Independent Guided Study *to be used for Key Information Sets - see Module Descriptor guidance notes

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1 TITLE SI MODULE CODE CREDITS 20 LEVEL 7 JACS CODE B900 SUBJECT GROUP ursing DEPARTMET ursing & Midifery MODULE LEADER Annie Mason MODULE DESCRIPTOR Cognitive Behavioural Psychotherapy for Anxiety Disorders (Year 1) MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study *to be used for Key Information Sets - see Module Descriptor guidance notes MODULE AIM Total umber of Study Hours To enable you to obtain the knowledge and skills to assess, formulate and treat anxiety 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 your skills in critical appraisal of knowledge and critical reflection on your current practice in order to develop, extend and improve your clinical and professional skills MODULE LEARIG OUTCOMES (up to 4 LOs max) By engaging successfully with this module a student will be able to Critically analyse the theoretical foundations of cognitive and behavioural treatments for Anxiety disorders. Critically evaluate the empirical foundations of cognitive and behavioural treatments for Anxiety disorders. Form, develop, maintain and appropriately end therapeutic relationships with clients with Anxiety disorders.

2 Carry out comprehensive cognitive-behavioural assessments of clients with Anxiety 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 multi-professional and organizational context The main ways of learning and teaching enabling you 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 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.

3 IDICATIVE COTET Cognitive behavioural assessment Developing a formulation Therapeutic relationships Specific disorders/ problems to cover assessment, formulation and treatment with relevant outcome research/ literature o Specific Phobias o Obsessive Compulsive Disorder o Social Anxiety o Panic Disorder with/without agoraphobia o Post Traumatic Stress Disorder o Health Anxiety o Habit Disorders 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 LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways How the learning outcomes will be assessed:: Preparation of a portfolio of learning and experience that demonstrates you have met each and all of the module learning outcomes. This will include a 4,000-word case study, which will describe, critically reflect on and critically analyse the process and outcome of therapy of two individual clients with anxiety disorders, and critically explore the methods and methodologies used. Submission of an audiovisual recording of a clinical treatment session with a person with an anxiety disorder

4 ASSESSMET TASK IFORMATIO Task o.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Recording of a CW 20% One hour treatment session 2 Portfolio CW 80% Y In-module retrieval available *Assessment task limit of a max of two tasks per 20 credits, and a max of three tasks for a module larger than 20 credits ** Timetabled examinations - duration must be whole numbers of one, two or three hours and ten minutes of reading time will be added on to this as standard. To achieve a pass, you will... In the Portfolio (80%) Submit a supervision log detailing the amount, type and process of clinical supervision received with regard to anxiety 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. Demonstrate satisfactory levels of knowledge and understanding, clinical skill, critical reflection and critical analysis with regard to each of the module learning outcomes Submit adequate evidence that you have implemented key CBT competences for anxiety disorders, to specifically include at least one of each of the following pairs Exposure or Behavioural experiments, Cognitive Restructuring or Contextual Approach to working with Cognition. 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 experiencing anxiety disorders, where you have acted as main therapist under supervision. Structure and present the portfolio adequately Provide a reference from your clinical supervisor.

5 In the Recording of a Clinical Treatment Session (20%) Achieve a score of 36 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 Submit the work in the required format, ensuring that both you and the client can be seen and heard. FEEDBACK Students will receive feedback on their performance in the following ways 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. 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. LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Books Barlow, D. H. (Ed.). (2002). Anxiety and Its Disorders: The ature and Treatment of Anxiety and Panic. ew York: Guilford. Beck, A. (1976). Cognitive therapy and the emotional disorders. ew York: International Universities Press, Inc. Beck, A., Emery, G., & Greenberg, R. (1985). Anxiety disorders and phobias: a cognitive perspective. ew York: Basic Books, Inc. Beck, J. (1995). Cognitive Therapy. ew York: The Guilford Press. Butler, G., Fennell, M.V., Hackmann, A (2010) Cognitive-behavioral therapy for anxiety disorders: mastering clinical challenges: ew York, London: Guilford Press Clark, D. A., Beck, A.T. (2010) Cognitive Therapy of Anxiety Disorders: Science and practice. ew York: Guilford Press

6 Dugas, M, Robichaud, M (2007) Cognitive-behavioral 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. ew York: Guilford. McMullin, R. (2000). The new handbook of cognitive therapy techniques. ew York: W.W. orton and Company. Rosqvist, J. (2005). Exposure treatments for anxiety disorders: A practitioner s guide to concepts, methods, and evidence-based practice. ew York: Routledge. Roth, A., & Fonagy, P. (2005). What Works For Whom? A Critical Review of Psychotherapy Research. (Second ed.). ew York: Guilford Press. Steketee, G. (2003) Treatment of Obsessive Compulsive Disorder. ew York : Guilford Press. Scott, M. (2009) Simply Effective Cognitive Behaviour Therapy. Hove, East Sussex: Routledge Wells, A. (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide. Chichester: Wiley

7 SECTIO 2 MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Y Change to Delivery Pattern Date the changes (or new module) will be implemented 01/2014 MODULE DELIVERY PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 DD/MM/YYYY DD/MM/YYYY Course Intake 2 DD/MM/YYYY DD/MM/YYYY Course Intake 3 DD/MM/YYYY DD/MM/YYYY Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below SHSC What proportion of the module is taught by these non-shu staff, expressed as a percentage? Y 100% MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 50% Y / *Overall PASS / FAIL Grade Y *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FIAL TASK According to the Assessment Information 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 Information Grid in Section 1 of the Descriptor) Task o. 2 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 50%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. REVISIOS Date July 2014 Reason Minor Modification