school of health - sohsc.tees.ac.uk … · web viewbehavioural therapy. appendix 2 competencies...

/tt/file_convert/5e964ad38284d93a8275bd86/document.doc

©TU-SOHSC (2016) 1

PgDCOGNITIVE BEHAVIOURAL

THERAPY

COURSE HANDBOOK

January 2019

CONTENTS

Page WELCOME 1

1 STAFF CONTACT DETAILS 2

2 INTRODUCTION 2

3 COURSE RATIONALE 3

4 COURSE AIMS 3

5 COURSE LEARNING OUTCOMES 3

6 STRUCTURE OF THE COURSE 4

7 LEARNING AND TEACHING STRATEGY 5

8 ASSESSMENT STRATEGY 7

9 STUDENT SUPPORT 9

10 ASSESSMENT REGULATIONS 11

11 COURSE EVALUATION 12

12 REFERENCES 15

APPENDICES 16Appendix 1 Competencies and Benchmarks for Fundamentals of Cognitive 17

Behavioural therapyAppendix 2 Competencies and Benchmarks for Cognitive Behavioural Therapy 27

for Anxiety DisordersAppendix 3 Competencies and Benchmarks for Cognitive Behavioural Therapy 44

for Depression

DISCLAIMERThe 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.


©TU-SOHSC (2016) 0

WELCOME

Welcome to the Postgraduate Diploma (PgD) Cognitive Behavioural Therapy and to the School of Health & Social Care (SOHSC) at Teesside University. This Course 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 Course, people from non IAPT services such as Secondary Care also access the training. We hope that you find your PgD CBT Course 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 http://healthbase.tees.ac.uk

This Course Handbook has been designed to provide information about the Course e 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 Course and BABCP requirements for accreditation.

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

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


©TU-SOHSC (2016) 1

http://healthbase.tees.ac.uk/

1 STAFF 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

Course DirectorMike FleetSchool of Health and social [email protected]

Bernie GibsonCourse Leader and module leader for CBT for DepressionSchool of Health & Social CareRoom H1.26Tel: 01642 218121 ext 5620Email: [email protected] email for a quicker reply

Dr Katherine Sanderson Module Leader: Evidence Based Practice moduleH1.19 Centuria [email protected]

Programme Team

Angela Dingwall Senior Lecturer Module Leader for Fundamentals of CBTRoom H1.25 Centuria [email protected]

Jean LoganModule Leader CBT for Anxiety moduleRoom H1.25 Centuria [email protected]

2 INTRODUCTION

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


©TU-SOHSC (2016) 2

mailto:[email protected]





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.

3 COURSE RATIONALE

The PgD is a Master’s level, 120-credit course and has been designed to prepare you as a practitioner employed to deliver CBT. The Teesside University course 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 course 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.

4 COURSE AIMS

The Course 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.

5 COURSE 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.


©TU-SOHSC (2016) 3

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

6 COURSE 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 course, 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 Fundamentals of CBT module aims to develop your CBT practice


©TU-SOHSC (2016) 4

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 course. 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 course is illustrated in Figure 1 below:

Term 1 Term 2 Term 3

Year 1January start

Fundamentals of CBT40 credits

Induction:CBT for anxiety

Induction:CBT for Depression

EBP (distance learning 20 credits)

Year 2September start

CBT for Anxiety 30 credits

CBT for Depression 30 credits

7 LEARNING AND TEACHING STRATEGY

The learning and teaching strategy has been guided by the course 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 course, all of which are designed to enhance your


©TU-SOHSC (2016) 5

learning. These include classroom teaching, clinical practice, clinical supervision and e-learning strategies as discussed below.

AttendanceIt 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 the Trainee file. We recommend that you read over the subject matter you have missed. Material from the session will be available on: [email protected] the virtual learning environment.

Classroom TeachingYou will attend University one day per week plus 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 seminars 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 PracticeWithin 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 CBT module and towards the end of CBT for Anxiety/Depression modules during which learning outcomes and your progress in relation to practice competencies will be reviewed.

SupervisionYou will receive weekly supervision on alternating weeks from your Placement Supervisor and your University supervisor. You will be provided the opportunity to observe your placement 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


©TU-SOHSC (2016) 6


models within your clinical practice. Your supervisors will be supported in their role through the provision of a marking workshop held shortly after commencement of the course.

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 promote competence in CBT practice. A summary of the assessments and submission weeks for each module can be found in Figure 2.


©TU-SOHSC (2016) 7

Figure 2: Assessment Strategy

Module Formative assessment Summative assessment

YEAR 1The Fundamentals of Cognitive Behaviour Therapy

Week 8 (of the programme)DVD and 1,000-word critical reflection of therapy session

Week 162,000-word systematic and critical essay relating to the evidence base for CBT

Week 20DVD and supporting 1,000-word critical reflection of therapy session using a CBT rating scale

Week 22Portfolio including competencies and two x 2,000-word case reports

Evidence-based Practice

Week 5Formative essay on the nature of Evidence Based Practice (1,000-words)

Week 144,000 word report on a focused area of practice followed by EBP process (100%)

YEAR 2Cognitive Behaviour Therapy for Anxiety Disorders

Week 44DVD and 1,000-word critical reflection of therapy session

Week 62DVD and 1,000-word critical reflection of therapy session using a CBT rating scale

Week 624,000-word case study based on the process of applying CBT for an anxiety disorder

Week 73Final Portfolio including achievement of competencies

Cognitive Behaviour Therapy for Depression

Week 49DVD and 1,000-word critical reflection of therapy session

Week 67DVD and 1,000-word critical reflection of therapy session using a CBT rating scale

Week 674,000-word case study based on the process of applying CBT for Depression

Week 73Final Portfolio including achievement of competencies


©TU-SOHSC (2016) 8

Student EndeavourLectures, workshops and small group activities (exc EBP module): 300 hrsClinical supervision (placement and University based): 70 hrsIndependent learning and study: 300 hrsWork based development: Suggested three full days per week

9 STUDENT SUPPORT

The Course 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 Course please contact the Course Leader to discuss support that can be provided. The main support mechanisms are discussed below:

InductionA 5 day induction to the will be provided which is an important aspect of the Course 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 MasteryUnderstanding 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.

Programme VLE siteYou will have access to a programme VLE at e-learning@tees which will provide you with information relating to the programme. The VLE is used as the main method of communication between the programme team and students so you are advised to check the site regularly.

The Course Leader Your Programme Leader will provide you with advice and guidance on all aspects of the course experience. Please discuss any difficulties or concerns you may have with the Course Leader.


©TU-SOHSC (2016) 9

The Module LeaderYour Module Leader will provide information specific to the module including academic guidance.

The Personal TutorYour Personal Tutor will be introduced to you during induction to the course. And will be available to provide independent welfare guidance (mostly by directing you to the appropriate support services), educational guidance (either directly or by referring you to the appropriate quarter).

Academic SupervisorClinical supervision is a central component of the course and you will be allocated a University CBT supervisor during induction week. The role of your Academic Supervisor is to facilitate small group University based supervision. Within this context you and your peers will present cases both verbally and through video presentation. Your Academic Supervisor will provide feedback and guidance in relation to your developing CBT practice. In addition to overseeing your progress as a trainee therapist, your supervisor will provide support.

Placement SupervisorWithin your clinical area you will receive one to one supervision from a BABCP accredited CBT therapist who will provide guidance and feedback in relation to your developing CBT practice. You can discuss work based issues that may impact your learning experiences with your Placement Supervisor

The Learning support centreThe Learning Hub is located on the ground floor of the Library at the main University campus in Middlesbrough. Guidance is offered to all students on developing their skills as independent learners and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year.

Learning support staff will collaborate with your School to ensure that in-depth help is available to you, here is the link http://libguides.tees.ac.uk/learning_hub/home They can help with academic writing: http://libguides.tees.ac.uk/learning_hub/academic_writing critical writing: http://libguides.tees.ac.uk/c.php?g=192331&p=3893117 and referencing:http://libguides.tees.ac.uk/c.php?g=192331&p=3196590 or you can contact the Library by telephoning 01642 342100.

University MechanismsA number of University-wide support mechanisms are available such as the Learning Hub, Student Services and the Students Union and you are encouraged to access these. The School also provides additional support mechanisms such as mitigating circumstances, delayed submissions and one week extensions. Information on these can be found in The Students Essential Guide on the student intranet, https://healthbase.tees.ac.uk. If you need to access any of these support mechanisms please discuss with your Course Leader.


©TU-SOHSC (2016) 10

https://healthbase.tees.ac.uk/

http://libguides.tees.ac.uk/c.php?g=192331&p=3196590

http://libguides.tees.ac.uk/c.php?g=192331&p=3893117

http://libguides.tees.ac.uk/learning_hub/academic_writing

http://libguides.tees.ac.uk/learning_hub/home

The School has an IT helpdesk which you can access for help with any IT problems during normal working hours on 01642 384148 or [email protected]. Online information on topics such as referencing, writing essays and information literacy can be accessed via the Library and Information Services website at http://lis.tees.ac.uk or you can contact the Library by telephoning 01642 342100.

10 ASSESSMENT REGULATIONS

This Course is assessed in accordance with the standard University regulations for postgraduate programmes. All modules must be passed (at Master’s level minimum of 50%). For definitions of formative and summative assessment, refer to the School of Health & Social Care Student Essential Guide, where you will also find information regarding extensions, re-assessments and mitigating circumstances, as well as guidance about writing and referencing.

Information regarding examination regulations for candidates is available via the Student Intranet.

To be eligible for the award of PgD CBT you must accrue a total of 120 credits at master’s level (Level 7). Once you have successfully completed the PgD CBT you are eligible to apply to enhance your studies by completing the required credits for an MSc. This will enable continued emphasis on the appraisal and implementation of research. The aim of this programme is to specifically focus upon the importance of understanding and generating evidence for cognitive behaviour therapists. Advice on the programmes that are available from this School can be obtained by contacting the postgraduate admissions tutor or speaking to your Personal Tutor.

External ExaminingStudents often ask questions about how we know that their course is broadly of the same standard as courses awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. case studies, essays, and therapy tapes), discussing the work with your lecturers and attending the Assessment Boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners’ reports are made available to students via the ‘courses’ tab in e-vision and are also considered annually at relevant Course Boards.

The main External Examiner for your course is (name to be inserted) and they work at (insert place of work). Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact external examiners directly and external examiners will not respond to


©TU-SOHSC (2016) 11

http://lis.tees.ac.uk/


any communication from individual students. If you have any concerns about your course then please speak to your course Leader.

11 COURSE EVALUATION

The School of Health & Social Care relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and you will be asked to complete a session feedback form after each session. In addition you will invited you to give constructive feedback on your learning experiences both formally and informally at various points in your programme of study, for example by evaluating your University teaching during and at the end of each module and at the end of the Course

Student feedback is essential for the ongoing enhancement of the course; for example as a result of student feedback an assessment Strategy within the Fundamentals of CBT module was changed. A Trainee File was introduced in response to feedback that forms and paperwork were difficult to locate on VLE

Feedback is not limited to comments on your assessed work. It also includes feedback on your ongoing progress on the module, as well as actions that have been taken as a result of your evaluation of your course of study, and actions taken as a result of the evaluations made by previous student cohorts. The student Lifecycle feedback map (Figure 3) describes the points within the course when you will be formally invited to give feedback. You will also be given feedback from your Course Team and Personal Tutor


©TU-SOHSC (2016) 12

Figure 3: Student Lifecycle Feedback Map

When you will receive feedback

Examples of the type of feedback you will receive

Who will give you this feedback

InductionAnnual Induction (Academic)

Verbal or electronic information (via e-learning@tees; VLE) on what the programme team has done as a result of feedback from previous cohorts

Verbal or VLE information on what the programme team has done as a result of feedback from your cohort

Course Leader

Taught SessionsWithin Academic Modules

Verbal feedback on your progress

Verbal or feedback on your cohort’s progress

Self-assessment of your progress (e.g. quizzes, online exercises)

VLE feedback on what the course team has done as a result of feedback from previous cohorts

Module Team

Module Leader

You

Module Leader

CBT practice(as requested)

Verbal and/or written feedback on your progress (formative assessments)

Self-assessment of your progress (using CTS-r)

Academic and placement CBT supervisor

You

At the End of Academic Modules

Verbal or VLE feedback on your progress

Verbal or VLE feedback on your cohort’s progress

Module Team

Module Team

Practice portfolio including competencies

Verbal feedback on your progress

Written feedback on your progress

University CBT and Placement Supervisors

At the End of Each Stage of Your Course

VLE feedback summarising the results of your cohort’s evaluation of the stage and

Course Leader


©TU-SOHSC (2016) 13

any action planned in response to itOn AssessmentAfter Submission of Formatively Assessed Work

Verbal and written feedback on your assignment

Module Team or CBT Supervisor

Module Team or Personal Tutor

After Submission of Summatively Assessed Work

Electronic feedback on your assignment

The opportunity for verbal feedback and discussion of your assignment

Module Leader

Module Team or Personal Tutor or Practice Tutor

In Class Activities Feedback on your activities Module TeamYour fellow students

Student/Staff MeetingsStudent/Staff Liaison Meetings

Verbal feedback on action taken as a result of students’ comments

Course Leader

Course Boards Information on what the programme team has done as a result of feedback from previous cohorts

Information on what the programme team has done as a result of feedback from your cohort

External Examiners’ comments on your programme of study

Course Representatives



At Appropriate Points in Your Programme of Study

Feedback on Professional Behaviour, attendance, Personal and Professional Development

Programme team


©TU-SOHSC (2016) 14

12 REFERENCES

Department of Health (2008a) Improving Access to Psychological Therapies: Implementation Plan: Guidelines for Regional Delivery. London: Department of Health.

Department of Health (2008b) Improving Access to Psychological Therapies: Implementation Plan: Curriculum for High Intensity Therapies Workers. London: Department of Health.

Teesside University (Updated February 2018) Learning and Teaching Strategic Plan 2016-2020.


©TU-SOHSC (2016) 15

APPENDICES


©TU-SOHSC (2016) 16

APPENDIX 1

THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)

Trainee Name: …………………………………………………………………………………………………………………………..

Competency Evidence (date, type of evidence, notes) Supervisor Signature

PP1: Maintain a professional approach and demonstrate professional behaviour and attitude in keeping with relevant professional code and/or BABCP standards of conduct performance

Demonstrate a positive approach to learning and commitment to the development of CBT practice and attainment of CBT competencies

Adhere to University expectations in relation to attendance, sickness and absence reporting and behaviour (see Student Essential Guide)

Demonstrate the underpinning values of professional codes/standards of conduct

Please note signatures of both supervisors are required

Trainee Signature: Date:


©TU-SOHSC (2016) 17


Trainee Name: ………………………………………………………………………………………………………………………….


PP2: Demonstrate the ability to form empathic and effective therapeutic relationships with clients

Work with clients using guided discovery, adopting an open and inquisitive style within the CBT model

Using empathy, sensitively elicit upsetting emotions and related cognitions in the client

Demonstrate an ability to adapt CBT sensitively to ensure equitable access to diverse cultures and values


©TU-SOHSC (2016) 18



©TU-SOHSC (2016) 19


Trainee Name: …………………………………………………………………………………………………………………………..


PP3: Demonstrate the application of assessment processes, tools and diagnostic classification systems

Use assessment processes, tools and diagnostic classification to conduct a comprehensive assessment

Assess persons suitability for short- term CBT

Identify key cognitions, working with automatic thoughts and helping the client to achieve an alternative perspective

Identify and conceptualise common thinking errors

Identify problematic cognitions and related behaviours



©TU-SOHSC (2016) 20


Trainee Name: …………………………………………………………………………………………………………………………..


PP4: Develop clear treatment plans for straightforward cases of depression and anxiety, applying the principles of CBT

Construct maintenance and developmental CBT conceptualisations

Develop treatment plans for straightforward cases of depression and anxiety

Demonstrate an ability to set agendas and agree specific, achievable and measurable goals

Construct and carry out behavioural experiments



©TU-SOHSC (2016) 21


Trainee Name: …………………………………………………………………………………………………………………………..


PP5: Demonstrate the ability to deliver clear CBT conceptualisations, derived collaboratively and appropriately with the client

Deliver a clear CBT treatment rationale derived collaboratively and appropriate to the individual

Form effective, collaborative therapeutic relationships with clients



©TU-SOHSC (2016) 22


Trainee Name: …………………………………………………………………………………………………………………………..


PP6: Demonstrate the ability to use standard and idiosyncratic measurement to monitor CBT process and outcome

Demonstrate an understanding of assessment methodology and the development of assessment tools in the CBT research literature

Use idiosyncratic techniques to evaluate underlying dysfunctional assumptions, rules and attitudes

Critically evaluate the treatment plan



©TU-SOHSC (2016) 23


Trainee Name: …………………………………………………………………………………………………………………………..


PP7: Demonstrate the ability to end therapy appropriately with plans for long-term maintenance of gains and relapse prevention plans

Deal appropriately with the ending of therapy

Construct relapse prevention plans for straight forward cases of depression and anxiety



©TU-SOHSC (2016) 24


Trainee Name: ………………………………………………………………………………………………………………………….


PP8: Reflect critically upon his/her own actions and attitudes within psychotherapeutic practice and clinical supervision

Participate in regular clinical supervision for CBT cases of depression and anxiety

Demonstrate an ability to identify his/her own values and beliefs and the relevance of CBT’ s application to his/her own life



©TU-SOHSC (2016) 25


Individual Supervisor’s Summary and Comments:

Name: Signature:

Date:


©TU-SOHSC (2016) 26



©TU-SOHSC (2016) 27


Group Supervisor’s Summary and Comments:

Name: Signature:

Date:


©TU-SOHSC (2016) 28



©TU-SOHSC (2016) 29

APPENDIX 2

COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)

Trainee Name: …………………………………………………………………………………………………………………………..






Signatures of both supervisors are required


©TU-SOHSC (2016) 30



Trainee Name: …………………………………………………………………………………………………………………………..


PP2: Demonstrate autonomy in relation to the comprehensive assessment of people with anxiety disorders including a consideration of the client’s suitability for CBT

Undertake a comprehensive assessment of the anxiety disorder, such as symptoms, severity and diagnostic classification

Identify triggers, patterns of avoidance and safety-seeking behaviour


©TU-SOHSC (2016) 31



©TU-SOHSC (2016) 32


Trainee Name: ………………………………………………………………………………………………………………………….


PP3: Apply the fundamental principles of CBT to the treatment of anxiety disorders

Use standard and idiosyncratic measures to evaluate outcomes of CBT interventions for anxiety disorders

Derive and conduct behavioural experiments, in and out of sessions, with originality and creativity

Derive specific related homework tasks and evaluate these in the follow-up session

End therapy appropriately and construct a relapse prevention plan


©TU-SOHSC (2016) 33



©TU-SOHSC (2016) 34


Trainee Name: …………………………………………………………………………………………………………………………..


PP4: Construct both cognitive and behavioural formulations for people with an anxiety disorder

Socialise the client to a rationale for the formulation and treatment plans of cases of anxiety

Conceptualise common processing biases



©TU-SOHSC (2016) 35


Trainee Name: …………………………………………………………………………………………………………………………..


PP5: Demonstrate a collaborative, client-centered approach to the treatment of people with an anxiety disorder

Derive a shared understanding of the CBT conceptualisation of the anxiety disorder



©TU-SOHSC (2016) 36


Trainee Name: ………………………………………………………………………………………………………………………….


PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders

Specific Phobia

Identify the role of cognitions in maintaining the phobic disorder and generating alternative perspectives through discussion, cognitive restructuring and behavioural experiments

Draw up a graded hierarchy to guide exposure interventions

Carry out exposure using key principles of graded, repeated, focused and prolonged exposure

Model non-phobic behaviour

Trainee Signature: Date:COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS /tt/file_convert/5e964ad38284d93a8275bd86/document.doc

©TU-SOHSC (2016) 37

(Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)

Trainee Name: …………………………………………………………………………………………………………………………..



Panic Disorder

Identify catastrophic interpretations of bodily sensations, generating alternative non-catastrophic interpretations, testing the validity of these through discussions and behavioural experiments



©TU-SOHSC (2016) 38


Trainee Name: …………………………………………………………………………………………………………………………..



Social Phobia

Work with self-focused attention and external focus exercises, both in and out of sessions

Set up, in session, experiential exercises working on self-focused attention and safety behaviours

Using video/audio feedback and other people to reality test self-perception

Use surveys to obtain alternative information

Work with anticipatory anxiety and post-event processing in social phobia

Identify and work through specific childhood memories and images through discussion, cognitive restructuring and image re-scripting


©TU-SOHSC (2016) 39



©TU-SOHSC (2016) 40


Trainee Name: ………………………………………………………………………………………………………………………….



Obsessive-compulsive Disorder (OCD)

Identify intrusive thoughts, obsessional fears and related rituals

Use exposure and response prevention, to include therapist modeling

Work with issues of responsibility and probability in OCD

Elicit and evaluate intrusive images

Work with obsessional rumination, identifying mental rituals and implementing strategies to reduce them



©TU-SOHSC (2016) 41


Trainee Name: ………………………………………………………………………………………………………………………….



Post-traumatic Stress Disorder

Identify triggers for intrusive memories

Identify key appraisals, cognitive themes, hot spots and key coping behaviours

Carry out imaginal reliving or narrative writing in a safe therapeutic environment, tracking distress levels, prompting for thoughts, feelings and sensations

Identify the worst moments or hot spots of the traumatic event and the related idiosyncratic meaning for the client

Re-process the trauma memory through discussion, reliving and cognitive restructuring to reduce distress levels


©TU-SOHSC (2016) 42

Trainee Signature: Date:COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)

Trainee Name: ………………………………………………………………………………………………………………………….



Generalised Anxiety Disorder

Explain the contribution of internal and external cues to the client’s anxiety

Explain the role of self-monitoring techniques through in-session practice, using imagery to help identify internal and external cues

Apply progressive and applied relaxation techniques

Develop a hierarchy for self-control desensitisation and imaginable desensitisation in and out of session


©TU-SOHSC (2016) 43



Generalised Anxiety Disorder

Shift attention focus, with extensive use of in-session practice

Identify anxiety-arousing cognitions, cognitive distortions and help the client examine the evidence to generate new, functional beliefs

Appraise and reappraise worries using de-catastrophisation techniques

Negotiate worry-free periods and help the person to maintain a worry outcome diary


©TU-SOHSC (2016) 44



©TU-SOHSC (2016) 45


Trainee Name: ………………………………………………………………………………………………………………………….



Health Anxiety

Identify catastrophic interpretations of bodily sensations and physical symptoms and related information supporting health concerns

Generate alternative non-catastrophic interpretations, testing the validity of these through discussion techniques and behavioural experiments

Work with underlying dysfunctional assumptions, rules and attitudes and use a range of strategies to effect change

Trainee Signature: Date:/tt/file_convert/5e964ad38284d93a8275bd86/document.doc

©TU-SOHSC (2016) 46


Trainee Name: ………………………………………………………………………………………………………………………….


PP7: Work autonomously with co-morbidity and complex and unpredictable situations in relation to anxiety

Educate the client to apply the cognitive and behavioural techniques to complex and unpredictable situations



©TU-SOHSC (2016) 47


Trainee Name: …………………………………………………………………………………………………………………………..


PP8: Sensitively adapt CBT approaches for people with diverse social and cultural needs who have an anxiety disorder

Apply the cognitive and behavioural techniques sensitively to meet the needs of clients from a variety of social and cultural groups



©TU-SOHSC (2016) 48

APPENDIX 3

COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)

Trainee Name: ………………………………………………………………………………………………………………………….






Signatures of both supervisors are required


©TU-SOHSC (2016) 51

Trainee Signature: Date:COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)

Trainee Name: …………………………………………………………………………………………………………………………


PP2: Demonstrate autonomy in relation to the comprehensive assessment of people with depression, including a consideration of the client’s suitability for CBT

Identify the client’s idiosyncratic depressive beliefs, maintenance factors and coping strategies

Identify depressive rumination making links with under-activity

Identify cognitive distortions used to support the client’s thinking

Identify core beliefs using downward-arrow techniques, looking for common themes

Identify secondary coping behaviours such as avoidance


©TU-SOHSC (2016) 52


Trainee Name: ………………………………………………………………………………………………………………………….


PP3: Apply the fundamental principles of CBT to the treatment of depression

Monitor and schedule activity, rating mastery and pleasure

In collaboration with the client, deliver a rationale for treatment using a recent example from the client’s experience

Define for the client, the role of cognitions and the concept of negative automatic thoughts and images

Develop manageable short


©TU-SOHSC (2016) 54


term goals and re-establish routine

Identify and work to effect change with underlying dysfunctional assumptions, using a range of change techniques

Construct appropriate homework tasks using a rationale and anticipating difficulties

Construct an idiosyncratic relapse prevention plan to maintain client gains and identify a contingency plan to deal with future stressors



©TU-SOHSC (2016) 55


Trainee Name: …………………………………………………………………………………………………………………………..


PP4: Construct both cognitive and behavioural formulations for people with depression

Effectively apply the cognitive triad to CBT formulations for depression

Conceptualise common processing biases

Work with severe depression, initially with behavioural rather than cognitive approaches

Work on themes of guilt and self- blame


©TU-SOHSC (2016) 56


Identify and implement strategies working with depressive rumination, both for process and content

Construct and carry out behavioural experiments, both in and out of session, to modify dysfunctional assumptions

Use cognitive techniques to re-evaluate maladaptive core beliefs and strengthen new functional beliefs



©TU-SOHSC (2016) 57


Trainee Name: ………………………………………………………………………………………………………………………….


PP5: Demonstrate a collaborative, client-centered approach to the treatment of people with depression

Enable the client to successfully reappraise their own thoughts using the Daily Record of Dysfunctional Thoughts

Help clients to find alternatives by examining the accuracy of specific thoughts



©TU-SOHSC (2016) 58


Trainee Name: ………………………………………………………………………………………………………………………….


PP6: Demonstrate autonomy in delivering a range of Behavioural Activation techniques for people with depression

Develop a functional analysis (linking antecedents, behaviours and consequences) and focusing upon contingencies that are maintaining the depression

Explain the rationale for using behavioural activation to the client

Help the client to engage in activities despite feeling low or lacking in motivation

Enable the client to focus on external environmental cues


©TU-SOHSC (2016) 59


Introduce and implement TRAP (Triggers/Responses/Avoidance Patterns) and ACTION (Assess/ Choices/Try/Observe/ New) tools

Help clients to use activity charts, rate mastery and pleasure and monitor patterns of avoidance

Utilise distraction from unpleasant events or ‘behavioural stopping



©TU-SOHSC (2016) 60


Trainee Name: ………………………………………………………………………………………………………………………….


PP7: Work autonomously with co-morbidity and complex and unpredictable situations

Educate the client to apply the cognitive and behavioural techniques to complex and unpredictable situations



©TU-SOHSC (2016) 61


Trainee Name: ………………………………………………………………………………………………………………………….


PP8: Sensitively adapt CBT approaches for people with diverse social and cultural needs who have depression

Apply the cognitive and behavioural techniques sensitively to meet the needs of clients from a variety of social and cultural groups



©TU-SOHSC (2016) 62

school of health - sohsc.tees.ac.uk … · web viewbehavioural therapy. appendix 2 competencies...

Documents