PYMDEP: Theory and Practice for Depression

Module code: PYMDEP

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: Ms Michelle Grice, email: m.grice@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: 29 August 2024

Overview

Module aims and purpose

As per High Intensity national curriculum (July 2022): 

“This module will develop skills in CBT for depression to an advanced level, improving proficiency in the fundamental techniques of CBT, developing competency in the specialist techniques used in the treatment of depression. Specific cognitive and behavioural models of depression, empirical evidence, and assessment and specialist cognitive and behavioural treatment strategies will be covered in workshops. The clinical workshops will provide trainees with a strong foundation in the evidence base for CBT with depression and address the most up to date research methods.” 

Module learning outcomes

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

1. Develop practical competency in Cognitive Behavioural Therapy for depression and apply to their own caseload in practice   
2. Develop critical knowledge in the theoretical and research literature for cognitive and behavioural models with depression.  
3. Develop a critical understanding of the phenomenology, diagnostic classifications and epidemiological characteristics of depressive disorders. 
4. Assess patients with depression, considering clinical manifestations, co-morbidity, history, present life situation, course and outcome of depression in determining suitability for CBT. 
5. Assess risk factors associated with depression and the integration of risk management within treatment plans.  
6. Assess suicidal risk and self-harming behaviours and implement practical strategies for managing suicidality and self-harm 

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

Module content

The module will include teaching on key, evidence-based protocols for treating depression such as Cognitive Therapy by Beck and Behavioural Activation by Martell. Working with diverse groups will also be covered, such as working with clients living with long term physical health conditions, or with learning disabilities.  

Workshops will consist of information giving, tutor demonstrations, role-play, skills practice, experiential exercises, comparative video illustration and case demonstrations. Experiential exercises will encourage self-reflection and increase in self-awareness and skill acquisition. Sessions will also incorporate a focus on self-reflection and therapists’ beliefs and the ways in which these may benefit or interfere with therapy. 

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 assessments, with no auto-fails in the summative clinical recordings
2. A pass in the portfolio
3. A minimum of 80% live attendance
4. 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 other summative submissions.  

Reassessment

Additional costs