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 | 2025/6 |
| Credits | 20 |
| Module staff | Miss Rosie Cook (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 3 | 9 |
| Number students taking module (anticipated) | 50 |
|---|
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, informed by the patient’s primary problem descriptor and goals. Examples of interventions include delivering a range of low-intensity guided self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural principles, such as behavioural activation, graded exposure, exposure and response prevention, worry management, cognitive restructuring, panic management, problem solving and promoting good sleep. Other aspects of supporting patient outcomes will be covered, for example promoting physical activity and medication support. The overall delivery of these interventions is informed by the COM-B behaviour change model and strategies.
In this module you will gain competency in recognising appropriate interventions from those available and collaborating with the patient to plan a treatment programme for their individual needs. You will also develop an appreciation of what makes a good self-help resource, develop key skills in motivating and supporting the use of self-help materials with people experiencing common mental health problems. You will learn how to identify common problems arising in treatment and support patients’ use of these interventions, using your skills around the COM-B model to aid this process. The module will also equip you with the knowledge and skills to deliver interventions through different modules: individually through face-to-face, telephone, video, email/text-based support or other contact methods, and also develop your skills in group facilitation. You will learn how to end treatment with relapse prevention. A significant 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 routine outcome measures.
This module builds on your knowledge and skills in engagement and assessment of common mental health problems to equip you with the expertise and skills to provide effective and patient centred evidence based low intensity treatments for common mental health problems. This module will provide the core knowledge of standard LICBT treatment protocols that will be built on in Values, Diversity and Context, with consideration of adaptations to support access, engagement and benefit from treatment.
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 support the learning and progression towards recovery 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. Demonstrate a critical awareness of the application of an adequate dose of a range of evidence-based, NICE recommended guided self-help interventions to assist patients to manage their common mental health problem (including medication support), in line with their goals.
- 2. Demonstrate competency in developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that could threaten the alliance
- 3. Competently plan, deliver and keep accurate records of a collaborative low-intensity treatment programme for step 2 appropriate common mental health problems based on NICE guidance, NHS Talking Therapies Manual, and the patient's goals, including managing the ending of contact and relapse prevention strategies.
- 4. Demonstrate competence in using the COM-B behaviour change model to facilitate the delivery of low-intensity interventions.
- 5. 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 and NICE guidance
- 6. Demonstrate understanding of how to effectively support patients with medication for common mental disorders, including optimising their use and minimising any adverse effects.
- 7. Demonstrate in-depth understanding of the importance of mapping core skills in the delivery of low-intensity interventions, including common factors skills, across all modes of delivery (face-to-face, telephone, video, interactive text or cCBT, and guided self-help groups).
- 8. Demonstrate competence in selecting and revising the mode of delivery of sessions, as necessary, on an ongoing basis depending on patient choice, suitability, etc.
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 NHS England 4th Edition (Version 3) (2023) 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
- Competence in selecting appropriate low intensity CBT treatment for the patient’s primary problem descriptor and effectively planning and supporting a course of Low intensity CBT treatment
- Competence in introducing low intensity interventions (intervention specific and problem specific)
- Recognising common problems encountered by patients when using interventions and supporting patients to collaboratively problem solve these
- Knowledge of the theory and delivery of various interventions:
- Behavioural Activation
- Problem Solving
- Exposure (including Graded Exposure and Exposure and Response Prevention)
- Promoting good sleep and physical activity
- Cognitive Restructuring/Behavioural Experiments
- Panic management
- Dealing with Worry
- Medication support
Context of delivery
- Case management
- Stepped care
- Risk management
- Supporting low intensity interventions through various modes of support including face-to-face, telephone, video, electronic communication (cCBT, email and text-based support and 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 the delivery and support of treatment interventions through demonstrations, tutor supervised small group role-play and reflection |
| 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 of a simulated treatment session with a patient (this does not contribute to your grade, but must be passed to be able to attend your clinical placement) | 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) Clinical skills competency assessment of a live clinical audio tape of a session with a patient. This comprises of 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) | 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 |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 | 25/04/2024 |
