CBT FOR ANXIETY DISORDERS AND DEPRESSION 1 - 2024/5
Module code: PSYM101
This module builds on the fundamentals modules (PSYM099 & PSYM100) and aims to develop knowledge, skills and competency, based on theory and practice of CBT for anxiety disorders and depression in primary care. This includes the treatment of depression, panic disorder, GAD, Social Anxiety, Specific Phobias, OCD, Health Anxiety, BDD and PTSD. Students will understand the distinct diagnostic features and characteristics of each disorder and how to assess, conceptualise and treat according to evidence based theory and practice and up-to-date research, grounded in the NICE guidelines and Roth and Pilling Competencies (2007).
GIBSON Tim (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 82
Seminar Hours: 34
Captured Content: 34
Prerequisites / Co-requisites
Completion of Fundamentals Modules 1 and 2 (PSYM099 and PSYM100) Trainees must have a practice base where they are currently working.
Indicative content includes:
- CBT for anxiety disorders and depression: Assessment, measurement and formulation including specific associated problems
- Clinical process for anxiety disorders and depression
- Developing treatment plans and interventions for a range of anxiety disorders and depression, and empirical evidence
- Interventions and key CBT skills and change techniques
- Application of theory and method to the individual case in both anxiety and depression
- Development of therapeutic competencies in application of CBT interventions with depression and with anxiety disorders
- Behavioural activation for depression
- Relapse prevention
|Unit of assessment
|ORAL CASE PRESENTATION OF EITHER AN ANXIETY DISORDER OR DEPRESSION CASE
|500 WORD REFLECTIVE ACCOUNT ON LEARNING AND OBSERVATIONS FROM THE VIDEO ROLE-PLAY
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
understanding of working with an anxiety or depression case from assessment through to formulation, treatment and ending. To include the trainees understanding of the theoretical models used and their ability to critically evaluate the theory and work with this patient.
Thus, the summative assessment for this module consists of:
- Oral case presentation of either an anxiety disorder or depression case, seen from assessment and formulation through to treatment and ending.
- 500 word account reflecting on the learning from the video role-play.
- 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.
- A video role play demonstrating a protocol specific formulation or a specific early intervention technique when working with an individual with either an anxiety disorder or depression
- To be completed by the end of December
- Students will have the opportunity to receive peer feedback during the video role play.
- Develop practical competency in Cognitive Behaviour Therapy for the treatment of anxiety disorders and depression in primary care.
- Develop critical knowledge of the theoretical and research literature of those specified anxiety disorders and depression.
|Understand the phenomenology, diagnostic classification and epidemiological characteristics of anxiety disorders
|Develop competency in assessing clients for their suitability for CBT, taking into consideration all relevant factors, including co-morbidity, past personal history, current circumstances, risk, medication and onset and development of anxiety or depression
|Select and use appropriate standardised and idiosyncratic measures to monitor progress and evaluate outcomes
|Work collaboratively with clients to construct maintenance and developmental conceptualisations, utilising relevant disorder specific models that will guide treatment plans
|Understand the key maintaining features of each anxiety disorder such as: the role of safety seeking behaviours, self-focus, imagery and internal cues, worry, catastrophic interpretations and avoidance
|Understand the key maintaining features of depression, such as: cognitive distortions and processing biases, depressive rumination, dysfunctional assumptions, avoidance and themes of guilt and self- blame
|Elicit and collaboratively evaluate key cognitions and images in anxiety and depression
|8Demonstrate specific CBT change interventions for depression, such as behavioural activation; the use of dysfunctional thought records to reappraise thoughts and identify cognitive distortions; specific change techniques, such as pie charts and continuums, to re-evaluate assumptions and core beliefs, work on the themes of guilt and self- blame and limit depressive rumination
|Demonstrate specific CBT change interventions for anxiety disorders: behavioural experiments; worry diaries; progressive and applied relaxation; hierarchies for exposure and de-sensitisation to the feared object and re-scripting for childhood images and memories
|Collaboratively construct homework tasks for anxiety and depression
|Demonstrate ability to end therapy in a planned manner and plan for long term maintenance gains.
|Demonstrate competency in assessing and managing suicide risk
|Understand the role of medication, substance use and previous treatment
|Demonstrate working knowledge of the principles and practice of delivering High Intensity psychological therapy within the stepped care system
|Critically evaluate and reflect upon theory practice links and therapy efficacy
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
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). Students 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 students in the acquisition of relevant theoretical, empirical and practice-based knowledge for the most common anxiety disorders and depression. Together with the opportunity to apply critical thinking to the knowledge acquired; and to develop clinical and reflective practice skills that enhance their effectiveness as CBT practitioners.
The learning and teaching methods include:
These three systems of learning will be utilised through lecture/workshop presentation 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 or actors. Structured opportunities for reflection on this form of practice will be included, as will opportunities to self-practice (i.e. application of CBT methods to participants’ own lives): In addition to these methods the following will be employed;
- participant presentations, group exercises, skills practice, video and audio recordings, tutorials, self- directed enquiry, personal reflection and guided reading.
- The above methods allow for key skills learnt in fundamentals modules to be re-visited and tested in application. Skills will be practised extensively using other participants in role-play scenarios and through reviewing audio and video footage of each others’ clinical work. Critical evaluation and personal reflection is encouraged, drawing on research evidence and clinical experience and knowledge of self, fellow trainees and tutors.
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: PSYM101
The module is only available to students undertaking the Psychological Intervention (CBT) PGDip.
Programmes this module appears in
|Psychological Intervention (CBT) PGDip(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 2024/5 academic year.