Programme Specification for the 2020/1 academic year
PGDip Psychological Therapies Practice (Cognitive Behavioural Therapy for Psychosis and Bipolar Disorder)
1. Programme Details
| Programme name | PGDip Psychological Therapies Practice (Cognitive Behavioural Therapy for Psychosis and Bipolar Disorder) | Programme code | PDP2PSYPSY04 |
|---|---|---|---|
| Study mode(s) | Part Time |
Academic year | 2020/1 |
| Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
The PGDip Psychological Therapies Practice (Cognitive Behavioural Therapy for Psychosis and Bipolar Disorder) programme is aimed at qualified mental health professionals qualified mental health professionals with experience of delivering mental health interventions (such as Nurses, Social Workers, Occupational Therapists, Clinical/Counselling Psychologists, Psychotherapists, Counsellors and Psychiatrists) with experience of working with Psychosis and Bipolar Disorder. It provides intensive skills training in accordance with British Association for Behavioural and Cognitive Therapies (BABCP) guidelines for good practice.
Cognitive Behavioural Psychotherapists working in NHS or other NHS commissioned secondary care services will assess and treat clients with psychosis and bipolar disorder and comorbid common mental health problems using Cognitive Behavioural Therapy for psychosis (CBTp). CBT is recommended in the National Institute for Health and Clinical Excellence (NICE) guidelines as part of the evidence-based care packages for psychosis and bipolar disorder. The approach works to reduce distress, enhance understanding, alleviate symptoms, and have a positive impact on social inclusion, employment, and productivity.
The programme prepares trainees to meet the competencies required to deliver NICE concordant CBT and specifically CBT for psychosis as outlined by Roth and Pilling (2007, 2013) and to provide CBT within secondary care mental health services. It is delivered to the content of these competencies and the associated curriculum. The discipline maintains a firm commitment to evidence-based clinical practice and as such we endeavour to ensure all of our training programmes are firmly embedded within current research.
Audio-visual 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 audio recording.
3. Educational Aims of the Programme
The programme will have a cognitive-behavioural theoretical base with preference for approaches with the soundest evidence and where cognitive and behavioural techniques are integrated in therapy and fully compliant with competence framework for psychological interventions with people with psychosis and bipolar disorder and the associated curriculum. In addition to providing practical intensive and detailed skills training to facilitate skill development to a defined standard of competency, the programme will aim to increase trainees’ knowledge base of theory, psychological therapy, and research in CBT and intervention in psychosis and bipolar disorder and aims to promote a critical approach to the subject. It will aim to equip trainees to become skilled and creative independent CBT psychotherapists, in accordance with BABCP guidelines for good practice and to contribute to the further development of CBTp and CBT.
The programme will provide opportunities for trainees to develop and demonstrate knowledge, understanding and skills in the following areas:
- To develop practical competency in Cognitive-Behaviour Therapy for psychosis, bipolar disorder and commonly comorbid psychiatric disorders such as depression and anxiety within the context of secondary care services
- To develop critical knowledge of the theoretical and research literature relating to CBT in the context of psychosis and bipolar disorder
The programme is suited to those working within secondary care services pursuing a career as CBT psychotherapists. The programme is also suitable for those working in Early Intervention in Psychosis services wishing to develop these skills as part of the UK government initiative to achieve access to NICE-recommended care packages for 50% of individuals experiencing first episode psychosis within two weeks of referral.
4. Programme Structure
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
http://cedar.exeter.ac.uk/programmes/
Stage 1
120 credits of compulsory and non-condonable modules
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| PYCM075 | The Fundamentals of Cognitive Behavioural Therapy | 30 | Yes |
| PYCM076 | Cognitive Behavioural Therapy (CBT) for Anxiety and Depression | 30 | Yes |
| PYCM077 | Essential Competencies for Working with People with Psychosis and Bipolar Diagnoses | 30 | Yes |
| PYCM078 | Cognitive Behavioural Therapy (CBT) for Psychosis and Bipolar Disorder | 30 | Yes |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Construct maintenance and developmental CBT conceptualisations for psychosis, bipolar disorder and common mental health disorders. | Lectures, workshops, small group activities, and group tutorials based at the University. | 3000 word critical analysis of CBT research evidence essay |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
5. Practice as a scientist practitioner, advancing your knowledge and understanding and develop new skills to a high level. | See above. | See above. |
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
9. Take personal responsibility for clinical decision making in straightforward and more complex situations. | See above. | See above. |
7. Programme Regulations
Programme-Specific Progression Rules
You must pass all the modules in the table above. The pass mark for these modules is 50% with an additional requirement to pass all individual assessments within individual modules. If you fail any modules you will not be permitted to continue with the programme and your registration as a student will be terminated with immediate effect.
Following successful completion of the PGDip, you will also be permitted to progress onto the MSc Psychological Therapies Practice and Research.
Programme-Specific Award Rules
You are not permitted to exit with a PGCert on passing 60 credits.
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
IT Support within Psychology: WithinPsychology there is a well-equipped suite of PCs dedicated for postgraduate use, with further support provided by a dedicated IT and statistics helpdesk.
Student Support Services: A range of services are available to support your study both from within Psychology. These include:
- Team development programme.
- Personal and professional development planning.
- Student handbooks and programme guides.
- Range of specialist advisors, including for: women students, non-school leavers, and overseas students.
- Computing and Statistics Help Desk.
- Virtual Resource Room and other web-based learning materials.
- Clinically focused seminars, the ‘Think Tank’, provided by the Mood Disorders Centre.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
The programme is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges draw on a range of data to review the quality of educational provision. The College documents the performance in each of its taught programmes, against a range of criteria on an annual basis through the Annual Programme Monitoring cycle:
- Admissions, progression and completion data
- In Year Analysis data
- Previous monitoring report
- Monitoring of core (and optional) modules
- External examiner's reports and University and College responses (reported to SSLC)
- Any Professional, Statutory and Regulatory Body/accrediting body or other external reports
- Consultation with employers and former students
- Staff evaluation
- Student evaluation
- Programme aims
Subject areas are reviewed every four years through a periodic subject review scheme that includes external contributions. (http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9JREVISEDPSRSCHEME.pdf)
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Health and Life Sciences
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
PGDip Psychological Therapies Practice (Cognitive Behavioural Therapy for Psychosis and Bipolar Disorder)
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 120 |
ECTS credits | 60 |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 20/05/2016 |
Date of last revision | 17/03/2021 |
|---|
