Evidence-based Low Intensity Treatments for Common Mental Health Problems
| Module title | Evidence-based Low Intensity Treatments for Common Mental Health Problems |
|---|---|
| Module code | PYC3020DA |
| Academic year | 2021/2 |
| Credits | 20 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 111 |
Module description
A range of Low-Intensity Cognitive Behaviour Therapy (LICBT) interventions are recommended by NICE for the treatment of patients with mild-to-moderate common mental health problems. These interventions come in a variety of different formats (e.g. written, computerised, internet), supported by Psychological Wellbeing Practitioners (PWPs) using a variety of modalities (face-to-face, telephone, video-based, email) on an individual or group basis. Specific LICBT interventions you will learn to support include behavioural activation, exposure, cognitive restructuring, panic management, problem solving, CBT-informed sleep management and relapse prevention, in addition to enhancing medication concordance or physical activity promotion. In this module you will gain competency in identifying the appropriate intervention best suited to address the patients’ presenting difficulty and appreciate what makes a good LICBT intervention. You will learn to identify common problems faced when the patient uses the intervention and develop key skills in supporting the patients’ use of the LICBT interventions through behaviour change models and motivational enhancement. The module has a heavy focus upon clinical skills competency development and will enhance your general and disorder-defined ‘specific factors’ competencies in support of LICBT interventions.
Module aims - intentions of the module
The aim of this module is to develop ‘specific factor’ competencies to inform support provided to patients engaging with evidence-based LICBT interventions and enhance learning to address the mental health difficulty being treated.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically evaluate a range of evidence-based interventions and strategies to assist patients manage their emotional distress and disturbance
- 2. Demonstrate competency in maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance
- 3. Competently plan a collaborative low-intensity psychological or pharmacological treatment programme for common mental health problems, including managing the ending of contact
- 4. Competently support a range of low-intensity, evidence-based psychological interventions for common mental health problems
- 5. Apply behaviour change models and strategies to provide support for LICBT interventions
- 6. Critically evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols
- 7. Support patients with medication for common mental disorders to optimise use of pharmacological treatment and minimise any adverse effects
- 8. Deliver LICBT interventions using a range of methods including face-to-face, telephone and electronic communication
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 8. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge
- 10. Review and evaluate established work and identify some of the strengths and weaknesses of this work.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 11. Record accurately interviews and questionnaire assessments using paper and electronic record-keeping systems
- 12. Evaluate your strengths and weaknesses, challenge received opinion and develop your own criteria and judgement, and to seek and make use of feedback
Syllabus plan
The module content, module-specific learning objectives, style of delivery and assessment for this module are informed by the UCL (2015) revised curriculum for the training of Psychological Wellbeing Practitioners to support the delivery of low intensity CBT associated with the Improving Access to Psychological Therapies programme. Teaching content will include:
Evidence-based interventions and strategies
- Developing and maintaining a therapeutic alliance
- Dealing with issues and events that disrupt the alliance – engaging patients
- Motivational interviewing
- Use of the COM-B model
- Supporting use of LICBT across a range of modalities and medication concordance
- Competence in introducing LICBT interventions (intervention specific and problem specific)
- Recognising common problems encountered by patients when using interventions
- Knowledge of the theoretical rationale and specific factors skills associated with:
- Behavioural Activation
- Problem Solving
- Exposure
- Sleep Management
- Cognitive Restructuring
- Dealing with Worry
- Medication Management
Context of delivery
- Case management
- Stepped care
- Risk management
Supporting low intensity interventions (face-to-face, telephone, e-mail, group work)
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 45 | 155 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 25 | Practical classes used to develop clinical competencies in assessment and engagement through tutor supervised small group role-play |
| Scheduled Learning and Teaching | 7 | Lectures |
| Scheduled Learning and Teaching | 10 | Seminars led by the tutor and address a range of important topics covered in the module |
| Scheduled Learning and Teaching | 8 | Tutorials take the form of small group sessions led by the tutor |
| Guided independent study | 80 | Reading and preparation for seminars in flipped classroom delivery model |
| Guided independent study | 50 | Self-practice and self-reflection on role plays of interventions with fellow students undertaken outside of teaching sessions |
| Guided independent study | 20 | Undertaking structured reflective blogging of undertaking intervention practice with colleagues during workplace role-play or patient work |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Clinical skills competency assessment | 35 minutes | 2-5, 7-8 | Oral |
| Written reflection | 300 words | 12 | Oral |
| Assessment of live patient recording | 35 minutes | 2-10 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 0 | 30 | 70 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Examination (this assessment must be passed; failure in this assessment will lead to failure in the module) | 30 | 1 hour | 1-7, 9-12 | Written |
| Clinical skills competency assessment of a treatment session with a patient in service, comprising seven sections (this assessment must be passed with a mark of 21/42 overall and with marks of 3/6 in sections 2, 3, 4, 5 and 7; failure in this assessment will result in a maximum fail mark of 49 and lead to failure in the module) | 70 | 35 minutes | 2-5, 7-8 | Written and oral |
| Clinical practice outcome assessment of competency in clinical practice and is pass/fail only (this assessment must be passed; failure in this assessment will lead to failure in the module) | 0 | n/a | 2-3, 5, 7-8, 11-12 | Written and oral |
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 |
|---|---|---|---|
| Examination | Examination | 1-7, 9-12 | Four weeks from the date feedback was provided |
| Clinical skills competency assessment | Clinical skills competency assessment | 2-5, 7-8 | Six weeks from the voluntary additional top up skills date |
| Clinical practice outcome | Clinical practice outcome | 2-3, 5, 7-8, 11-12 | Four weeks from the date feedback was provided |
Re-assessment notes
Three assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 40%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
Core reading:
- Bennett-Levy, J., Richards, D., Farrand, P. et al (2010). Oxford Guide to Low Intensity CBT Interventions. Oxford: Oxford University Press.
- Bennett-Levy, J., Thwaites, R., Haarhoff, B. & Perry, H. (2015). Experiencing CBT from the Inside Out: A Self-Practice/Self-Reflection Workbook for Therapists. Guilford, New York.
- Farrand, P. (2020). Low-Intensity CBT Skills and Interventions. London: SAGE.
- Silverman, J., Kurtz, S. and Draper, J. (2005). Skills for Communicating with Patients. Oxford: Radcliffe.
Wider reading:
- Farrand, P. & Woodford, J. (2013). Impact of support on the effectiveness of written cognitive behavioural self-help: a systematic review and meta-analysis of randomised controlled trials. Clinical Psychology Review, 33, 182-195
- Goldberg, D. & Huxley, P. (1992). Common Mental Health Disorders: A Biosocial Model. London: Routledge.
- Lovell, K. & Richards, D. (2008). A Recovery Programme for Depression. London: Rethink.
- Westbrook, D., Kennerley, H. & Kirk, J (2016). An Introduction to Cognitive Behaviour Therapy: Skills and Applications. London: SAGE.
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 03/07/2020 |
| Last revision date | 29/07/2021 |
