Newcastle University

Aims

To develop knowledge and skills matched against set competencies in CBT for generic and disorder-specific models of anxiety
To develop critical knowledge of the theoretical and research literature of CBT with anxiety disorders.

Original Summary:
This module aims to develop advanced knowledge and skills in CBT for anxiety. Generic principles, Specific models, evidence base, assessment and specialist treatment strategies will be covered. The programme will also provide students with a foundation in the evidence base for working with CBT and anxiety disorders including self reflection to increase formulation skills and empathic attunement. Due to the amount of content, participants must study at least two of the following topics in detail. Generic Anxiety Skills, Specific Phobia, Panic Disorder, Social Phobia, Obsessive Compulsive Disorder, PTSD, GAD and Health Anxiety.

Outline Of Syllabus

The curriculum will comprise the following:
•       Phenomenology, diagnostic classification and epidemiological characteristics of anxiety disorders
•       Assessment and specificity of formulation for CBT with anxiety disorders
•       Risk assessment, mental state examination, personal, medical history relevant to anxiety disorders
•       Suitability for CBT with anxiety disorders: contra-indications for treatment
•       The role of pharmacological interventions
•       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 with anxiety disorders
•       Evidence Based practice: Relationship of therapy to outcome research and NICE Guidance
•       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.
•       Effective use of supervision in working with people with anxiety disorders to enhance and regulate good practise.

Teaching Rationale And Relationship

It is impossible to say exactly how many hours each learner will need take to undertake the Praxis CBT programme. This varies depending on previous knowledge and experience of CBT, academic ability, confidence with on-line training, learning style and so on. The Guided on-line learning section is equivalent to 30 hours or 5 days of classroom teaching and content is based on classroom versions of the same modules.
Independent Study - Includes work based tasks, self practice and reflection, preparing for clinical supervision, undertaking clinical supervision; and reading or accessing on line resources and links (e.g. recommended reading in bibliography and links to NICE Guidance and Diagnostic manuals )
Lecture - This includes following the structured on-line materials including video clips and studying diagnostic and phenomenological information plus specific treatment models to develop declarative knowledge
Skills Practice -This includes exercises in response to lecture based on-line materials including video clips, interactive exercises, drag and drop exercises, multiple choice quizzes and evaluating and reflecting on all of the above. As a guide there are approx. 12 clips per module, 10 minutes each. Approx 10 interactive exercises per module.
Reflective Learning Activity - Includes repeat and consolidation of exercises and study; and any viewing or participation in discussion f orums.

Subject knowledge and understanding will be developed through:
• Systematic on line learning framework for the development of understanding, to explain complex CBT concepts, and to provide early insight into the relationship between theory and practice in relation to CBT for depression.
• On line tutorials and group discussion forums to encourage team work, critical debate and involvement.
• Guided self-study, supported by the provision of targets and to expand knowledge and understanding through active and task-based learning.
• Audio visual demonstrations of practice to be observed and examined on throughout the on line programme
• On-going clinical supervision provided at the place of work
• Problem-oriented learning opportunities, to develop problem-solving, critical reasoning and clinical decision-making skills through evidence-based activities.

Assessment Rationale And Relationship

The case study enables the student to demonstrate clinical skills and critical analysis of the theoretical model (and related evidence regarding outcomes) employed in treatment, as well as a critical knowledge of the theoretical and research literature of CBT with anxiety disorders, within an individually tailored formulation of a client’s presentation. The key aspects are the relationship between the idiosyncratic case conceptualisation and selected clinical interventions. Formative appraisal of therapy sessions by supervisor using a clinical tool (Revised Cognitive Therapy scale CTSR) is used to reflect on practice in the assignment.

Notes on Assessment:
Pass mark for the module is 50%. Students have one opportunity to re-submit after failure. Once started this module is time limited and assessments will have a defined submission date for each cohort.
This module is a pre requisite for CBT for Anxiety Disorders II on-line module.