, their carers, and service providers using a variety of means T PGDip
Make good and constructive use of supervision T PGDip
Apply a wide range of problem solving skills T PGDip
Deal with change effectively in a clinical context T PGDip
Develop a range of organisational skills (time management, work load prioritisation) T PGDip
Make good and effective use of available resources to manage personal stress T PGDip
Develop appropriate skills to evaluate academic, professional and clinical performance T PGDip

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

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)

N/A

Modules

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics Y
Professional Training Year (PTY) N
Placement(s) (study or work that are not part of PTY) Y Yes
Clinical Placement(s) (that are not part of the PTY scheme) Y Yes
Study exchange (Level 5) N
Dual degree N

Other information

The trainees will spend two days a week at the University, the remaining three days a week occur at their place of work where they undertake supervised clinical practice. Six block weeks will be provided across the year, at the start of each module. On successful completion of the programme trainees may apply for BABCP accreditation as a practitioner.

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

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 2019/0 academic year.