S:\Modularity\Documentation Department\Approval Documentation\Programmes\Cognitive Behavioural Therapy, PgD & MSc\Offically Approved Documentation January 2014\Updated Documentation\2016-17\Programme Handbook Jan 17.doc

©TU-SOHSC (2016)1

CONTENTS

Page

WELCOME1

1STAFF CONTACT DETAILS 2

2 INTRODUCTION2

3PROGRAMME RATIONALE 3

4PROGRAMME AIMS 3

5PROGRAMME LEARNING OUTCOMES 3

6STRUCTURE OF THE PROGRAME 4

7LEARNING AND TEACHING STRATEGY 5

8ASSESSMENT STRATEGY 7

9 STUDENT SUPPORT 9

10ASSESSMENT REGULATIONS 11

11PROGRAMME EVALUATION 12

12 REFERENCES 15

APPENDICES 16

Appendix 1Competencies and Benchmarks for Fundamentals of Cognitive 17

Behavioural therapy

Appendix 2Competencies and Benchmarks for Cognitive Behavioural Therapy 27

for Anxiety Disorders

Appendix 3Competencies and Benchmarks for Cognitive Behavioural Therapy 44

for Depression

DISCLAIMER

The information in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

WELCOME

Welcome to the Postgraduate Diploma (PgD) Cognitive Behavioural Therapy and to the School of Health & Social Care (SOHSC) at Teesside University. This Programme has full (Level 2) accreditation status with the BABCP which means that on successful completion you can apply for Provisional Accreditation. Although this is an IAPT approved training programme, people from non IAPT services such as Secondary Care also access the training. We hope that you find your PgD CBT programme a positive learning experience. This handbook includes specific information about your programme and should be used in conjunction with the School of Health and Social Care Handbook, The Student Essential Guide and the Studying at a Distance Handbook which can be found on the School intranet site

This Programme Handbook has been designed to provide information about the programme in terms of its philosophy, aims, structure and content as well as offering guidance about how to make the most of this learning experience and how to access the support available. An electronic version of this handbook is available via the e-learning@tees Virtual Learning Environment (VLE). In addition to these sources of information you will also receive Module Guides. These have been developed to provide detailed information about each module, such as the specific assessment criteria and submission dates, as well as the module timetables. An electronic version of each module guide is available via e-learning@tees. You will also be provided with Trainee Handbook which provides information on BABCP requirements for Accreditation; this is available on via e-learning@tees. Your Placement Supervisor will be provided with Supervisors Handbook which provides information on their role as a supervisor, the PgD programme and BABCP requirements for accreditation.

It is recommended that both you and your Practice-based CBT Supervisor become familiar with these documents to best enhance your success.

Support for the programme is available from the Programme Leader, who can provide advice and guidance. If there are any further issues not answered here, please do not hesitate to ask.

1STAFF CONTACT DETAILS

You can contact staff via email or telephone. It is preferable to email in the first instance or to arrange a specific time to phone

Programme Director

Mike Fleet

School of Health and social Care

Bernie Gibson

Programme Leader and module leader for CBT for Depression

School of Health & Social Care

Room H1.26

Tel: 01642 218121 ext 5620

Email:

Please email for a quicker reply

Dr Katherine Sanderson

Module Leader: Evidence Based Practice module

H1.19 Centuria Building

Programme Team

Angela Dingwall Senior Lecturer

Module Leader for Fundamentals of CBT

Room H1.25 Centuria Building

Jean Logan

Module Leader CBT for anxiety module

Room H1.25 Centuria building

2INTRODUCTION

Cognitive Behavioural Therapy (CBT) is an effective psychological treatment for the common mental health problems of depression and anxiety disorders (National Institute for Health and Clinical Excellence (NICE), 2007). Its evidence base, short duration and economic benefits have made it attractive to clients and practitioners as well as service commissioners (Department of Health 2008). CBT has become more available following the introduction of Improving Access to Psychological Therapies (IAPT) by the Department of Health in 2007. The principle aim of IAPT is to support the implementation of NICE guidelines for people with depression and anxiety. This is based on a stepped-care model of service delivery whereby clients are offered the least restrictive intervention or the lowest intensity, highest capacity intervention first. If unsuccessful, the client is ‘stepped-up’ to a ‘high intensity’ intervention. High intensity denotes a specialist psychologist therapy such as CBT (DH, 2007). Teesside University provides training in low and high intensity CBT interventions and although the programme PgD CBT reflects the IAPT competencies for delivering CBT, the training programme is suitable for non-IAPT service health care professionals wishing to undertake postgraduate CBT training at Master’s Level.

3PROGRAMME RATIONALE

The PgD is a Master’s level, 120-credit programme and has been designed to prepare you as a practitioner employed to deliver CBT. The Teesside University programme has full accreditation with the British Association for Behavioural and Cognitive Psychotherapies (BABCP) which means that on completion you are legible to apply for accreditation as a CBT therapist. The programme which follows the DH (2008) curriculum for High Intensity Workers is mainly aimed at graduates from Psychology, Psychotherapy, Nursing, Counselling or other health care professionals who can demonstrate professional and academic equivalence.

4PROGRAMME AIMS

The programme aims to enable you to:

  • Be competent to deliver CBT approaches to treat people with depression and anxiety disorders, in accordance with the BABCP guidelines for good practice.
  • Develop comprehensive and critical knowledge of the theoretical and evidence base underpinning CBT for depression and anxiety disorders.

5PROGRAMME LEARNING OUTCOMES

Knowledge and Understanding

  • Demonstrate a systematic and critical understanding of the breadth and depth of knowledge in relation to CBT and its fundamental principles.
  • Demonstrate comprehensive and critical knowledge and understanding in relation to depression and anxiety disorders.
  • Demonstrate a comprehensive and critical understanding of evidence- based practice and a practical understanding of its application in relation to the practice of CBT.
  • Demonstrate a systematic and critical understanding of the breadth and depth of knowledge in relation to CBT and its specific application to depression
  • Demonstrate a systematic and critical understanding of the breadth and depth of knowledge in relation to CBT and its specific application to anxiety disorders.

Cognitive/Intellectual Skills

  • Integrate and synthesise a range of CBT knowledge, evidence-based literature, data and theory in order to provide Psychological therapy to people with mental health difficulties.
  • Able to challenge orthodoxy and formulate new or alternative hypotheses based on treatment protocols for Depression and Anxiety
  • Integrate and synthesise CBT knowledge, evidence-based literature, data and theory into CBT practice, drawing well-argued conclusions in line with the current research knowledge base (which is often incomplete and/or based on contested data).

Practical/Professional Skills

  • Maintain a professional approach and demonstrate professional behaviour and attitude in keeping with relevant professional code and/or BABCP standards of conduct performance
  • Demonstrate autonomous practical skills with regard to the delivery of CBT and its application to people with depression and anxiety.
  • Demonstrate the achievement of positive clinical outcomes, following the systematic and creative delivery of CBT treatment programmes for depression and anxiety.
  • Act autonomously in planning and implementing interventions within a range of complex, unpredictable and diverse contexts, being creative, innovative and flexible.
  • Operate ethically in complex and unpredictable situations demonstrating ability to critical appraise research literature including economic evaluation, in the context of CBT practice and development

Key Transferable Skills

  • Demonstrate originality and self-direction when addressing and problem solving within clinical practice.
  • Communicate complex academic and professional issues clearly to specialist and non specialist audiences.
  • Demonstrate competency in the skills of self reflection
  • Independently identify and manage own personal development needs necessary for continuing professional development within cognitive behaviour therapy practice

6PROGRAMME STRUCTURE

You will study 60 credits per year to make up your 120 credit PgD. The modules are designed to gradually build up your understanding of CBT so that by the end of the programme, learning outcomes will be achieved. You will attend Teesside University one day per week for taught sessions and for fortnightly university supervision. On the remaining days, you will apply CBT within your clinical area and work towards achieving clinical and supervision hours, in addition to achieving practice competencies required for your final portfolio.

In Terms 2 and 3 of Year 1 you will be taught The Fundamentals of CBT and Evidence Based Practice module. The Fundamentalsof CBT module aims to develop your CBT practice enabling you to demonstrate a critical CBT theory and research and an ability to apply CBT fundamental principles.

The Evidence Based Practice module is accessed through attendance at Middlesbrough campus or via distance learning and aims to extend your ability to use appraised research information in decision-making and change management. You will have access to structured distance learning materials, recorded lectures, interactive exercise and discussion, online seminars and recommended readings. Individual tutor support for distance learning students will be provided by telephone and email. You will follow a weekly timetable approach to enable a flexible learning approach to work successfully. To undertake the research modules through distance-learning the minimum IT requirements are as follows:

  • Prolonged access to a recent multi-media computer (PC or Mac)
  • Broadband internet connection
  • The following programmes:

Internet Explorer, Mozilla Firefox, Safari or Google Chrome

Java

Flash player

Text based assignments need to be submitted in Microsoft Word

Completion of Fundamentals of CBT and EBP module will mark progression to year 2 of the programme. In the second year you attend two parallel modules that teach the theory and practical skills of CBT for depression and anxiety disorders, extending mastery of CBT to that of an expert practitioner.

Your journey through the programme is illustrated in Figure 1 below:

Term 1 / Term 2 / Term 3
Year 1
January start / Fundamentals of CBT
40 credits / Induction:
CBT for anxiety
Induction:
CBT for Depression
EBP (distance learning 20 credits)
Year 2
September start / CBT for Anxiety 30 credits
CBT for Depression 30 credits

7LEARNING AND TEACHING STRATEGY

The learning and teaching strategy has been guided by the programme aims in addition to BABCP requirements that 50% of the programme is skills based. A variety of learning and teaching methods are employed throughout the programme, all of which are designed to enhance your learning. These include classroom teaching, clinical practice, clinical supervision and e-learning strategies as discussed below.

Attendance

It is a BABCP requirement that you attend the equivalent of 100% of sessions on the three CBT modules (this excludes the Evidence Based Practice module). You must commit to attending all of the sessions and University holidays must be adhered to. In the event that a session or part session is missed you can access the session when it is next delivered (which may delay your progression). This is in recognition of the value of peer learning and reflective discussion which is largely absent in individual catch up sessions. Please read the procedure for non-attendance in theTrainee file. We recommend that you read over the subject matter you have missed. Material from the session will be available on the virtual learning environment.

Classroom Teaching

You will attend University one day per weekplus an additional half day for Evidence Based Practice module for the first 10 weeks which can be accessed through attendance at Middlesbrough campus or by distance learning). CBT teaching will consist of classroom based teaching/learning in addition to University based clinical supervision. Learning and teaching methods for classroom teaching will include lectures and workshops. A large part of the learning and teaching strategy involves skills training in small groups using role play. Self-practice of CBT interventions and self reflection is an essential part of your development as a CBT therapist and you will be expected to participate in group discussions relating to your experiences. Relevant learning materials will be made available on the Virtual Learning environment to support your learning. The E-learning site will act as a repository for learning materials and for communication with other students and the programme team

Clinical Practice

Within clinical practice you are required to assess and treat at least eight cases under the supervision of a BABCP accredited supervisor. You will work with a range of patients with depression and anxiety disorders in order to fulfil all criteria for their final portfolio. You will be required to keep a log of clinical cases and hours. Strong links will be maintained between clinical areas and the programme team. Tripartite meetings will take place towards the end of The Fundamentals of CBTmodule and towards the end ofCBT for Anxiety/Depressionmodules during which learning outcomes and your progress in relation to practice competencies will be reviewed.

Supervision

You will receive weekly supervision on alternating weeks from yourPlacement Supervisor and your University supervisor. You will be provided the opportunity to observe yourplacement clinical supervisors practice, either through video recordings or observing clinical sessions (with patients’ consent). The supervision forum will be utilised to discuss clinical cases and review video recordings of therapy sessions. Feedback and guidance will be provided particularly in relation to CBT skill development using the CBT competence measure CTS-r (Blackburn et al 2001) and in relation to application of disorder specific models within your clinical practice. Your supervisors will be supported in their role through the provision of supervisors training days including marking workshops and a Supervisor’s event held shortly after commencement of the programme.

8 ASSESSMENT STRATEGY

Assessment methods utilised within the programme reflect Teesside University’s Learning Teaching and Student Experience Strategy (LTSES 2016) goal to maximise your achievement,develop a greater learning and teaching support community, enhance communication between students and staff and work in partnership with students. The variety of written assessments promotes your academic development whilst practical assessments promotecompetence in CBT practice. A summary of the assessments and submission weeks for each module can be found in Figure 2.

Figure 2: Assessment Strategy

Module / Formative assessment / Summative assessment
YEAR 1
The Fundamentals of Cognitive Behaviour Therapy / Week 8 (of the programme)
DVD and 1,000-word critical reflection of therapy session / Week 16
2,000-word systematic and critical essay
Week 20
DVD and supporting 1,000-word critical reflection of therapy session
Week 22
Portfolio including competencies and two x 2,000-word case reports
Evidence-based Practice / Week 5
Formative essay on the nature of Evidence Based Practice (1,000-words) / Week 14
4,000 word report on a focused area of practice followed by EBP process (100%)
YEAR 2
Cognitive Behaviour Therapy for Anxiety Disorders / Week 44
DVD and 1,000-word critical reflection of therapy session / Week 62
DVD and 1,000-word critical reflection of therapy session
Week 62
4,000-word case study
Week 73
Final Portfolio including achievement of competencies
Cognitive Behaviour Therapy for Depression / Week 49
DVD and 1,000-word critical reflection of therapy session / Week 67
DVD and 1,000-word critical reflection of therapy session
Week 67
4,000-word case study
Week 73
Final Portfolio including achievement of competencies

Student Endeavour

Lectures, workshops and small group activities (exc EBP module): 330 hrs

Clinical supervision (placement and University based): 70 hrs

Independent learning and study: 300 hrs

Work based development: Suggested three full days per week

9STUDENT SUPPORT

The Programme team recognise the challenges of completing the academic work associated with PgD CBT and also have competencies to achieve in clinical practice. It is important that you plan your time effectively and in order to meet deadlines you need to be working on assignments throughout the course. It is advisable that you begin recording clinical sessions straightaway in order to adhere to assessment deadlines for each module. If you have difficulty meeting a deadline please discuss with the Module Leader. If you are experiencing any difficulties during the programme please contact the Programme Leader to discuss support that can be provided. The main support mechanisms are discussed below:

Induction

A 5 day induction to the programme will be provided which is an important aspect of the programme in preparing you to study at Masters Level and preparing you to embark on CBT practice. During the induction you will receive information about the Virtual Learning Environment (VLE), Library services and IT accounts. You will also be provided with key assessment skills and an overview of the CBT model and therapeutic methods of CBT in order to equip you with the basics skills to begin working with clients

Transition to Mastery

Understanding what is required to be successful when studying at Masters Level and developing the key skills necessary for master’s level study is built into the Evidence Based Practice module. To be successful you will need to develop your key skills in critical thinking, academic writing, referencing, presentation of academic work and IT skills. You will have the opportunity to obtain feedback on a formatively assessed piece of work at an early stage in the programme so that you can identify any areas of weakness and identify ways of developing your ‘mastery’ skills.