Cognitive Behavioural Therapy (CBT) for Anxiety Disorder
| Module title | Cognitive Behavioural Therapy (CBT) for Anxiety Disorder |
|---|---|
| Module code | PYCM039 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Mr Mike Trevenen () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 | 11 |
| Number students taking module (anticipated) | 68 |
|---|
Module description
This module will provide you with an overview of the state of the science and practice of Cognitive Behavioural Therapy (CBT) in the treatment of anxiety disorders. It will also examine modifications to theory and practice for diversity factors.
This module aims to provide you with the opportunity to develop skills in CBT for anxiety disorders to an advanced level, improving proficiency in the fundamental techniques of CBT, and developing competency in the specialist techniques applied to anxiety disorders and trauma-related disorder.
You will develop practical competencies in CBT for anxiety disorders. You will also develop critical knowledge of the theoretical and research literature in relation to CBT for anxiety disorders, in order to have a strong foundation in the evidence-base.
Module aims - intentions of the module
The aim of this module is to enable you to develop:
- Critical knowledge and understanding of the theory and research literature underpinning CBT for anxiety.
- Practical competencies in the treatment of anxiety using fundamental and anxiety specific CBT skills.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe and critically analyse contemporary models for anxiety disorders their evidence bases and the treatment methods derived
- 2. Demonstrate the technical expertise needed in the formulation of individual cases and execution of therapy methods
- 3. Describe in detail the phenomenology, diagnostic classifications and epidemiological characteristics of anxiety disorders
- 4. Assess patients for CBT with anxiety disorders, including suitability, assessment in the context of comorbidity, risk assessments and the sessional use of clinical measurement and processs measures
- 5. Construct maintenance and developmental disorder-specific conceptualisations of cases of anxiety disorders
- 6. Develop CBT treatment plans for a range of anxiety disorders
- 7. Assemble evidence of critical evaluation of theoretical evidence based interventions integrated within and guiding therapy with anxiety disorders
- 8. Collaboratively derive an anxiety model with a client
- 9. Elicit and evaluate key cognitions and images in anxiety disorders
- 10. Construct, carry out and evaluate behavioural experiments, including personal practice of behavioural experiments
- 11. Demonstrate self-direction and creativity in tackling and solving basic therapeutic problems with anxiety disorders
- 12. Demonstrate self-direction and creativity in working with co-morbidity and solving more complex therapeutic problems
- 13. Deal with ending therapy and plan for long-term maintenance of gains with evidence of a relapse prevention plan
- 14. Practice as a scientist practitioner and continue to advance your knowledge and understanding and to develop new skills with anxiety disorders
- 15. Demonstrate insightful knowledge of CBT and be able to identify your own values and beliefs in working with anxiety disorders and the application of CBT to your own life
- 16. Demonstrate good practice in use of supervision with anxiety disorders on the course and make use of and continue to learn from ongoing continuing professional development
- 17. Sensitively adapt CBT for anxiety disorders, and ensure equitable access for people from diverse cultures and with different values
- 18. Describe and competently apply the principles and practice of high intensity psychological therapy for anxiety within a stepped care system
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 19. Understand, critically evaluate, and apply theoretical ideas and evidence relating to specific disorders outlined in Module Specific Skills (i)
- 20. Reflect upon development of personal development of skills in relation to theoretical models of change in relation to specific disorders as outlined in Module Specific Skills
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 21. Select, organise and evaluate clinical material to produce a coherent formulation
- 22. Reflect upon personal practice, to set personal learning goals and monitor progress
- 23. Apply and tailor understanding of theory and practice to the treatment of individual patients through evidence of utilisation of formulation, intervention and evaluation
Syllabus plan
An initial one day workshop in term 1 will cover an introduction to anxiety phenomenology and diagnostic criteria, generic model of anxiety and overview of evidence base. This will be followed by intensive blocks of teaching in term 2 and a series of one day workshops and tutorials.
One day workshops and tutorials will cover:
- Behavioural experiments in anxiety disorders
- Specific phobias
- Panic disorder
- Social anxiety disorder – a minimum of 3 days
- Generalised Anxiety Disorder
- Health anxiety
- Obsessive Compulsive Disorder
- Exposure and response prevention
- Body dysmorphic disorder
- PTSD – a minimum of 4 days will be dedicated to TF-CBT
- Working with images in anxiety disorders
- Relaxation and applied relaxation
- Comorbid physical health conditions
- Comorbid presentations
- Key papers
- Diagnostic criteria and classification
Sessions will include reference to literature, including research into outcome and processes of therapy.
Teaching programme will adhere to the national curriculum for High Intensity CBT training.
Video/audio recordings of clinical sessions are made throughout the clinical work conducted in appropriate clinic settings. Codes of Ethics [e.g. BABCP Standards of Conduct, Performance and Ethics and/or workplace Policies] are strictly adhered to in terms of making the recordings, seeking permission for use and storage of information. Signed consent forms are required to show clients have understood the reasons for and manner of video recording
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 65 | 235 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 65 | Teaching will be a combination of whole day workshops and half-day small group tutorials. These sessions will combine didactic, experiential and discussion methods of teaching and learning aimed at the integration of theoretical and research knowledge with practice. Workshops will be led by a variety of speakers with expertise in specific problems and settings. A part of each session will be used for role-play practice of skills, practical exercises or small group discussion of issues, as appropriate. Tutorials will be led by University based accredited/cognitive therapists. Teaching sessions will primarily be in terms 2 and 3 but relevant material is presented throughout the course. |
| Guided independent study | 235 | Reading and preparation for workshops, tutorials, treatment of patients and case report. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Formative experiences are provided through discussion and role-play throughout workshops and clinical supervision | Throughout formal teaching and supervision | 1-23 | Oral feedback on contributions within workshops and tutorials, supervision and in a one-to-one session with individual tutors |
| CTS-R with reflective summary of a session applying CBT for anxiety to be observed within supervision | 90 minutes of one university supervision session | 2, 4-23 | Oral feedback from peers and supervisor and written CTS-R scores |
| University and workplace supervisors reports end of term two (report on clinical work with clients with PTSD/anxiety disorders and use of supervision throughout term two) - in year 2 for trainees on the part-time route | Programme member will usually contribute around 100 words about the report and the nature and quality of supervision and the placement provided | 1-23 | 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 |
|---|---|---|---|---|
| Case report (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 50 | 4000 words | 1-2, 4-7, 9-23 | Written |
| CTS-R assessment of a full video recorded therapy session including self-ratings and a reflective analysis, comprising 12 items (this assessment must be passed with a mark of 36/72 overall and with a minimum mark of 2 on each of the 12 items; failure in this assessment will result in a maximum fail mark of 49 and lead to failure in the module and the programme) | 50 | Recording is 50 minutes - 1 hour long, (unless extended time agreed prior to submission and in accordance with relevant NICE Guidance) requires a minimum of a further hour for self-rating and a 200-500 word reflective analysis | 2, 4-23 | 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%) | 1-2, 4-7, 9-23 | Four weeks from the date that feedback was provided |
| CTS-R assessment | CTS-R assessment (50%) | 2, 4-23 | Four to twelve weeks from the date that feedback was provided |
Re-assessment notes
Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred 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 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 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
- Beck, A. T., Emery, G., and Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. Basic Books.
- Butler, G.; Fennell, M., and Hackmann, A. (2008). Cognitive behavioural therapy for anxiety disorders: mastering clinical challenges. Guilford Press.
- Clark, D. A. (2006). Cognitive behavioural therapy for OCD. Guilford Press.
- Clark, D. M. (1986). A cognitive approach to panic. Behaviour Research and Therapy, 24, 461-470.
- Clark, D. M. (1999). Anxiety disorders: Why they persist and how to treat them. Behaviour Research and Therapy, 37, 5-27.
- Ehlers, A., and Clark, D. M. (2000). A cognitive model of posttraumatic stress disorder. Behaviour Research and Therapy, 38, 319-45.
- Heimberg, R. G., Liebowitz, M. R., Hope, D. A., and Schneier, F. (Eds.). (1995). Social phobia; Diagnosis, assessment and treatment. Guilford Press.
- Short, N., Grant, A., Mills, J., and Mulhern, R. (2004). Working with people who are anxious. In A. Grant, J. Mills, R. Mulhern, and N.Short (Eds.). Cognitive behavioural therapy in mental health care. Sage.
- Wells, A. (1997). Cognitive therapy of anxiety disorders: A practice manual and conceptual guide. Wiley.
Indicative learning resources - Web based and electronic resources
Indicative learning resources - Other resources
Journals:
- Behaviour Research and Therapy
- Behavioural and Cognitive Psychotherapy
- Cognitive and Behavioral Practice
- Cognitive Therapy and Research
- International Journal of Cognitive Therapy
- Journal of Consulting and Clinical Psychology
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | PYCM037 The Fundamentals of Cognitive Behavioural Therapy, PYCM038 Cognitive Behavioural Therapy (CBT) for Depression, PYCM040 Cognitive Behavioural Therapy (CBT) - Clinical Practice |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 24/02/2012 |
| Last revision date | 06/12/2023 |
