Cognitive Behavioural Approaches to Mood Disorders
| Module title | Cognitive Behavioural Approaches to Mood Disorders |
|---|---|
| Module code | PSY3425 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Professor Paul Farrand (Convenor) Professor Paul Farrand (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 35 |
|---|
Module description
A recent House of Commons briefing paper (Baker, 2018) estimated that across England, one in six people have experienced a ‘common’ mental health difficulty such as anxiety or depression in the past week, about one million have received treatment through the Improving Access to Psychological Therapies (IAPT) programme in 2016/17, and just under £12 billion was spent on mental health in 2017/18. The prevalence of common and severe mental difficulties is therefore a national and global challenge with significant impacts on the people that live with mental health problems and wider society. To address this challenge there has been a considerable increase in mental health service provision across England through implementation of the IAPT programme that seeks to deliver the ‘right psychological treatment, in the right place, at the right time’. Cognitive Behavioural Therapy (CBT) is seminal to the IAPT programme and by choosing this module you will develop an understanding and critical appreciation regarding core theoretical foundations, knowledge of key intervention techniques, awareness of cognitive behavioural models for common mental health difficulties and be exposed to the latest research in this area. The module is led and enriched by clinical-academic professionals from Clinical Education, Development and Research (CEDAR) that are able to draw upon their own clinical practice, research involvement and Department of Health committee membership to enrich the module alongside varied perspectives provided by people with 'lived experience' of mental health difficulties.
Module aims - intentions of the module
This module builds on Stage 1 and 2 modules in abnormal, clinical psychology and related areas, making links between theoretical understanding surrounding areas of abnormal psychology and basic and applied knowledge regarding psychological interventions. It will familiarise you with an understanding of the theoretical principles and latest research evidence underlying CBT, enable you to identify CBT formulations for a range of common mental health difficulties alongside a range of CBT techniques employed in treatment. Through membership of the national IAPT Programme Team, NHS Mental Health Long Term Plan and Developing Psychological Workforce committees, the module convenor will also expose you to the very latest developments in mental health. This includes the IAPT programme that has revolutionised the delivery of mental health treatment across England and is now informing developments on a worldwide scale. Alongside enhancing your theoretical understanding, the module also aims to support you in developing a range of transferable skills including team working, ‘common factor’ interviewing skills and reflective practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a critical appreciation of epidemiological, applied and clinical knowledge relevant to the aetiology, maintenance and treatment of common mental health difficulties
- 2. Acquire detailed, systematic and comprehensive knowledge regarding the delivery of CBT within England and in the treatment of common mental health difficulties
- 3. Critically evaluate cognitive behavioural models of common mental health difficulties and apply these to account for patient testimonies
- 4. Develop an appreciation of techniques used in CBT for the treatment of common mental health difficulties
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate a critical appreciation of research and methodological approaches, evaluate and analyse empirical evidence and assess the reliability of empirical evidence informing a theoretical evidence-base and applied practice
- 6. Review and critically evaluate published work at an advanced level and identify the strengths and weaknesses of this work to support conclusions at an advanced level
- 7. Address systematically complex problems at an advanced level which may be framed within unpredictable contexts, think critically, creatively and independently and fully appreciate the complexities of issues
- 8. Apply wider ethical issues relating to the subject and its application at an advanced level
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Apply common factor skills to develop a CBT case formulation
- 10. Work professionally and effectively as part of a team to deliver an output to deadline
- 11. Use guidance and literature to inform development of accessible written information
- 12. Select and manage information to competently undertake study tasks with minimum guidance
- 13. Engage in reflective practice to inform continual professional development
Syllabus plan
The Declarative-Procedural-Reflective (DPR; Bennett-Levy, 2006) pedagogic model associated with applied educational approaches will inform module delivery. Alongside a focus on theoretical (Declarative) information to achieve Intended Learning Objectives (ILOs) 1-7, there will also be a commitment to the development of transferable (Procedural) skills such as group working, common factor interviewing skills and developing accessible written materials (ILOs 4, 6-13). Time will also be provided for reflective practice (Reflection) to help consolidate your knowledge and enable you to continue your own personal development (ILOs 6-13).
Prior to each teaching block, your learning and activities to complete will be directed and to benefit most from these sessions you should complete this directed work. The success of your learning depends on you taking responsibility to complete this work. Any missed seminars and associated directed learning is your responsibility to complete. If you are to benefit from feedback on your patient information leaflet it becomes the responsibility of your entire team to keep on top of the assessment and attend the seminar. Poor attendance by any team members should be addressed within the team in the first instance.
The following theoretical content will be addressed in this module:
- The presentation of mood disorders drawing on first person accounts
- Cognitive behavioural models of common mental health problems and evidence base for theory and therapy
- Cognitive behavioural case formulation
- Cognitive behavioural therapy for mood disorders
- Delivery of evidence-based psychological therapies across England
- Current areas of research development
- Characteristics associated with the development of accessible written materials
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 33 | 117 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 22 | Delivery of declarative information through lectures and experiential activities |
| Scheduled Learning and Teaching | 11 | Seminars to support and focus on procedural skills development informing assessment |
| Guided Independent Study | 80 | Reading and preparation for seminars |
| Guided Independent Study | 37 | Development of written information leaflet working within a team, interviewing to inform case study and exam revision |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Panel discussion with team surrounding draft patient information leaflet | 15 minutes to each team | All | Oral from a panel including a clinical academic, service and person with lived experience |
| Feedback during selected seminars on team working and patient information leaflet | 4 x 10 minutes | All | Oral |
| Written feedback on case study | 200 words | All | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 70 | 30 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Patient-information leaflet | 40 | 1000 words | 3-8, 10-13 | Written using standardised feedback sheet |
| Case study | 30 | 2000 words | 1-9, 11-13 | Written |
| Examination | 30 | 1.5 hours | 1-7, 13 | Generic |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Patient-information leaflet | Essay | 1-7, 12-13 | August Ref/Def |
| Case study | Case study | 1-9, 11-13 | August Ref/Def |
| Examination | Examination | 1-7, 13 | August Ref/Def |
Re-assessment notes
Three assessments are required for this module. Where you have been referred/deferred in the examination you will have the opportunity to take a second examination in the August/September re-assessment period. Where you have been referred/deferred in the case study coursework you will be required to resubmit the coursework. Where you have been referred/deferred in the patient-information leaflet coursework you will be required to complete a 3000- word essay instead. If you are successful on referral, your overall module mark will be capped at 40%; deferred marks are not capped.
Indicative learning resources - Basic reading
Core texts:
- Leahy, R.L., Holland, S.J.F. and McGinn, L.K. (2012). Treatment Plans and Interventions for Depression and Anxiety Disorders. London: Guilford Press.
- Westbrook, D., Kennerley, H. and Kirk, J. (2007). An Introduction to Cognitive Behavioural Therapy: Skills and Applications. London: SAGE.
Additional suggested texts:
- Beck, A.T., Rush, A.J., Shaw, B.F. and Emery G. (1979). Cognitive Therapy of Depression. New York: Guilford Press.
- Bennett-Levy, J., Richards, D.A., Farrand, P. et al. (2010). Oxford Guide to Low Intensity CBT interventions. Oxford: Oxford University Press.
Indicative learning resources - Web based and electronic resources
- ELE page: http://vle.exeter.ac.uk/course/view.php?id=1615
- National Institute of Health and Care Excellence: http://www.nice.org.uk/
- https://www.getselfhelp.co.uk/freedownloads.htm
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | PSY2205 Personality and Individual Differences or equivalent |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 01/02/2014 |
| Last revision date | 24/03/2019 |