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 depressive disorders

To develop practical competency in Cognitive Behaviour Therapy for depressive disorders

This module is designed to develop knowledge, skills and attitudes in the cognitive-behavioural treatment of depressive 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 depressive 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, this module is
designed to develop knowledge, skills and attitudes in the cognitive-behavioural treatment of anxiety
disorders including:
- Behavioural Activation (BA)
- Cognitive Therapy (CT)
- Cognitive Behavioural Therapy for Insomnia (CBT-I)
- Evidence-based 3rd wave Cognitive Behavioural Therapies

Intended Knowledge Outcomes

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

1. Describe the phenomenology, diagnostic classifications and epidemiological characteristics of depressive disorders

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

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

4. Demonstrate insightful knowledge of CBT, an ability to identify own values and beliefs in working with depression, and application of CBT to their own lives

Intended Skill Outcomes

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

1. Assess clients with depression, considering clinical manifestations, co-morbidity, history, present life situation, course and outcome of depression in determining suitability for CBT

2. Assess risk factors associated with depression and the integration of risk management within treatment plans

3. Assess suicidal risk and self-harming behaviours and implement practical strategies for managing suicidality and self-harm

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

5. Prioritise problem areas, engage in problem solving, and identify solutions

6. Collaboratively develop cognitive and behavioural formulations with depressed clients

7. Develop cognitive and behavioural treatment plans for depression

8. Work with co-morbid presentations of depression

9. Identify and implement appropriate interventions derived from a CBT formulation

10. Take personal responsibility for clinical decision making in complex and unpredictable situations and demonstrate self-direction and originality in tackling and solving therapeutic problems with depression

11. Manage therapy endings and plan 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


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

13. Sensitively adapting CBT for depression, taking into account cultural and social differences and values, and ensuring equitable access to, and outcomes of, CBT

14. Practise as “scientist practitioners”, continuing to advance knowledge and understanding to develop new skills with depression to a high level

Teaching Rationale And Relationship

The choice of teaching methods is informed by two models of skill acquisition. Individual workshops will follow the training model developed by Barton (2018) which identified the main components of a successful training process, and the interactions between them: guidance, demonstration, reflection, practice, feedback. The second model informing the training within this module is the Declarative Procedural Reflective (DPR) model (Bennett-Levy, 2006). This model emphasises experiential learning and the transformation of factual knowledge to practical knowledge or skills, through the process of reflection. This enables trainees to learn to discriminate which skill to apply to which client, under which set of circumstances, and at which point in time in therapy.

Within each workshop there is didactic teaching regarding the declarative knowledge required for the module.
Workshop leaders 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.

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.

The case study assessments require trainees to effectively communicate how they have drawn links, between theory and practice, to apply evidence-based models, analysed and address challenges that arise and reflected on their learning from undertaking this work.

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 case study requires the student to provide a critique of the model supporting treatment with a depressed client and reflect on the process of using that model in therapy. It is also an opportunity to report and evidence the use of clinical skills employed in treatment and critical reflection on the process and outcome of the case. A personalised formulation of the patient’s depression will demonstrate the knowledge and skills to produce a balance of adherence to the model in question and appropriate personalised adaptation. A reflective practice section will require students to reflective on the personal impact on working with this case and be explicit about what has been learned from the experience.

General Notes

N/A