Low Intensity Psychological Interventions for Severe Mental Health Problems

Module title	Low Intensity Psychological Interventions for Severe Mental Health Problems
Module code	PYC3033
Academic year	2025/6
Credits	20
Module staff	Mr Shane Fitzgerald (Convenor)

Duration: Term	1	2	3
Duration: Weeks	10	10	10

Number students taking module (anticipated)	20

Module description

This component enables MHWPs to deliver wellbeing-focused psychologically-informed interventions that support connectedness, hope, identity, meaning and empowerment (CHIME). MHWPs will learn to set collaborative goals with people with severe mental health problems and to deliver six psychological interventions as set out in the MHWP Guide to Practice. The interventions will be applied with appropriate flexibility within the context of a positive collaborative working relationship, whilst maintaining fidelity to the interventions. It will also embed the routine use of patient-reported outcome measures to support collaborative evaluation of progress.

Module aims - intentions of the module

The aim of this module is to deliver goal focused treatment focused around evidenced based interventions. MHWPs should gain competency to use these interventions with skill, utilising the collaborative skills of earlier modules. Practitioners should be able to enable the widest range of service users, to benefit, including those who experience motivation barriers. Recovery and clinical gain will be measured with recognised psychometric questionnaires. The advances made through treatment will be preserved through effective relapse prevention.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Demonstrate competence in collaborative construction of 5-areas formulations to inform psychologically-informed interventions
2. Demonstrate knowledge of, and competence in identifying and providing psychoeducation about the impact (helpful and unhelpful) of different thinking styles
3. Demonstrate competence in collaborative goal setting for low intensity psychological interventions
4. Demonstrate knowledge of, and competence in collaboratively agreeing an intervention, understanding when not to intervene, and knowing when to pause or end an intervention
5. Demonstrate competence in planning and managing the appropriate involvement of families and carers in psychologically-informed intervention
6. Demonstrate competence in working with motivational difficulties, readiness to change and appropriate adaptations to interventions in light of external factors and/or individual differences impeding progress including but not limited to; learning difficulties and relationship difficulties
7. Demonstrate competence in the use of routine sessional patient-reported outcome measures including Goal Based Outcomes and ReQoL-10, as well as any symptom focused measures relevant to a specific intervention
8. Demonstrate in-depth understanding of, and competence in the use of six specific wellbeing-focused psychologically-informed interventions: (a.) Behavioural Activation and Graded Exposure using the GOALS programme (b.) Teaching problem-solving skills (c.) Improving sleep (d.) Recognising and managing emotions (e.) Building confidence (f.) Working with worry
9. Demonstrate competence to collaboratively create a Relapse Prevention/Staying Well plan.
10. Demonstrate competence dealing with endings safely and appropriately
11. Demonstrate an appreciation of the workers own level of competence and boundaries of competence and of the role, and an understanding of how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the worker alone.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

12. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge.
13. 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...

14. Record accurately interviews and questionnaire assessments using paper and electronic record-keeping systems
15. Evaluate your strengths and weaknesses, challenge received opinion and develop your own criteria and judgement, and 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 National Curriculum for Mental Health and Wellbeing Practitioners – Specialist Adult Mental Health (2025) for the training of Mental Health and Wellbeing Practitioners to support the delivery of low intensity CBT and the MHWP Guide to Practice (2023). Teaching content will include:

Evidence-based interventions and strategies

Treatment Goals
Motivational interviewing
Developing and maintaining a therapeutic alliance
The effective use of routine patient-reported outcome measures
Seven specific wellbeing-focused psychologically-informed interventions:
- Behavioural Activation and Graded Exposure using the “GOALS” programme
- Teaching problem-solving skills
- Improving sleep
- Recognising and managing emotions
- Building confidence
- Working with worry

Relapse Prevention/Staying Well
Dealing with endings safely and appropriately
Appreciation of the worker’s own level of competence and boundaries of competence and role
Dealing with issues and events that disrupt the alliance – engaging service users
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
80	60	60

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning and Teaching	40	Practical classes
Scheduled Learning and Teaching	15	Lectures
Scheduled Learning and Teaching	10	Seminars
Scheduled Learning and Teaching	15	Tutorials
Guided independent study	30	Reading and preparation for seminars and/or flipped classroom delivery model
Guided independent study	30	Self-practice and self-reflection and undertaking structured reflective blogging of intervention practice with colleagues during workplace role-play or service user work
Placement	20	Within the workplace, caseload supervision and Clinical skills supervision will be provided by supervisors meeting criteria outlined in the latest edition of National Curriculum for Mental Health and Wellbeing Practitioners. Trainees should undertake a minimum of 40 hours of clinical supervision of which at least 20 hours should be weekly 1:1 caseload supervision and at least 20 hours should be clinical skills supervision, either individual or group-based, on a weekly to fortnightly basis.
Placement	40	Programme members will be employed as trainee MHWPs where they will work 3 - 5 days a week in their service and accumulate a minimum of 80 contact hours with service users within an adult community mental health service, perinatal mental health service, or drug and alcohol service, (of which a minimum of 40 hours should be specifically delivering low intensity interventions 15 should be assessment, and 25 should be delivering care planning in partnership). Up to 10 hours of the logged intervention hours may be guided self-help group work, co-facilitated with appropriately qualified staff.). Reading and preparation around adaptations to practice, and preparation for clinical scenarios should be done within placement time.

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
To accompany the Summative Clinical skills competency recording, a self-rating and reflection about the session recording with a service user delivering one of the specified interventions will be submitted at the same time as the intervention recording for formative feedback.	500 words for reflective summary	1-15	Written
Successful completion of the following practice outcomes, to be assessed by means of a practice outcomes portfolio and supervisor report at the end of the first and second terms: Demonstrates the ability to set appropriate goals for intervention collaboratively with service users Demonstrates competence in practice to deliver at least three of the specified interventions in the curriculum	Not specified. Workplace supervisors (both clinical skills and caseload supervisors), and programme member will contribute to the practice outcomes document.	1-15	Written and oral

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
50	0	50

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Academic Assessment: A case report of intervention with a service user using one of the specified interventions, linked to relevant theory and critical evaluation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme).	50	3,000 Words	1-15	Written
Clinical Skills Competency Assessment: a recording of a session with a service user delivering one of the specified interventions. The recording will be assessed by programme staff using a standardised assessment rating scale (this assessment must be passed with a mark of 30/60 overall (achieve a minimum of 50%) and with a minimum mark of 3 on sections 2, 3, 4 and 5; failure in this assessment will result in a maximum fail mark of 39% and lead to failure in the module and the programme). To accompany the recording, a self-rating and written reflection will be submitted for formative feedback (see Formative section above).	50	Up to 60 minutes/500 words for Reflective summary	1-15	Written
Applied practice in service Assessment: Successful completion of the practice outcomes, to be assessed via a Clinical practice Outcomes Portfolio and Supervisor Report and is pass/fail only: 1) Demonstrates the ability to set appropriate goals for intervention collaboratively with service users 2) Demonstrates competence in practice to deliver at least three of the specified interventions in the curriculum. Demonstrates minimum number of required practice hours (40 hrs delivering psychologically-informed interventions, 15hrs assessment and 25 hrs delivering care planning in partnership) and minimum number of hours of supervision (20 caseload supervision and 20 clinical skills supervision). The Portfolio should also include evidence that all teaching sessions for this module have been attended and learning outcomes have been assessed and passed for this module. This assessment must be passed; failure in this assessment will lead to failure in the module and the programme.	0	Not specified. Workplace supervisors (both clinical skills and caseload management supervisors), and programme member will contribute to the Practice outcomes portfolio document.	1-15	Written

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
Case report	Case report (50%)	1-15	Four weeks from the date feedback was provided.
A recording of a session with a service user, with an accompanying self-rating and written reflection	A recording of a session with a service user. To accompany the recording, a self-rating and written reflection will be submitted for formative feedback. (50%)	1-15	Four weeks from the date feedback was provided.
Clinical practice Outcomes Portfolio	Clinical practice Outcomes Portfolio (0%)	1-15	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

Basic reading:

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.
Farrand, P. (2020). Low-intensity CBT skills and interventions . SAGE.
Silverman, J., Kurtz, S. and Draper, J. (2005). Skills for communicating with patients . Radcliffe.
Papworth, M., Marrinan, T. (2019). Low intensity cognitive behaviour therapy: A practitioner's guide . Sage.
Lovell, K. and Richards, D. (2008). A recovery programme for depression . Rethink.

Wider reading:

Bastien, C., Vallières, A., & Morin, C. M. (2001). Validation of the Insomnia Severity Index as an outcome measure for insomnia research. Sleep Medicine, 2(4), 297–307. https://doi.org/10.1016/s1389-9457(00)00065-4
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.Ã¢ï¿½Â¯Ã¢ï¿½Â¯
Bennett- Levy, Richards, D.A., Farrand, P., Christensen, H., Griffiths, K.M., Kavanagh, D.J., Klein, B., Lau, M.A., Proudfoot, J., Ritterband, L., White, J. & Williams, C. (eds.). (2010). Low intensity CBT interventions. Oxford University Press.
Bighelli, I., Rodolico, A., GarcíaÃ¢ï¿½ï¿½Mieres, H., Pitschel-Walz, G., Hansen, W., SchneiderÃ¢ï¿½ï¿½Thoma, J., Siafis, S., Wang, H., Wang, D., Salanti, G., Furukawa, T. A., Barbui, C., & Leucht, S. (2021). Psychosocial and psychological interventions for relapse prevention in schizophrenia: A systematic review and network meta-analysis. The Lancet Psychiatry, 8(11), 969–980. https://doi.org/10.1016/s2215-0366(21)00243-1
Bond, J., Kenny, A., Mesaric, A., Wilson, N., Pinfold, V., Kabir, T., Freeman, D., Waite, F., Larkin, M., & Robotham, D. J. (2022). A life more ordinary: A peer research method qualitative study of the Feeling Safe Programme for persecutory delusions. Psychology and Psychotherapy: Theory, Research and Practice, 95(4), 1108–1125. https://doi.org/10.1111/papt.12421
Bloom, S.L. (1997). Creating sanctuary: Toward the evolution of sane societies. Routledge.
Cooper, P. J. (2009). Overcoming Bulimia Nervosa and binge-eating: A self-help guide using Cognitive Behavioral Techniques. Robinson.
Dunkley, C. (2020). Regulating Emotion The DBT wayÃ¢ï¿½Â¯: A therapist’s guide to opposite action. https://openlibrary.org/books/OL30169262M/Regulating_Emotion_the_DBT_Way
Espie, C.A. (2006). Overcoming insomnia and sleep problems: A self-help guide using cognitive behavioural techniques. Constable and Robinson.
Fairburn, C. (2013). Overcoming binge eating: The proven program to learn why you binge and how you can stop (2nd Edition). Guilford Press.
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
Foster, J., & Jumnoodoo, R. (2008). Relapse prevention in serious and enduring mental illness: A pilot study. Journal of Psychiatric and Mental Health Nursing, 15(7), 552–561. https://doi.org/10.1111/j.1365-2850.2008.01265.x
Freeman, D., & Freeman, J. (2012). You can be happy: The scientifically proven way to change how you feel. Pearson.
Freeman, D., Pugh, K., Dunn, G., Evans, N., Sheaves, B., Waite, F., Cernis, E., Lister, R., & Fowler, D. (2014). An early phase II randomised controlled trial testing the effect on persecutory delusions of using CBT to reduce negative cognitions about the self: The potential benefits of enhancing self confidence. Schizophrenia Research, 160(1–3), 186–192. https://doi.org/10.1016/j.schres.2014.10.038
Freeman, D., Waite, F., Startup, H., Myers, E., Lister, R., McInerney, J., Harvey, A.G., Geddes, J., Zaiwalla, Z., Luengo-Fernandez, R., Foster, R., Clifton, L., & Yu, L.M. (2015). Efficacy of cognitive behavioural therapy for sleep improvement in patients with persistent delusions and hallucinations (BEST): A prospective, assessor-blind, randomised controlled pilot trial. Lancet Psychiatry, 2: 975–983.
Freeman, D., Emsley, R., Diamond, R., Collett, N., Bold, E., Chadwick, E., Isham, L., Bird, J.C., Edwards, D., Kingdon, D., Fitzpatrick, R., Kabir, T., & Waite, F. (2021). Comparison of a theoretically driven cognitive therapy (the Feeling Safe Programme) with befriending for the treatment of persistent persecutory delusions: a parallel, single-blind, randomised controlled trial. Lancet Psychiatry, 8: 696–707.
Gilbert, P. (2009). The compassionate mind. Constable.
Gilbert. P. (20 I 0). Compassion focused therapy: Distinctive features. Routledge.
Gilbert, P. & Choden. (2015). Mindful compassion: U sing the power of mindfulness and compassion to transform. Robinson.
Goldberg, D. and Huxley, P. (1992). Common mental health disorders: A biosocial model. Routledge.
Hackmann, A, Bennett-Levy, J.,& Holmes, E. A (20 I I). Oxford Guide to imagery in cognitive therapy. Oxford University Press.
Health Education England. (2023.). Mental health and wellbeing practitioner: A practitioner guide.
Johansen, K. B. H., Hounsgaard, L., Frandsen, T. F., Fluttert, F., & Hansen, J. P. (2020). Relapse prevention in ambulant mental health care tailored to patients with schizophrenia or bipolar disorder. Journal of Psychiatric and Mental Health Nursing, 28(4), 549–577. https://doi.org/10.1111/jpm.12716
Johansen, K. B. H., Hounsgaard, L., Hansen, J. P., & Fluttert, F. (2021). Early recognition method – amplifying relapse management in community mental health care; A comprehensive study of the effects on relapse and readmission. Archives of Psychiatric Nursing, 35(6), 587–594. https://doi.org/10.1016/j.apnu.2021.08.004
Kennerley, H. (2021). The ABC of CBT. SAGE.
Layard, R., & Clark, D. M. (2014). Thrive: The power of evidence-based psychological therapies. Penguin Group.
Leaviss, J. & Uttley, L. (2015). Psychotherapeutic benefits of compassion-focused therapy: An early systematic review. Psychological Medicine (4)5, 927-945.
Linehan, M. M. ( 1993). Skills training manual for treating borderline personality disorder. Guilford Press.
Livesley, W., J., Dimaggio, G., & Clarkin, J., F. (2016). Integrated treatment for personality disorder: A modular approach. Guilford Press.
Lorimer, B., Kellett, S., Nye, A., & Delgadillo, J. (2020). Predictors of relapse and recurrence following cognitive behavioural therapy for anxiety-related disorders: A systematic review. Cognitive Behaviour Therapy, 50(1), 1–18. https://doi.org/10.1080/16506073.2020.1812709
Mac Beth, A & Gumley, A. (2012). Exploring compassion: A meta-analysis of the association between self compassion and psychopathology. Clinical Psychology Review (3)2, 545-552.
Miller, W., R. (2022). On second thought. Guilford.
Miller, W., R. & Rollnick, S. (2023). Motivational Interviewing (4th ed.). Guilford.
Neff, K. (20 I I). Self-Compassion: The proven power of being kind to Yourself. William Morrow.
Nezu, A.M., Nezu, C.M. & D’Zurilla, T.J. (2012). Problem-solving therapy: A treatment manual. Springer.
Padesky, C., & Mooney, K. (1990). Presenting the cognitive model: clinical tip. International Cognitive Therapy Newsletter, 6, 13-14.
Padesky, C. A. (2020). Collaborative case conceptualization: client knows best. Cognitive and Behavioral Practice, 27(4), 392–404. https://doi.org/10.1016/j.cbpra.2020.06.003
Peterson, C. & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. APA Press and Oxford University Press.
Richards, D., & Whyte, M. (2011). Reach out (Third edition). Rethink Mental Illness.
Reynolds, S. (2024). Fundamentals of CBT: An introduction to the CBT model. Future Learn. https://www.futurelearn.com/info/courses/anxiety-depression-and-cbt/0/steps/14736
Saulsman, L ., Campbell, B., & Sng, A. (2017). Building self-compassion: From self-criticism to self-kindness. Centre for Clinical Interventions. https://www.cci.health.wa.gov.au/Resources/Looking-After-Yourself/Self-Compassion
Sheaves, B, Isham, L., Bradley, J., Espie, C., Barrera, A., Waite, F., Harvey, A.G., Attard, C., & Freeman, D. (2018). Adapted CBT to stabilize sleep on psychiatric wards: A transdiagnostic treatment approach. Behavioural and Cognitive Psychotherapy 46:661-675.
Schmidt, U., Treasure, J. (1993). Getting better bit(e) by bit(e) A survival kit for sufferers of bulimia nervosa and binge eating disorders. Routledge.
Targowski, K., Bank, S., Carter, O., Campbell, B., & Raykos, B. (2022). Break free from ED. Centre for Clinical Interventions. https://www.cci.health.wa.gov.au/Resources/Looking-After-Yourself/Disordered-Eating.
Waite, F., Myers, E., Harvey, A.G., Espie, C.A., Startup, H., Sheaves, B., & Freeman, D., (2016). Treating sleep problems in patients with schizophrenia. Behavioural and Cognitive Psychotherapy, 44: 273–287.
Waite, F., & Sheaves, B. (2020). Better sleep: Evidence-based interventions. In J.C. Badcock, G. Paulik (Eds.), A Clinical introduction to psychosis. Elsevier.
Waller, G., Cordery, H., Corstorphine, E., Hinrichsen, H., & Lawson, R., (2007). Cognitive behavioural therapy for eating disorders. Cambridge University Press.
Waller, G., Turner, H., Tatham, M., Mountford, V., & Wade, T. (2019). Brief cognitive behavioural therapy for non-underweight patients: CBT-T for eating disorders. Routledge.
Westbrook, D., Kennerley, H., & Kirk, J. (2007). An introduction to cognitive behaviour therapy: Skills and applications. SAGE.
Wojnarowski, C., Firth, N., Finegan, M., & Delgadillo, J. (2019). Predictors of depression relapse and recurrence after cognitive behavioural therapy: A systematic review and meta-analysis. Behavioural and Cognitive Psychotherapy, 47(5), 514–529. https://doi.org/10.1017/s1352465819000080

Indicative learning resources - Web based and electronic resources

https://vle.exeter.ac.uk/

Indicative learning resources - Other resources

https://products.mhra.gov.uk/product/?product=ZIZ
https://www.mind.org.uk/
https://www.nhs.uk/mental-health/talking-therapies-medicine-treatments/medicines-and-psychiatry/
https://www.padesky.com/clinical-corner/publications/
https://www.rcpsych.ac.uk/mental-health/treatments-and-wellbeing/antidepressants
https://www.rethink.org/

Key words search

Mental Health Wellbeing Practitioners, MHWP, low intensity, cognitive behavioural therapy, common mental health problems, secondary care, evidence based psychological therapies, clinical competency, care planning

Credit value	20
Module ECTS	10
Module pre-requisites	None
Module co-requisites	PYC3031 Engagement and assessment with people with severe mental health problems and PYC3032 Care planning in partnership
NQF level (module)	6
Available as distance learning?	No
Origin date	17/02/2022
Last revision date	12/06/2025