Evidence-based Low Intensity Treatments for Common Mental Health Problems
| Module title | Evidence-based Low Intensity Treatments for Common Mental Health Problems |
|---|---|
| Module code | PYCM096 |
| Academic year | 2023/4 |
| Credits | 20 |
| Module staff | Miss Rosie Cook () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 3 | 9 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
A range of low intensity cognitive behavioural interventions are recommended by NICE for the treatment of patients with mild-to-moderate common mental health problems, and are presented and used in a variety of methods used by different services and practitioners. The overall delivery of these interventions is informed by COM-B behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural principles, such as behavioural activation, exposure, worry management, cognitive restructuring, panic management, problem solving, CBT-informed sleep management, and computerised cognitive behavioural therapy (cCBT) packages as well as supporting physical exercise and medication adherence.
In this module you will gain competency in recognising appropriate interventions from those available, an appreciation of what makes a good self-help resource, develop key skills in motivating and supporting the use of self-help materials with step 2 patients. You will learn how to identify common problems arising and support patients’ use of these interventions, and you will learn about motivational interviewing and continue your skills around the COM-B model to aid this process. You will also gain knowledge and competencies required to support medication concordance. The module will also equip you with the knowledge and skills to deliver interventions individually through face-to-face, telephone, video, email or other contact methods, and also develop your skills in group delivery. You will learn how to end treatment with relapse prevention. A heavy focus upon clinical skills teaching will enhance your general and disorder-defined ‘specific factors’ competencies in support of these interventions, including ongoing review and management of risk and use of outcome monitoring metrics.
Module aims - intentions of the module
The aim of this module is to provide you with a good understanding of the process of therapeutic support for a range of evidence-based, low intensity cognitive behavioural interventions and to manage the learning and development of individuals and groups of patients.
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, to a level appropriate to level 7
- 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. Plan competently a collaborative low-intensity psychological treatment programme for common mental health problems, including managing the ending of contact, and relapse prevention strategies
- 4. Describe in depth and use competently a range of low-intensity, evidence-based psychological interventions for common mental health problems, based on NICE guidance and the NHS Talking Therapies Manual
- 5. Use competently COM-B behaviour change models and strategies in the delivery of low-intensity 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 protocolsCritically 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 and NICE guidance
- 7. Support people with medication for common mental disorders to help them optimise their use of pharmacological treatment and minimise any adverse effects
- 8. Deliver low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication, and in groups, revising the suitability of mode of delivery as necessary
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 9. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge to a level appropriate to level 7
- 10. Review and evaluate established work and identify some of the strengths and weaknesses of this work.to a level appropriate to level 7
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 as informed by the HEE 4th Edition (2022) revised curriculum for the training of Psychological Wellbeing Practitioners to support the delivery of low intensity CBT associated with NHS Talking Therapies Services. 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 low intensity or pharmacological treatments
- Competence in introducing low intensity interventions (intervention specific and problem specific)
- Recognising common problems encountered by patients when using interventions
- Knowledge of the theory and various models:
- Behavioural Activation
- Problem Solving
- Exposure
- Sleep Management
- Cognitive Restructuring/Behavioural Experiments
- Panic management
- Dealing with Worry
- Medication Management
Context of delivery
- Case management
- Stepped care
- Risk management
- Supporting low intensity interventions (face-to-face, telephone, video, electronic communication, group work)
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 65 | 135 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 35 | Practical classes these will be used to develop clinical competencies in assessment and engagement through tutor supervised small group role-play |
| Scheduled Learning and Teaching | 15 | Lectures |
| Scheduled Learning and Teaching | 5 | Seminars these will be led by the tutor and address a range of important topics covered in the module |
| Scheduled Learning and Teaching | 10 | Tutorials these will 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 | 5 | 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 | 2-8, 12 | Oral |
| Written reflections | 300 words | 12 | Oral |
| Assessment of live patient recording | 35 minutes | 2-10, 12 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 70 | 0 | 30 |
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 and the programme) | 30 | 1 hour | 1-10, 12 | Written |
| Clinical skills competency assessment of a simulated treatment session with a patient, 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 and the programme) | 70 | 35 minutes | 2-8 | 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 and the programme) | 0 | n/a | 2-3, 5,8, 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 (30%) | 1-10, 12 | Four weeks from the date feedback was provided |
| Clinical skills competency assessment | Clinical skills competency assessment (70%) | 2-8 | Four weeks from the voluntary additional top up skills date |
| Clinical practice outcome | Clinical practice outcome | 2-3, 5-8, 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 individual assessment is capped at the pass mark and the overall module mark will be capped at 50%.
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 you will not be permitted to continue with the MSci (Hons) programme; your registration as a student will be terminated with immediate effect, and you will be awarded a BSc (Hons) Psychology.
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.
- Silverman, J., Kurtz, S. and Draper, J. (2005). Skills for Communicating with Patients. Oxford: Radcliffe.
- Farrand, P. (2020). Low-Intensity CBT Skills and Interventions. London: SAGE.
- Papworth, M. and Marrinan, T. (2019 Low intensity cognitive behaviour therapy: A practitioner’s guide. Los Angeles: SAGE
- Richards, D. & White, M. (2011). Reach Out Manual, 3rd Edition
Wider reading:
- Farrand, P. and 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(1), 182-195
- Lovell, K. and Richards, D. (2008). A Recovery Programme for Depression. London: Rethink.
- Westbrook, D., Kennerley, H. & Kirk, J (2007). An introduction to cognitive behaviour therapy: skills and applications.
- Richards, D. A., Rhodes, S., Ekers, D., McMillan, D., Taylor, R.S., Byford, S., et al. (2017) Cost and Outcome of Behavioural Activation (COBRA): a randomised controlled trial of behavioural activation versus cognitive behavioural therapy for depression. Health Technology Assessment, 21(46).
- National Institute for Health and Clinical Excellence (2011). Common Mental health Disorders: Identification and Pathways to Care. Clinical Guideline 123. London: National Institute for Health and Clinical Excellence
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | None |
| Module co-requisites | PYCM067 Engagement and Assessment of Patients with Common Mental Health Problems and PYCM103 Values, Diversity and Context |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 04/10/2019 |
| Last revision date | 14/09/2023 |
