PYMICT: Introduction to Cognitive Behavioural Therapy (CBT) and Evidence-Based Psychological Treatment

Module code: PYMICT

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

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Ms Julia Limper, email: j.limper@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: Yes

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

The module aims to develop students’ understanding of the role that evidence-based psychological treatments play in the provision of psychological services. Students are provided with an introduction to evidence-based psychological models and treatment. A historical and conceptual overview of CBT is shared and students are trained to understand CBT theory and acquire an understanding of key therapeutic skills and strategies used in CBT.

This module is taught alongside students studying as High Intensity therapists (on the PYMFUN module) but does not include a clinical component; there is no supervision or clinical work associated with this module completion. Rehearsals of skills discussed in teaching, group discussion regarding clinical vignettes and watching of real clinical material feature throughout the module.

Module learning outcomes

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

1. Understand the interface between research and clinical practice
2. Critically evaluate cognitive behavioural therapies in terms of their level of evidence for treating common psychological disorders
3. Understand and describe to potential clients the theoretical framework of CBT

Module content

This module will introduce students to the essential need to develop psychological interventions that are based on: (1) Current theoretical understanding of common psychological disorders (e.g., anxiety and depressive disorders) and (2) Empirical evidence relevant to both the models of psychological disorder and the efficacy of associated treatments. The module will also introduce key therapeutic tools for treating common psychological disorders and discuss their practical utility.

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 students’ self-awareness.

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.

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.

Study hours

At least 23 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 an overall module mark of 50% to pass this module.

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.

Students complete multiple-choice questionnaires during teaching to which answers are provided as a whole group, vignettes are discussed and aspects rehearsed with peer feedback which contributes to learning relevant for the summative assessment.

Reassessment

Additional costs