CBT FOR ANXIETY DISORDERS & DEPRESSION: COMPLEXITY AND CO-MORBIDITY 2 - 2021/2
Module code: PSYM105
This module offers the trainees further opportunities to learn about and develop skills in working with complexity and comorbidity present with anxiety disorders and depression to serve the diversity of clients and presentations in IAPT services. Trainees are supported to acquire critical knowledge and develop skills in using CBT for working with Older Adults, long-term health conditions, insomnia and post-natal depression. Further skills will be developed in working with core beliefs and assumptions, worry and rumination, and facilitating CBT based groups. Other co-morbid difficulties that trainees may encounter in IAPT services are also introduced (including eating disorders, addictions, psychosis, and personality disorders) so they are better equipped in assessing these and understanding what evidence-based treatments they can refer clients on to. The workshops will facilitate the critical evaluation of how the theory links to practice. The module 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. This supports the trainee’s ability in applying CBT with more complex presentations, deriving CBT-driven formulations in cases of co-morbidity.
SAGREDOU Anna (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: C848
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 121.5
Captured Content: 28.5
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.
Indicative content includes skills practice workshops on:
- Core beliefs and assumptions – further interventions for working with anxiety and depression
- Worry and rumination
- CBT for working with older adults
- CBT for long term conditions
- Introduction to CBT for eating disorders
- Introductions to CBT for addictions
- Introductions to CBT for psychosis
- Introductions to CBT for personality disorders
- CBT and insomnia
- CBT and the autistic spectrum
- Group CBT for anxiety disorders and depression
|Assessment type||Unit of assessment||Weighting|
|Coursework||EXTENDED CASE REPORT (5500 WORDS)||100|
There are no alternative forms of assessment owing to the requirements of the professional body. Each unit of assessment has to be passed
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
Debate on anxiety disorders, depression and co-morbidity
- Help trainees further their critical evaluation and knowledge of the complexity and comorbidity associated with anxiety and depression that clients experience in IAPT services. Develop CBT driven formulation and intervention skills for working with further complexity and co-morbidity.
|001||Working with co-morbid presentations of depression and taking personal responsibility for clinical decision making in complex and unpredictable situations||KCPT|
|002||Developing CBT treatment plans for more complex presentations, including a range of depression and anxiety disorders and cases of co-morbidity||KPT|
|003||Self-direction and originality in working with co-morbidity and solving more complex therapeutic problems||CPT|
|004||Demonstrate knowledge of the Roth and Pilling (2007) protocols and NICE guidance for working with anxiety disorders and depression and how to integrate the evidence base to account for complexity and co-morbidity||KC|
|005||Demonstrate proficiency in the use of the skills for assessing, formulating and delivering treatment plans and interventions in light of complexity and co-morbidity for anxiety disorders and depression.||KPT|
|006||Critically evaluate the treatment literature and research outcomes for the effective treatment of anxiety disorders and depression with complexity and co-morbidity and link this to practice with individual clients.||KCT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
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.
The teaching delivery method is face to face and online.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: PSYM105
The module is only available to students undertaking the Psychological Intervention (CBT) PGDip.
Programmes this module appears in
|Psychological Intervention (CBT) PGDip(CORE)||2||Core||Each unit of assessment must be passed at 50% 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 2021/2 academic year.