• Offered for Year: 2024/25

• Module Leader(s): Dr Anna Chaddock
• Co-Module Leader: Mr Stephen Holland
• Lecturer: Dr Christine Blincoe, Mr Matthew Stalker, Mrs Michelle Bowen

• Owning School: Psychology
• Teaching Location: Mixed Location

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

Building on learning and skills developing through the other programme modules, this module aims to develop the ability to apply CBT in different contexts, to diverse groups, and in a way that is adapted to individual need. Core CBT knowledge, skills and attitudes gained in the other modules and in their clinical practice will be adapted to meet the needs of patients with more complex needs or from diverse backgrounds. In this way, the module helps prepare trainees to rise to the challenge of post-qualification practice as a CBT therapist (including an emphasis on therapist wellbeing).

Outline Of Syllabus

The syllabus reflects BABCP and the National Curriculum for High Intensity Therapy Training and includes a range of topics including:
• Group CBT
• Neurodiversity
• Interpreter Mediated Therapy
• Working with younger people
• Dual Diagnosis
• Co-morbidity, interpersonal & systemic complexity
• LGBTQ+
• Intersections of mental health, aging and long term conditions
• Therapist self-care & transitions to being qualified (incl. accreditation portfolio)

Teaching Methods

Teaching Activities

Jointly Taught With

Teaching Rationale And Relationship

The choice of teaching methods is informed by two models of skill acquisition. Individual workshops will follow the training model developed by Barton (2018) which identified the main components of a successful training process, and the interactions between them: guidance, demonstration, reflection, practice, feedback. The second model informing the training within this module is the Declarative Procedural Reflective (DPR) model (Bennett-Levy, 2006). This model emphasises experiential learning and the transformation of factual knowledge to practical knowledge or skills, through the process of reflection. This enables trainees to learn to discriminate which skill to apply to which client, under which set of circumstances, and at which point in time in therapy.

Within each workshop there is didactic teaching regarding the declarative knowledge required for the module. Workshop leaders offer demonstrations of specific clinical skills and trainees work in small groups to enable formative practice of these skills, receive formative feedback on their performance and reflect on their learning.

Within individual tutorials trainees reflect on their learning styles and are encouraged to develop effective learning strategies. They undertake discussions regarding the theories underpinning models so as to enhance their depth of understanding.

Within regular clinical supervision sessions, trainees are enabled to embed theory in their clinical practice. They receive formative feedback on the quality of their clinical work and are encouraged to reflect on the personal impact of their work and to develop effective self-care strategies.

The case study assessments require trainees to effectively communicate how they have drawn links, between theory and practice, to apply evidence-based models, analysed and address challenges that arise and reflected on their learning from undertaking this work.

The Reflective Log (initiated in the Fundamentals module), to help trainees reflect on the process of applying CBT to the specific needs of patients in different healthcare settings.

Trainees develop their applied clinical skills by delivering CBT to clients in their host services, with regular opportunities to adapt and optimise interventions according to the needs of individual clients. The Portfolio provides a summary of the range of clinical work undertaken by the trainee and includes confirmation by their clinical supervisors of the clinical competence of the trainees.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams

Other Assessment

Zero Weighted Pass/Fail Assessments

Assessment Rationale And Relationship

The assessments are required to be within the scope determined by the national NHS Talking Therapies curriculum, set by Health Education England, & the British Association of Cognitive Behavioural Therapies (accrediting body).

The 3000-word case study will require trainees to evaluate a course of CBT treatment that was adapted to the needs of a client within their host service. Credit will be given when trainees are able to adapt their work according to the needs of a patient with more complex difficulties. Assessment will focus on the ability to apply and adapt relevant theoretical models and to reflect on the learning gained from this process.

The oral presentation case study will require trainees to evaluate their work with a client within their host service and to reflect on the cultural context and the personal and professional impact of this work.

The use of written and oral means of presentation for the two case studies require trainees to demonstrate effective communication skills across different modalities that are relevant for clinical practice.

To provide evidence of the breadth and depth of clinical work undertaken in the host service as part of the requirements of the accrediting body, trainees will submit a portfolio detailing clinical experience and supervision undertaken during this award. As part of this portfolio trainees must provide evidence of undertaking 200 hours of supervised CBT practice and undergoing 70 hours of CBT supervision. This clinical work is in addition to the 200 student hours specified for this module.

In order to pass this module, trainees must pass all the assessment components.

Reading Lists

• PSY8097's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• PSY8097's Timetable