Cognitive Behavioural Psychotherapy for Affective Disorders SI Code

Transcription

1 Title Cognitive Behavioural Psychotherapy for Affective Disorders SI Code N Semester of Delivery 1 & 2 State whether module is Mandatory Mandatory, Elective or Option Level 7 Credit Points 20 Assessment Components & Case-study (50%) Percentage Weighting* Record of supervision, learning and experience (50%) Pre-Requisite Modules Introduction to Cognitive Behavioural Psychotherapy (or equivalent) Level 6 Breakdown of Student Learning 40 hours formal teaching Hours by Type 120 hours student directed 25 hours of supervision, 10 hours of which is close supervision Module Leader & School Jennifer Darling SHSC Aims of module To enable students to obtain the knowledge and skills to assess, formulate and treat affective disorders from a cognitive behavioural perspective To develop the role of the autonomous practitioner of cognitive behavioural psychotherapy in health and social care settings To develop practitioner s skills in critical appraisal of knowledge and critical reflection on their current practice in order to develop, extend and improve their clinical and professional skills By the end of the module you will be able to... Critically analyse the theoretical foundations of cognitive and behavioural treatments for Affective disorders. Critically evaluate the empirical foundations of cognitive and behavioural treatments for Affective disorders. Form, develop, maintain and appropriately end therapeutic relationships with clients with Affective disorders.

2 Carry out comprehensive cognitive-behavioural assessments of clients with Affective disorders, developing clear cognitive-behavioural formulations resulting in treatment plans that are informed by published research. Implement treatment plans, monitor the effectiveness of treatment and critically evaluate the treatment approaches selected. Critically reflect on your own practice, identifying innovative approaches and techniques for improving practice, Critically evaluate the application of ethical and legal dimensions of autonomous/ specialist/ advancing practice Evaluate your position and role as a specialist/ advancing practitioner in the wider multiprofessional and organizational context The main ways of learning and teaching enabling students to achieve the learning outcomes: Presentations and workshops will present the main facts, principles, concepts and theories and explore these from different perspectives. Skills practice within workshops will enable students to apply therapeutic principles in analogue situations and receive feedback from course tutors and peers Student-led seminars will provide a forum for discussion of the strengths and weakness of theoretical, empirical and applied approaches. These may include presentations of research papers or other literature. Problem-based learning will enable students to identify strengths and weaknesses in their own clinical decision making skills and to gain insights into the complexities and dilemmas of clinical decision making in autonomous practice. Case discussion/ case presentation will encourage students to think critically about their own applications of the approaches, making explicit links between theory and practice Clinical application/ supervised practice will enable students to apply treatment approaches in a health and social care setting. Clinical supervision will refine the application of evidence-based approaches to individual client needs, and enhance theory-practice linkage. Self-directed study will provide an opportunity for students to develop analytic skills.

3 ASSESSMENT AND FEEDBACK Task No. Task description % Weighting of overall module mark Word Count / Duration Percentage Pass Mark or Pass/Fail 1 Case Study 50% 4,000 words 50% 2 Record of supervision, learning and experience 50% N/A 50% How the learning outcomes will be assessed: Students will prepare a 4,000-word case study, which will critically analyse, compare and/or contrast the care of two individual clients with Affective disorders, and critically explore the methods and methodologies used. Submission of a record of supervision, learning and experience that demonstrates you have met all of the module learning outcomes How and when you will be given feedback on your performance You will be offered individual tutorials to receive individual feedback on your progress You will be offered guidance in selecting suitable topics or material, where needed. Your presentations of clinical work, or research papers will be peer reviewed and informal written comments provided by their peers. Summative feedback will be given in written form after work has been assessed and marked, and marks ratified at the Assessment Board. Feedback on clinical performance will be provided by the clinical supervisor To achieve a pass, you will... In the Case Study (50%) Describe the process of assessment, formulation and treatment of two clients experiencing affective disorders, where you have acted as main therapist under supervision. Consider and describe the process of developing, maintaining and ending a therapeutic relationship for each client.

4 Compare and/or contrast the treatment of the two clients. Critically analyse the theoretical and empirical foundations of the approaches used, making judgments about the suitability of the methods for the context, purpose and main aims of the therapeutic process. Synthesise information by creating and justifying links between theories and models of cognitive behavioural psychotherapy. Show evidence of a scientist-practitioner approach to the practice of cognitivebehavioural psychotherapy by, for example, detailing clinical observations made and demonstrating how these were used to inform clinical decision-making. Identify and reflect on factors contributing to the process and outcome of cognitive behavioural psychotherapy for the clients selected with reference to the published literature, including the contextual, ethical and legal dimensions of advancing practice. In the Record of Supervision, Learning and Experience (50%) Submit a record of learning that details that you have reached a satisfactory level of clinical skill, critical reflection and critical analysis with regard to each of the module learning outcomes. Evidence that you have met the Module Learning Outcomes will come from (further specific guidance will be provided during the module); o A supervision log detailing the amount, type and process of clinical supervision received with regard to affective disorders. This will provide evidence of receipt of 25 hours of clinical supervision, 10 hours of which is close supervision. Close supervision will relate to the treatment of at least two clients. o Evidence that you have implemented key CBT competences for affective disorders (to specifically include any of the of the following Cognitive Restructuring, Contextual Approach to Cognition, Exposure, Behavioural Experiments, Activity Scheduling, Behavioural Activation) o Evidence that your competence in CBP has been evaluated by one of the course team and achieved the required competence score on the evaluation tool used (e.g. 36 or above on the CTS-R) o A reflective log detailing your critical reflection on your own practice o Critical analysis of the literature that you have read and used to inform your practice

5 o o Anonymised clinical material A reference from your clinical supervisor Examples of the content of the module and the main learning resources you will use... Cognitive behavioural assessment Developing a formulation Therapeutic relationships Specific disorders/ problems to cover assessment, formulation and treatment with relevant outcome research/ literature o Depression Mild to moderate Severe Dysthymic Disorder Low-self esteem o Bipolar Disorder Behavioural approaches to treatment for depression Cognitive approaches to depression treatment Cognitive behavioural psychotherapy in health and social care settings Ethical and legal dimensions of advancing practice on health and social care The role of the autonomous practitioner Indicative Reading for this module Books Beck, A., Rush, A., Shaw, B., & Emery, G. (1979). Cognitive Therapy of Depression. New York: The Guilford Press. Beck, J. (1995).. Cognitive Therapy: Basics and Beyond New York: The Guilford Press. Kanter, J., Busch, A.M., Rusch L.C. (2009) Behavioural Activation: Distinctive Features. Hove, East Sussex: Routledge.

6 Martell, C., Addis, M, Jacobson, N. (2001) Depression in Context: strategies for guided action. London: W. W. Norton Martell, C., Dimidijian, S., & Herman-Dunn, R. (2010) Behavioral Activation for Depression: a clinician s guide. New York: Guilford Press McMullin, R. (2000). The New Handbook of Cognitive Therapy Techniques. New York: W.W. Norton and Company. JOURNALS E-learning. FINAL TASK According to the Assessment Strategy shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Strategy) MODULE REFERRAL STRATEGY Task for Task (as shown for initial assessment strategy) Single Referral Package for All Referred Students Task No. 2 Y N REVISIONS Date July 2012 Reason Assessment Framework review