EXPERIENTIAL, PROFESSIONAL AND REFLECTIVE PRACTICE IN CBT 1 - 2022/3
Module code: PSYM102
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
Experiential learning and reflective practice will be emphasised throughout the teaching and delivery of all the modules. However the trainees will attend weekly group supervision sessions during semester 1, where important aspects of therapy are discussed and reviewed in light of practice. In addition to this a number of lectures and workshops will focus on topics such as; the role of supervision, how to use supervision effectively, professional and ethical issues, and how to apply cognitive behaviour therapy to trainees own experience, to enhance therapeutic practice.
CROUCH Emma (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: 100
Seminar Hours: 25
Captured Content: 25
Prerequisites / Co-requisites
The trainees need to have a practice base where they are currently working. The trainees will need to have a BABCP accredited supervisor in their workplace Trainees are required to be members of the British Association of Behavioural and Cognitive Psychotherapies (BABCP)
Indicative content includes:
- The role of supervision and how to use supervision effectively
- Experiential Learning: Cognitive and behavioural interventions and their application on trainees own experiences.
- Values, culture, and diversity access
- Ethical and professional issues
- Weekly group supervision and a supervision clinic
- Portfolio workshop – evidencing integration of theory and practice
- CBT self-practice exercises
- CTS-R (clinical competency) self- ratings and reflective writing
|Assessment type||Unit of assessment||Weighting|
|Coursework||REFLECTION ON THE USE OF CBT IN SELF-PRACTICE OR THE USE OF SUPERVISION (1500 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 ability to make use of supervision effectively and to be prepared for supervision, with both case records and supervision questions. Additionally, their ability to critically evaluate and reflect upon their application of CBT theory to practice, their therapeutic style and the use of CBT techniques on themselves both personally and professionally.
- Safe and ethical practitioners adhering to BABCP code of practice
Thus, the summative assessment for this module consists of:
- A reflective account to be included in the final portfolio, focussing on their use of CBT on themselves through self-practice or evaluating the use and effectiveness of CBT supervision for their current and future practice (1500 words)
- Assessment to be completed by beginning of March.
Formative assessment and feedback
- Practice portfolio part 1; the trainees will be asked to complete the first part of their portfolio to include their mid placement and university supervision review reports.
- 1 CTS-R to be presented and discussed during a supervision session.
- A meeting with course and service supervisors to discuss progress and to update training case progress. Meetings to be held February.
- To develop an understanding of the principles underpinning reflective practice
- To develop knowledge of organisational and professional issues, including the role and use of supervision
- To increase awareness of diversity and difference
- Integrate theoretical and clinical practice aspects of cognitive behavioural therapy
- To be able to make effective use of supervision
- Identify therapists' own beliefs and values
|001||An ability to carry out psychological assessments and Cognitive Behavioural interventions with clients diagnosed with a range of Anxiety Disorders and Depression||KP|
|002||An ability to devise a coherent Cognitive Behavioural formulation||KP|
|003||An ability to interpret, plan and carry out treatment interventions based on detailed assessment||KP|
|004||An ability to integrate theory with practice and pay attention to issues within the therapeutic relationship and the supervisory relationship||CP|
|005||An ability to critically evaluate the clinical work undertaken and ability to reflect on own position in the work undertaken||CP|
|006||Their Clinical work complies with the BABCP code of Practice||KP|
|007||Self organisation (portfolio planning, scheduling and time management)||PT|
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:
Develop and refine therapeutic process and practice through the use of CBT supervision and supervised practice. This is regarded as central to skill development, enhancing procedural and reflective systems of learning. Participants are expected to engage in supervision of their practice using audio tapes of their client work. Participants are expected to contribute to their own and others learning using feedback and constructive criticism. CBT supervision of work-based practice will also be facilitated and quality-managed by the programme.
The learning and teaching methods include:
- Supervision both course and service, lectures, portfolio workshop, class discussion, skills practice and audio recordings, tutorials and guided reading.
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: PSYM102
The module is only available to students undertaking the Psychological Intervention (CBT) PGDip.
Programmes this module appears in
|Psychological Intervention (CBT) PGDip(CORE)||Year-long||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 2022/3 academic year.