CBT FOR ANXIETY DISORDERS AND DEPRESSION - 2025/6

Module Overview

This module builds on the Fundamentals of CBT module (PSYM162) and aims to develop trainee's knowledge, skills and competency, based on the theory and practice of CBT for anxiety disorders and depression in primary care. This includes the treatment of Depression, Panic Disorder, Generalised Anxiety Disorder, Social Anxiety Disorder, Specific Phobias, Obsessive Compulsive Disorder, Illness Anxiety Disorder, Body Dysmorphic Disorder and Post Traumatic Stress Disorder (including complex PTSD) in Primary Care. Students will understand the distinct diagnostic features and characteristics of each disorder and how to assess, conceptualise and treat these according to evidence-based theory and practice and up-to-date research, grounded in the NICE guidelines and Roth and Pilling Competencies (2007). This module provides the core content and a clear knowledge and skill base using experiential and reflective practice workshops for working with depression and anxiety disorders and provides a foundation for trainees to be able to understand the interaction of these presentations in the Complexity and Co-morbidity module (PSYM165). Trainees will have the knowledge and skills on which to reflect as part of the Experiential, Professional and Reflective practice module (PSYM164). This module teaches many of the key CBT competencies required for trainees to gain professional accreditation, essential to being employable as a qualified CBT clinician.

We acknowledge that this module has drawn on research that historically privileges White, Male and Westernised epistemologies, assumptions, theories, and outcome research that may not fully reflect the diversity of students and the populations we serve, and in some cases discriminate against more diverse perspectives. We are actively working together to develop a less biased and more balanced knowledge base through more varied reading lists, culturally sensitive and anti-discriminatory applications, diverse case studies and assessment rubrics. We welcome the collaboration with our students in the endeavour to provide a more robust, just, and inclusive representation of the discipline. Please email s.jeraj@surrey.ac.uk if you have any queries or feedback.

Module provider

Psychology

Module Leader

JERAJ Sarfraz (Psychology)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

Theory and practice of CBT for anxiety disorders and depression, in which students will have repeated opportunities to learn about and practice, observe, give and receive feedback regarding their competence in:

• CBT for anxiety disorders and depression: Assessment including the phenomenology, diagnostic classification and epidemiological characteristics of depression and anxiety disorders, measurement using standardised and idiosyncratic tools, 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


• Interventions and key CBT skills and change techniques to be delivered in person and online


• Application of theory and method to the individual case in both anxiety and depression accounting for individual identity characteristics including race and culture


• Development of therapeutic competencies in application of CBT interventions with depression and with anxiety disorders


• Behavioural activation for depression

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

Provide students with the opportunity to demonstrate:

Understanding of working with an anxiety or depression case from assessment through to formulation, treatment and ending.

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:

1. Oral case presentation of either an anxiety disorder or depression case, seen from assessment (including phenomenology, diagnosis and use of appropriate measures) and formulation (maintenance and developmental) through to treatment (including specific CBT change interventions and homework tasks in the service context) and ending (addressing learning outcomes 1,2,3,4,5,6,7,8,9,10). Critical evaluation of theory practice links in relation to efficacy of treatment is also reflected upon. This assignment develops digital capabilities using PowerPoint, presentation skills that enhance employability, and adaptations of practice that account for individual identity characteristics including race and culture that develop global and cultural capabilities including anti-racist practice.

2. CTS-R video recording of a therapy session (addressing learning outcomes 2,3,4,5,6,7,9,10). Critical evaluation of theory practice links in relation to efficacy of treatment is also reflected.This assignment develops digital capabilities using video recording, therapy skills that enhance employability, and adaptations of practice that develop global and cultural capabilities.

3. Written case report of either an anxiety disorder or depression case, seen from assessment (including phenomenology, diagnoisis and use of appropriate measures) and formulation (maintenance and developmental) through to treatment (including specific CBT change interventions and homework tasks in the service context) and ending (addressing learning outcomes 1,2,3,4,5,6,7,8,9,10). Critical evaluation of theory practice links in relation to efficacy of treatment is also reflected upon. This assignment develops digital capabilities using Office tools and uploading to online platforms, written skills that enhance employability, and adaptations of practice that account for individual identity characteristics including race and culture that develop global and cultural capabilities including anti-racist practic.

4. CTS-R video recording of a therapy session (addressing learning outcomes 2-7, 9 and 10). This assignment develops digital capabilities using video recording software, therapy skills that enhance employability, and adaptations of practice that develop global and cultural capabilities.

Formative assessment:

1. 500-word account reflecting on the learning from the video role-play. This assignment helps to develop clinical skills required for the formative submissions develops resourcefulness and resilience through the exposure of the trainee's own practice that incorporates peer and tutor feedback.

Feedback:

Students will have the opportunity to receive peer feedback during the video role play. They will also receive feedback on the case reports and CTS-R video recordings from markers.

Module aims

• Develop critical knowledge of the theoretical and research literature for anxiety disorders and depression.
• Develop practical competency in Cognitive Behaviour Therapy for the treatment of anxiety disorders and depression in primary care.

Learning outcomes

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:

Practical workshops in which participants present key case studies and role play disorder-specific CBT intervention skills. The practical application and peer/tutor feedback will facilitate clinical skill development in areas of CBT competence. Structured opportunities for reflection on this form of practice.

Opportunities to self-practice (i.e., application of CBT methods to participants¿ own lives).

The above methods allow for key skills learnt in the 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 other's clinical work. Critical evaluation and personal reflection is encouraged, drawing on research evidence, clinical experience and knowledge of self, fellow trainees and tutors. The above methods allow for key skills learnt in the fundamentals modules to be re-visited and tested in application. 

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.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM163

Other information

The school/department of Psychology/ Postgraduate Diploma in Psychological Intervention (CBT) is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities:

Trainees are required to navigate SurreyLearn and SharePoint to access learning resources and submit their assignments, and to use a range of Microsoft Office tools for their work. The teaching on disorder specific treatments includes how to adapt therapy to work online. Flipped pedagogic methods require trainees to engage with a range of digital media e.g., Panopto and SurreyLearn. Trainees need to be delivering therapy during this module which includes face to face and online formats. During online therapy the trainees are required to be able to share and develop formulations with clients using a range of screen sharing options. In lectures and workshops, students will engage with a range of digital tools including PollEverywhere, WordWall, Kahoot, Qualtrics, and use screen sharing tools when seeing patients online.

Employability:

The Oral Case Report supports the development of presentation skills as a key requirement for many functions in employment. Trainees are supported to develop CBT professional skills that lead to BABCP accreditation. This in turn provides the trainees the opportunity to become employed CBT therapists. Throughout the course the trainees are employed by services as trainee CBT therapists. The course also helps trainees to develop a professional network through the sharing of training days with the clinical psychology trainees which also develops multi-disciplinary working attitudes and skills.

Global and cultural capabilities:

Teaching uses a range of culturally diverse case studies to develop wider perspectives on the global use of and cultural adaptation of CBT. Skills practice and assignments involve practicing and applying techniques adapted to the client's needs and culture where appropriate. Therapy formulations and treatment plans taught to trainees and used by trainees need to be adapted to clients' needs and consider the clients' idiosyncrasies and cultural background. The trainees are required to adapt interventions accordingly and consider diversity. Trainees are supported to work with patients from diverse sociodemographic backgrounds and protected characteristics.

Resourcefulness and Resilience:

Trainees learn to be resourceful and resilient throughout this module as they need to adapt interventions and materials to suit clients' needs and learn to be resilient managing their own wellbeing and balancing work and studying and reflecting on their practice. Trainees are supported to identify and access signposting resources e.g., to the Centre for Wellbeing if needed during tutorials. The video role-play and reflective account provide the opportunities for trainees to role play interventions and reflect on their performance and learning after watching their recorded role play, reflecting on their strengths and areas of development. They are also required to watch other members of their cohort and provide balanced feedback of their observations. Trainees spend several sessions role-playing and presenting their work to their cohort for feedback. Trainees are required to identify and contact suitable training patients and learn to manage when a patient rejects a treatment offer from a trainee or when a patient drops out of therapy. Trainees will also develop resilience through organising assignment deadlines and navigating feedback and support.

Sustainability:

All assignments are submitted and marked on SurreyLearn, and no paper forms are used. No printed paper is used throughout the module. Trainees are able to offer flexible therapy modes e.g., face to face, telephone or online to clients, reducing their carbon footprint. Measures and formulations are conducted online where possible and all module submissions are online.

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 2025/6 academic year.