CBT FOR ANXIETY DISORDERS AND DEPRESSION 2 - 2024/5
Module code: PSYM103
This module follows on from CBT for Anxiety Disorders and Depression 1 (PSYM101) and aims to develop knowledge, skills and competency, based on the evidence based theory and practice of CBT for anxiety disorders and depression including more chronic cases of depression. Students will have repeated opportunities to practice skills necessary for the treatment of individuals presenting with these conditions in primary care.
O'CONNOR Amy (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: 122.5
Captured Content: 27.5
Prerequisites / Co-requisites
Completion of Fundamentals Modules 1 and 2 and CBT for Anxiety Disorders and Depression 1 (PSYM099, PYSM100, PSYM101) Students must have a practice base where they are currently working
Indicative content includes:
Practical, skills based sessions in which students will have repeated opportunities to practice, observe, give and receive feedback regarding their competence in
- Assessment and formulation
- Specific CBT interventions to the treatment of anxiety disorders, depression and more chronic depression
- Clinical process for anxiety disorders and depression
- Developing treatment plans and interventions for specified anxiety disorders and chronic depression based on relevant and up to date theory and research
- Application of theory and method to the individual case in anxiety disorders and chronic depression
- Role of co-morbid disorders with specified anxiety disorders and chronic depression
- Role of therapeutic relationship in CBT with specified anxiety disorders and chronic depression
- Risk assessment and management of suicide risk
|Unit of assessment
|WRITTEN CLINICAL CASE REPORT OF AN INDIVIDUAL PRESENTING WITH EITHER AN ANXIETY DISORDER OR DEPRESSION (3500 WORDS)
|Practical based assessment
|AUDIO-RECORDED THERAPY SESSION WITH SAME CLIENT + 1000 WORD REFLECTIVE ACC LINKING SESSION TO CASE REPORT + SELF RATING
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 student’s understanding of the theoretical models used and their ability to critically evaluate the theory and interventions used with a patient.
Thus, the summative assessment for this module consists of:
- A written Clinical Case report of an individual presenting with either depression or an anxiety disorder of 3500 words linking the case report to the submitted CTS-R session
- Audio recorded therapy session with the same client written up for the Clinical Case Report, submitted with a self-rated CTS-R and a 1000 word reflective account linking this session to the case report
- 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.
- Please note: Audio recording and self-rated CTS-R of a therapy session; if an audio of an anxiety case is submitted for PSYM103 then a depression case is required for PSYM106 and vice versa.
- To be completed by mid-April
Formative assessment and feedback
- A video role play demonstrating a protocol specific active change method when working with a patient with either an anxiety disorder or depression
- To be completed by the end of March
Students will have the opportunity to receive peer feedback during the video role play.
- To develop practical competency in Cognitive Behaviour Therapy for depression and anxiety disorders commonly treated within primary care: Depression, GAD, OCD, PTSD, Specific Phobias, OCD, Health Anxiety, BDD and Chronic Depression
- To develop critical knowledge of the theoretical and research literature of further anxiety disorders and depressive disorders
|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, onset and development of anxiety or depression
|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, obsessional fears and rituals, imagery and internal cues, worry, trauma memory, triggers for intrusive thoughts or memories and catastrophic interpretations of normal bodily symptoms
|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
|Demonstrate specific CBT change interventions for anxiety disorders: behavioural experiments; exposure and response prevention; re-processing trauma memory through re-living; and working with issues of responsibility in OCD.
|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
|Deliver high intensity psychological therapy, taking account of their service context and IAPT stepped care system
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:
Enable effective learning (i.e. reflective, procedural and declarative systems of learning) and skill development to encourage students 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 acquisition of skills practice for CBT for treatment of individuals presenting with anxiety, depression, and chronic depression disorders within primary care.
- To develop clinical and reflective practice skills and build a solid base as effective CBT practitioners.
The learning and teaching methods include:
A range of methods including practical workshops and seminars workshop including presentations of key concepts or methods and its application to clinical practice, through role plays of specific therapeutic scenarios. 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 the following methods will be employed;
- Class debate and discusson, participant presentations, group exercises, disorder specific case clinics, 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. Critical evaluation and personal reflection is encouraged, drawing on research evidence, 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: PSYM103
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.