Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

To develop critical knowledge of the theoretical and research literature informing behavioural and cognitive models of anxiety disorders

To develop practical competency in Cognitive Behaviour Therapy for anxiety disorders

This module is designed to develop knowledge, skills and attitudes in the cognitive-behavioural treatment of anxiety disorders to CBT practitioner level. It is intended to improve proficiency in the fundamental techniques of CBT and support the development of competency in the specialist techniques applied to the treatment of anxiety disorders. There will be a balanced emphasis on behavioural and cognitive approaches.

Outline Of Syllabus

Building on learning and skills developing through the Fundamentals of CBT module and CBT for Anxiety Disorders 1, this module is designed to develop knowledge, skills and attitudes in the cognitive-behavioural treatment of anxiety disorders including:
• Specific Phobia
• Panic Disorder
• Agoraphobia
• Social Anxiety Disorder (SAD)
• Obsessive Compulsive Disorder (OCD)
• Post Traumatic Stress Disorder (PTSD), Generalized Anxiety Disorder (GAD)
• Illness Anxiety Disorder (IAD)
• Body Dysmporphic Disorder (BDD).

Intended Knowledge Outcomes

By the end of the module, trainees will be able to:

1. Describe the phenomenology, diagnostic classification and epidemiological characteristics of each anxiety disorder

2. Explain and discuss the full range of cognitive and behavioural processes known to maintain these disorders

3. Review and critically evaluate the evidence-base of CBT for anxiety disorders, covering both basic processes, evidence based models of anxiety disorders, and the outcome of CB treatments

4. Demonstrate insightful knowledge of CBT and an ability to identify own values, beliefs, biases and CBT's application to their lives.

Intended Skill Outcomes

By the end of the module, trainees will be able to:

1. Assess clients for suitability for CBT with anxiety disorders

2. Collaboratively use appropriate outcome measures, understand how these inform & drive quality for the client. This will include using anxiety disorder specific measures and process measures (beliefs, attentional focus etc) and idiosyncratic client-reported measures to assess outcomes and guide treatment of relevant conditions

3. Collaboratively develop disorder-specific maintenance and developmental conceptualisations as key guides to therapy with people with anxiety disorders

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

5. Elicit and evaluate key cognitions (including images) in anxiety disorders

6. Identify and implement appropriate CBT interventions including constructing, carrying out and evaluating behavioural experiments

7. Deal with ending therapy and planning for long term maintenance of gains with evidence of relapse prevention plan including: 1) developing summaries of what has been learned in therapy and action plans to reactivate these skills in response to early signs of relapse, and 2) How to schedule and use booster sessions

8. Take personal responsibility for clinical decision making, show self-direction and originality in solving basic therapeutic problems in anxiety disorders

9. Make best use of supervision with anxiety disorders on the course and making use of, and continuing to learn from, on-going continuing professional development.

10. Sensitively adapt CBT for anxiety disorders, and ensure equitable access of CBT, taking into account cultural and social differences and values

11. Practice as a “scientist practitioner”, continuing to advance their knowledge and understanding to develop new skills with anxiety to a high level

Teaching Rationale And Relationship

Having undertaken CBT for Anxiety disorders 1, this module focuses on the building and consolidation of clinical skills. As such, the focus of learning is on the application of CBT for anxiety disorders in practice.
Trainees develop their applied clinical skills by delivering CBT to clients in their host services, with regular opportunities to adapt and optimise interventions according to the needs of individual clients.

Within skills practice sessions BABCP accredited therapists offer demonstrations of specific clinical skills and trainees work in small groups to enable formative practice of these skills, receive formative feedback on their performance and reflect on their learning.

Within individual tutorials trainees reflect on their learning styles and are encouraged to develop effective learning strategies. They undertake discussions regarding the theories underpinning models so as to enhance their depth of understanding.

Through specialist group CBT supervision from a BABCP accredited practitioner trainees are enabled to embed theory in their clinical practice. They receive formative feedback on the quality of their clinical work and are encouraged to reflect on the personal impact of their work and to develop effective self-care strategies. Clinical supervision in service provides trainees with further formative feedback on their skills and the opportunity for formative practice through role play etc.

Trainees will spend time preparing for and reflecting on their practice and learning and will continue to use their reflective Log (initiated in the Fundamentals module), to reflect on the process of applying CBT to the specific needs of patients in different healthcare settings.

Assessment Rationale And Relationship

The assessments are required to be within the scope determined by the national NHS Talking Therapies curriculum, set by Health Education England, & the British Association of Cognitive Behavioural Therapies (accrediting body).

The CTS-R assessment (professional skills) is the standard benchmark assessment of competence in CBT in the UK. In addition to assessing competence, this assessment will provide detailed feedback on specific CBT skill developments that map directly onto the knowledge, skills and attitudes outlined in the intended learning outcomes and programme aims. A reflective review of clinical work undertaken for the summative submission provides an opportunity to draw theory/practice links and for the identification of personal strengths and areas for improvement.

General Notes

N/A