PYMANX-Theory and Practice for Anxiety Disorders

Module Provider: Psychology
Number of credits: 40 [20 ECTS credits]
Level:7
Terms in which taught: Spring / Summer / Autumn module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: PYMFUN Fundamentals of Evidence-Based Treatments (CBT) and PYMDEP Theory and Practice for Depression
Modules excluded:
Current from: 2022/3

Module Convenor: Mr Ting Chiu
Email: t.chiu@reading.ac.uk

Type of module:

Summary module description:

This module will cover the evidence base for CBT assessment and treatment for anxiety disorders. The module will cover anxiety disorders generally, as well as the specific ones: specific phobia, panic disorder, social phobia, obsessive compulsive disorder (OCD), post-traumatic stress disorder (PTSD) and generalised anxiety disorder (GAD). 

Aims:

1. To develop practical competency in evidence-based Cognitive Behavioural Therapy for anxiety disorders


2. To develop critical knowledge of the theoretical and research literature of CBT for anxiety disorders.

Assessable learning outcomes:

Achieving the learning outcomes listed below will ensure that students have developed the required competences related to the anxiety disorders listed in the competency framework (Roth and Pilling 2007- see http://www.ucl.ac.uk/clinical-psychology/CORE/competence_frameworks.htm). Overall it is expected that the students will attain the specific competences set out in the IAPT high intensity curriculum (http://www.iapt.nhs.uk/silo/files/national-curriculum-for-high-intensity-cognitive-behavioural-therapy-courses.pdf).

At the end of the course students will be able to demonstrate the following:     

1. A critical understanding of the phenomenology, diagnostic classifications and epidemiological characteristics of anxiety disorders


2. Competency in assessing clients for suitability for CBT with anxiety disorders


3. Constructing maintenance and developmental conceptualisations of cases of anxiety disorders


4. Developing CBT treatment plans for a range of anxiety disorders


5. Demonstrate evidence of critical evaluation of theoretical evidence based interventions integrated within and guiding therapy with anxiety disorders


6. Collaboratively deriving an anxiety model with a client


7. Demonstrate the ability to elicit and evaluate key cognitions and images in anxiety disorders


8. Competency in constructing, carryingout and evaluating behavioural experiments


9. Demonstrate self-direction and originality in tackling and solving basic therapeutic problems with anxiety disorders


10. Demonstrate self-direction and originality in working with co-morbidity and solving more complex therapeutic problems


11. Ability to deal with ending therapy and planning for long term maintenance of gains with evidence of relapse prevention plan


12. Begin to practise as “scientist practitioners” continuing to advance their knowledge and understanding to develop new skills with anxiety to a high level


13. Demonstrate insightful knowledge of CBT and an ability to identify own values and beliefs in working with anxiety and CBT’s application to their own lives


14. Demonstrate competency in making best use of supervision with anxiety disorders on the course


15. Demonstrate an ability to sensitively adapt CBT for anxiety disorders, and ensure equitable access of CBT to diverse cultures and values

Demonstrate a working knowledge of the principles and practice, and competency in delivering high intensity psychological therapy within a stepped care system

Additional outcomes:

1. Students will gain confidence in the assessment and treatment of clients with anxiety.


2. Academically, students will develop skills in critical appraisal of research and develop theory-practice links.


3. Reflective practice will be integrated as part of all training within the module.

Outline content:

The module will comprise in-class teaching, clinical skills practice/supervised clinical practice, supervision in-service and independent study.  Teaching and supervision is delivered by experienced BABCP accredited therapists. The following will be covered:

• Phenomenology, diagnostic classification and epidemiological characteristics of anxiety disorders


• Assessment and formulation for CBT with anxiety disorders


• Risk assessment, mental state examination, personal, medical history relevant to anxiety disorders


• Application and suitability for CBT with anxiety disorders: contraindications for treatment, the role of pharmacological interventions and substance misuse, how to refer on to other agencies if unsuitable


• Clinical process for anxiety disorders– formulation, rationale giving, active treatment, relapse prevention


• Use of clinical measurement with specific anxiety disorders to monitor CBT process and outcome


• The role of the therapeutic relationship in CBT with anxiety disorders


• Anxiety Disorders: clinical and research: clinical trials; outcome studies


• Theories and experimental studies of process in anxiety disorders


• Application of theory and method to the individual case in anxiety disorders


• Experiential learning: illustrating how cognitive methods with anxiety can be applied to the students’ own lives


• Values, culture and diversity (access, ethical, professional and cultural considerations)


• Effective use of supervision in working with people with anxiety disorders to enhance and regulate good practice


• An overview of the principles of the stepped care system, knowledge of low intensity interventions with anxiety disorders and the role of high intensity psychological therapy within that framework

Brief description of teaching and learning methods:

1. Experiential and skills based workshops providing students with a strong foundation in the clinical procedures of CBT, and addressing the most up-to-date research development


2. Skills based competences will be developed through small group experiential work and role plays in workshops, group supervision by course members and individual/group supervision in the place of work.


3. On-going clinical supervision provided by members of the course team and at the place of work.


4. Self-directed study to include general reading for each course and preparatory reading for each session. DVD/video library and web based resources will be available in order that students can borrow and study examples of clinical therapy sessions and clinical demonstrations of specific techniques.


5. Case management and problem based learning will be facilitated through a combination of course and work-based supervision.

Contact hours:

Teaching contact hours: average minimum of 100 hours; the total minimum teaching contact hours summed across Modules PYMFUN, PYMANX and PYMDEP (including clinical skills and supervision) is over 300 hours.

Supervision contact hours: average minimum of 12 hours in University and 12 in the Service.  The total minimum supervision contact hours summed across modules PYMFUN, PYMANX and PYMDEP is 70 hours.

Total contact hours: Minimum of 400, to include lectures, clinical skills, supervision and guided independent study.

Contact hours:

	Autumn	Spring	Summer
Lectures		25	50
Seminars		10	15
Practicals classes and workshops		75	75
External visits		50	100
Total hours by term		160	240
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	33.4
Oral assessment and presentation	33.3
Practical skills assessment	33.3

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

The assessment has three parts:

1. Extended case report of a client with an anxiety disorder


2. Case study presentation of a client with an anxiety disorder


3. One video-recording of therapy for anxiety rated using the CTS-R (linked to the extended case report)

These three assignments are equally weighted

All assessments are assessed using a standardised measure and must pass at 50% with no auto fail criteria.

Formative assessment methods:

In addition to the three summative assessments for this module, the student will be required to submit:

1.            Information to be included in the Accreditation Portfolio.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

50% in each piece of assessed work for 1, 2 and 3.  A minimum of 80% attendance is required.

Reassessment arrangements:

Students who do not obtain the required pass mark in the summative assessed work will be given the opportunity to resubmit, on one further occasion, any individual assessment that has been failed. The re-sit grade cannot exceed 50%. If a student does not complete the required attendance they are expected to catch up on missed teaching hours by watching a recording of the session and submitting a 1500 word reflective piece on the topic.  If attendance falls below 80% for any module it will not be possible to make up the missed teaching hours in the current year. Arrangements can be made for students to attend missed teaching in the following year in order to pass the module but this would delay completion of the Diploma.

Completion of studies is dependent on employment within an IAPT Service and ongoing access to an IAPT appropriate clinical caseload. Students must successfully pass all modules of the training programme. Therefore, a student’s studies may be terminated if they are no longer working in an IAPT service, no longer have access to an ongoing IAPT appropriate caseload, or fail coursework at second attempt.

Additional Costs (specified where applicable):

1) Required text books: None

2) Specialist equipment or materials: None

3) Specialist clothing, footwear or headgear: None

4) Printing and binding: None

5) Computers and devices with a particular specification: None

6) Travel, accommodation and subsistence: None

Last updated: 22 September 2022