PSY8085 : Evidence-Based Low-Intensity Treatment for Common Mental Health Disorders
- Offered for Year: 2024/25
- Module Leader(s): Miss Zoe Lambert
- Co-Module Leader: Miss Laura Stevenson
- Lecturer: Miss Aisling O'Connor, Mrs Ashley Cave
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 5 |
| Semester 2 Credit Value: | 15 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The module aims to give trainees knowledge and understanding of evidence based, low intensity therapeutic interventions used to treat common mental health problems, and aid clinical improvement. It will offer knowledge and skills based teaching on the generic thereputic competencies required to delivery a course of therapy/guided self help. Low Intensity CBT places emphasis on patient self-management; hence the module will equip trainees with the clinical skills to execute guided self-help CBT interventions within clinical populations.
It also aims to develop general and disorder-specific competencies in the delivery of Cognitive-Behaviour-Therapy (CBT) based low- intensity treatment and other behaviour change techniques, informed by the capability, opportunity and motivation behaviour change model. It equips trainees with a good understanding of evidence-based low-intensity psychological treatments and enables students to support patient self-management through mechanisms such as guided self-help and computerised CBT.
The module also equips trainees with digital met competencies, for the effective therapeutic delivery of psychological interventions online, via video conference and CCBT.
Outline Of Syllabus
• Introduction
• Therapeutic and interpersonal treatment competencies
• Stress
• Physical exercise
• Depression and Low Intensity Treatment / Behavioural activation
• Sleep Hygeine
• Generalised anxiety disorder and Low Intensity Treatment / worry management
• Obsessive compulsive disorder and Low Intensity Treatment
• Panic Disorder and Low Intensity Treatment
• Phobias and Low Intensity Treatment
• Supervision / case management
• Cognitive restructuring
• Behavioural experiments
• Low intensity competencies across cCBT, group work, and digital modalities
• Managing therapeutic endings and relapse prevention
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 1:00 | 1:00 | Tutor led information on assessments Formative Assessment |
| Scheduled Learning And Teaching Activities | Lecture | 10 | 6:00 | 60:00 | Didactic and interactive segments of theoretical based learning Skill development through roleplays Present in person |
| Placement/Study Abroad | Employer-based learning | 22 | 4:00 | 88:00 | Paid employment via clinical placement 3 days per week, recorded in clinical contact hours |
| Structured Guided Learning | Structured research and reading activities | 5 | 5:00 | 25:00 | Practice based learning days to support integration from theory to clinical practice, aligned with module content |
| Guided Independent Study | Independent study | 4 | 6:30 | 26:00 | Study days given by employer, in line with IAPT manual and curriculum |
| Total | 200:00 |
Teaching Rationale And Relationship
• Didactic lecture segments establish a learning framework for the theoretical components of the module and the learning outcomes
• Small group work within workshop segments enable role play practice of the relevant clinical topics, to enable trainees to practice and develop their clinical skills ahead of seeing NHS patients. This ensures clinical skill develops within the learning outcomes
• Structured guided learning enable trainees to expand on theoretical knowledge of the lecture/workshop content, and translate this theory to clinical practice where relevant. This supports the application of theory to practice and advances knowledge and competence of the learning outcomes.
• The placement ensures theory is embedded in clinical practice, which clinical competence advancing throughout the module with the support of on-going supervision provided through the placement
The total hours of the module exceeds 200 due to the nature of the programme of study. Students are employed full time by their NHS employer (37.5 hours FTE). 0.4 FTE of the working week is spent at the education institution and is detailed within the teaching activities, and 0.6 FTE is with the employer to full fill their employment contract. Their salary reflects the working hours of a full time employee on a clinical training contract and expected clinical contact hours.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | M | 100 | A reflective essay based on the clinical case (2500 words). This assessment must be passed in order to pass the module. |
Zero Weighted Pass/Fail Assessments
| Description | When Set | Comment |
|---|---|---|
| Portfolio | M | The deadline submission of this is in semester 3. This is to ensure trainees have sufficient time on their placement to evidence the practice outcomes. It will also entail all required documentation required to fulfil the accreditation and NHSE curriculum |
| Observ of prof pract | M | A low intensity treatment session conducted and recorded with a real/live patient within NHS clinical practice. 35 minutes, trainees get a grace period of 5 minutes maximum. This assessment must be passed in order to pass the module. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Observ of prof pract | 2 | M | A recorded low intensity session with a NHS patient. This allows feedback to be given ahead of the summative assessment |
Assessment Rationale And Relationship
Assessments are compliant with those determined by the national curriculum / NHS England. All assessment components must be passed.
The observation of clinical practice is a recorded performance of low intensity psychological therapy with a NHS patient. This will be a recording of a clinical session which has been undertaken on the placement. This will assess the treatment based competencies, (both knowledge and skill of) relevant to this module.
The essay is a reflective account of the trainees clinical performance. This assesses abilities to structure, consolidate and present clinical material, and the trainees understanding of the theoretical underpinnings of the psychological intervention provided. It also assesses the trainees ability to reflect on areas of clinical strength, and areas of development.
The formative assessments give trainees the opportunity to test their knowledge and skills and allows feedback to be given prior to the summative assessments.
The portfolio allows for all skills outcomes to be assessed, and evidences whether the embedding of skills within the placement has occurred. The portfolio further enables the theoretical knowledge gained during the practice based learning days to be evidenced and assessed.
In order to pass the module, trainees must pass all assessment components. In order to pass the placement within
the module, the practice-based outcomes set by NHS England must be evidenced in a practice portfolio, which
demonstrates the programmes content has been embedded in clinical practice. This includes assessment of clinical
competencies by clinical supervisors. Each practice portfolio must be passed. The clinical hours obtained on the
placement component of the module contributes to the required total of 80 hours on placement across the
programme.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY8085's Timetable