Cognitive Behavioural Psychotherapy for Anxiety Disorders MODULE CODE LEVEL 7 CREDITS 15 ECTS CREDITS VALUE FACULTY

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1 MODULE DESCRIPTOR TITLE Cognitive Behavioural Psychotherapy for Anxiety Disorders MODULE CODE LEVEL 7 CREDITS 15 ECTS CREDITS VALUE FACULTY HWB DEPARTMENT Nursing & Midwifery SUBJECT GROUP DATE APPROVED May 2017 MODULE AIM To enable you to develop advanced knowledge and understanding of the theory and research literature relating to CBT for anxiety, in order to develop competency in the treatment of anxiety - using specific CBT psychotherapy skills. LEARNING OUTCOMES LO Ref Learning Outcome 1 Critically analyse and appraise the theoretical foundations of cognitive and behavioural treatments for anxiety disorders. 2 Critically evaluate the empirical foundations of cognitive and behavioural treatments for anxiety disorders. 3 Demonstrate your ability to deliver a cognitive behavioural therapy session for anxiety disorders which meets the threshold of BABCP competence. 4 Demonstrate your ability to write a case study which evidences competency in assessment, formulation, treatment planning and evaluation of therapy. INDICATIVE CONTENT The behavioural and cognitive theories of anxiety disorders. The principals and practice of exposure; Specific disorders/ problems to cover assessment, formulation and treatment with relevant outcome research/ literature; Specific Phobias: Obsessive Compulsive Disorder; Social Anxiety; Panic Disorder with/without agoraphobia; Post-Traumatic Stress Disorder; Health Anxiety; Generalised Anxiety Disorder. Cognitive behavioural psychotherapy in health and social care settings.

2 LEARNING, TEACHING AND ASSESSMENT STRATEGY Presentations and workshops will present the main facts, principles, concepts and theories and explore these from different perspectives; Skills practice within workshops will enable you 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 you to identify strengths and weaknesses in your own clinical decision making skills and to gain insights into the complexities and dilemmas of clinical decision making in autonomous practice. Case discussions/ case presentations will encourage you to think critically about your own applications of the approaches, making explicit links between theory and practice. Clinical application/ supervised practice will enable you 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 you to develop your analytic skills. ASSESSMENT INFORMATION Task No. Description of Assessment Task Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR) Word Count or Exam Duration 1 Recording of a clinical session PR 1 hour 40% 2 Case Study CW % To achieve a pass, you will... In the Recording of a Clinical Treatment Session (40%) Task Weighting % Achieve a score of 36 (scaled to a 50% pass) or above on the Cognitive Therapy Scale-Revised (CTS-R) for your clinical skill in a treatment session with a person experiencing an anxiety disorder for whom you are acting as main therapist under supervision. Please be aware that this is a pass/fail task and that if you do not meet the required standard of 36 or above on the CTSR you will receive a referral mark and will be required to resubmit. Submit the work in the required format, ensuring that both you and the client can be seen and heard. Submit with the recording a brief outline of the case which includes the formulation in the form of a diagram as well as a written summary of the case which details the diagnosis, which session number you have recorded, the treatment so far, the aim of the session and how the method of change fits with the above. In the case study (60%) Submit a 4,000 word case study that describes, critically reflects on, and critically analyses, the process of assessment, formulation and treatment of two clients

3 experiencing anxiety disorders, where you have acted as main therapist under supervision. The rationale for the word count for the case study is so that students have the opportunity to identify concepts and theories and provide synthesis of understanding in relation to a case and to do so in a sophisticated way. A description of the case, and the depth of discussion and analysis required necessitates a longer word count than the norm. Students need to demonstrate understanding of the concepts and theories as well as being able to demonstrate proficiency of understanding, ensuring client safety. FEEDBACK TO STUDENTS 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 your peers. You can reasonably expect to receive feedback on your summative assessment tasks for this module, within three weeks after the submission date. You will receive a mark sheet with commentary of the strengths of your work and areas in which you could improve. The feedback is aimed at promoting a continued commitment to selfdirected reflection and practice development. Feedback on clinical performance will be provided by the clinical supervisor. LEARNING RESOURCES FOR THIS MODULE Books Barlow, D. H. (Ed.). (2002). Anxiety and Its Disorders: The Nature and Treatment of Anxiety and Panic. New York: Guilford. Barlow, D.H. and Craske M.G. (2007). Mastery of Your Anxiety and Panic: Therapist Guide for Anxiety, Panic, and Agoraphobia (4th edition) USA: Oxford University Press Inc. Beck, A. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press, Inc. Beck, A., Emery, G., & Greenberg, R. (1985). Anxiety disorders and phobias: a cognitive perspective. New York: Basic Books, Inc. Beck, J. (1995). Cognitive Therapy. New York: Guilford Press. Bennett-Levy, J., Thwaites, R., Haarhoff, B. & Perry, H. (2015). Experiencing CBT from the Inside Out. Self practice self reflection workbook for therapists. London: Guilford. Borkovec, T.D., & Sharpless, B. (2004). Generalized Anxiety Disorder: Bringing Cognitive Behavioural Therapy into the Valued Present. In S. Hayes, V. Follette, & M. Linehan (Eds.), New directions in behaviour therapy, pp New York: Guilford Press. Butler, G. (1989). Phobic disorders pp in K. Hawton, P.M. Salkovskis, J. Kirk and D.M. Clark Cognitive Behaviour Therapy for psychiatric problems: A practical guide Oxford: OUP.

4 Butler, G., Fennell, M.V., Hackmann, A. (2010). Cognitive-Behavioural Therapy for Anxiety Disorders: Mastering Clinical Challenges: New York, London: Guilford Press. Clark, D. A., Beck, A.T. (2010). Cognitive Therapy of Anxiety Disorders: Science and Practice. New York: Guilford Press. Clark, D.M. (2005). A cognitive perspective on social phobia in W.R. Crozier and L.F. Alden The essential handbook of social anxiety for clinicians. London: John Wiley and Sons. Heimberg, R. (2002). Cognitive Behavioural Group Therapy for Social Phobia: Basic Mechanisms and Clinical Strategies. New York: Guilford Press. Craske, M.G., Antony, M. and Barlow D.H. (1997). Mastery of your specific phobia: Therapist Guide. New York: OUP. Dugas, M, Robichaud, M, (2007). Cognitive-Behavioural Treatment for Generalised Anxiety Disorder: From science to practice. Abingdon: Routledge Foa, E. & Rothbaum B. O. (2003). Treating the Trauma of Rape: Cognitive-behavioural therapy for PTSD. New York: Guilford. Kozak, M.J. and Foa, E.B. (1997). Mastery of obsessive compulsive disorder: A cognitive behavioural approach Therapist guide. New York: OUP. McMullin, R. (2000). The new handbook of cognitive therapy techniques. New York: W.W. Norton and Company. Rosqvist, J. (2005). Exposure treatments for anxiety disorders: A practitioner s guide to concepts, methods, and evidence-based practice. New York: Routledge. Roth, A., & Fonagy, P. (2005). What Works For Whom? A Critical Review of Psychotherapy Research. (Second ed.). New York: Guilford Press. Steketee, G. (2003). Treatment of Obsessive Compulsive Disorder. New York: Guilford Press. Wells, A. (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide. Chichester: Wiley. Journals Dugas, M. J., & Ladouceur, R. (2000). Treatment of GAD: Targeting intolerance of uncertainty in two types of worry. Behavior Modification 24, Ehlers, A. and Clark, D.M. (2000). A cognitive model of posttraumatic stress disorder, Behaviour Research and Therapy 38, Salkovskis and Clark (1991). Cognitive therapy for panic disorder, Journal of Cognitive Psychotherapy Ost, L.-G. (1987). Applied relaxation: description of a coping technique and review of controlled studies, Behaviour Research and Therapy, 25, Zinbarg, R. E. et al. (1992). Cognitive behavioural approaches to the nature and treatment of anxiety disorders, Annual Review of Psychology 43,

5 E-learning. Students will have access to a Moodle site for the course. This resource will support student learning through providing them with the ability to obtain module documents, presentations, assessment criteria, and an ability to communicate with their peers. NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture 25 Seminar Tutorial Project Supervision with tutor Demonstration Practical classes and workshops 25 Supervised time in studio/workshop/laboratory Fieldwork External visits Scheduled Learning and Teaching Activities subtotal Guided Independent Study 75 Independent Placement or Work-based Learning** 25 Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE 150 REVISIONS Date May 2017 Reason Confirmed in PgD Cognitive Behavioural Psychotherapy validation