PYMANX: Theory and Practice for Anxiety Disorders

Module code: PYMANX

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Double Presentation: S1 & S2, and S2 & Summer

Module convenor: Dr Eleanor Haddock, email: e.haddock@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

As per High Intensity national curriculum (July 2022): 

“The module aims to develop skills in CBT for anxiety disorders to an advanced level, improving proficiency in the fundamental techniques of CBT, and developing competency in the specialist techniques applied to anxiety disorders and trauma related disorders. Specific models, evidence base, assessment and specialist treatment strategies will be covered in workshops.” 

Anxiety disorders covered include specific phobia, panic disorder, social anxiety disorder, obsessive compulsive disorder (OCD), health anxiety, body dysmorphic disorder (BDD), post- traumatic stress disorder (PTSD) and generalised anxiety disorder (GAD). 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Understand and differentiate diagnostic classification and the epidemiological characteristics of a range of anxiety disorders  
2. Assess patients (using a combination of interview questions and outcome measures), construct collaborative disorder specific conceptualisations to inform treatment planning for a range of anxiety disorders presentations 
3. Implement and critically evaluate a range of CBT interventions (such as setting goals, eliciting and evaluation thoughts, identifying and working with safety behaviours, behavioural experiments) 
4. Demonstrate knowledge of CBT and apply such knowledge within a self-reflective process to identify own values and beliefs and the application of CBT to their own lives as well as an ability to adapt CBT and ensure equitable access of CBT, taking into account cultural and social differences and values. 
5. Make best use of supervision on the course and integrate new learning and reflections into ongoing continued professional development and begin to take personal responsibility for clinical decision making in complex and unpredictable situations.  

Further details can be found within the national curriculum (July 2022).  

Module content

The module will comprise clinical workshops (online and face to face), clinical skills practice/ supervised clinical practice, supervision in-service and independent study. Teaching and supervision are delivered by experienced BABCP accredited therapists.  

An overview of anxiety will be covered followed by clinical workshops covering a range of anxiety disorders, including specific phobia, panic disorder, social anxiety disorder, obsessive compulsive disorder (OCD), health anxiety, body dysmorphic disorder (BDD), post- traumatic stress disorder (PTSD) and generalised anxiety disorder (GAD).  

Each workshop will cover phenomenology, diagnostic classification and epidemiological characteristics of common anxiety disorders. In addition, assessment, disorder specific formulations and treatment planning will be covered. Assessment areas would also include reviewing risk and management plans, mental state, personal and medical history, appropriate measures (assess & monitor progress), protected characteristics.  

Moreover, key guidelines are described and referred to (if applicable) and students will also cover up to date research studies and literature. In this module, further fundamental principles of CBT will also be elaborated on, and knowledge enhanced. In addition, further knowledge and grasp CBT theory as well as the application of theory into practice. This would include adaptations that may be needed and appropriate when working with a range of diverse groups (e.g., BAME, LGBTQ+, neuro-diverse and learning difficulties).  

Moreover, they will also learn to apply CBT principles to their own experiences as a therapist helping them to further understand and enhance the role of the therapeutic relationship in CBT. Furthermore, students will get additional learning and development opportunities in how to make the most of supervision and improve their own practice.  

Structure

Teaching and learning methods

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

Skills-based competencies 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. 

On-going clinical supervision is provided by members of the course team and at the place of work. Case management and problem-based learning will be facilitated through a combination of course and work-based supervision. 

Self-directed study to include general reading for each course and preparatory reading for each session. Web-based resources will be available to allow students to see examples of clinical therapy sessions and clinical demonstrations of specific techniques. 

This module is taught twice to two different cohorts of students - first in Semester 1 and Semester 2 and then repeated in Semester 2 and Summer Vacation. The 200 study hours are listed for the first iteration of teaching in Semester 1 and Semester 2, and these same study hours are repeated for the second iteration of teaching in Semester 2 and Summer Vacation. 

Study hours

At least 69 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 50% in each assessment, with no auto-fails in the summative clinical recordings
2. A minimum of 80% live attendance
3. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

A video recording of a therapy session rated using a standardised rating scale. All are assessed using the Cognitive Therapy Rating Scale Revised (CTS-R; Blackburn et al., 2001). The recording is rated by a member of the course team in supervision and self-rated by the student. The recording must be different from those submitted for any summative submissions.  

Reassessment

Additional costs