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PSY8064 : Evidence-Based Low-Intensity Treatment for Common Mental Health Disorders (Inactive)

  • Inactive for Year: 2024/25
  • Module Leader(s): Miss Zoe Lambert
  • Lecturer: Professor Claire Lomax, Miss Laura Stevenson, Mrs Ashley Cave, Miss Aisling O'Connor
  • Owning School: Psychology
  • Teaching Location: Mixed Location

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System


This module aims to develop the trainees’ understanding of therapeutic support and the management of individuals, groups, carers and extended support mechanisms. It also aims to develop general and disorder-specific competencies in the delivery of Cognitive-Behaviour-Therapy (CBT) based low-intensity treatment and other behaviour change techniques. It equips trainees with a good understanding of evidence-based low-intensity psychological treatments and enables students to support patient self-management through mechanisms such as guided self-help and computerised CBT.

Outline Of Syllabus

The curriculum will comprise the following:

•       Socialisation to CBT, agenda and homework setting
•       Treatment of GAD, including problem solving
•       Behavioural activation
•       Treatment of insomnia
•       Cognitive restructuring
•       Treating anxiety – managing panic
•       Treating anxiety – graded exposure
•       CBT applications: telephone consultation, group work, guided self help
•       COM-B model and behaviour change
•       Relapse prevention

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion16:006:00PIP: Formative Tutor-Observed-Roleplay/feedback in preparation for the summative video recording
Placement/Study AbroadClinical Training991:0099:00PIP: University-set activity (delivered according to NHS placement protocols)
Scheduled Learning And Teaching ActivitiesWorkshops106:0060:00PIP: workshops will involve multiple teaching methods
Guided Independent StudyIndependent study57:0035:00Placement based learning
Teaching Rationale And Relationship

• Didactic segments in workshops used to establish a learning framework for the development of the theoretical components of the module.
• Small group work within workshops, to provide opportunities for interaction, role play skills practice, discussion and clarification in support of learning in selected areas. To include both remote and present in person to reflect the post-covid-19 needs of the NHS.
• Guided independent study and clinical training supported by the provision of targets and to expand the trainees’ understanding through active and task-based learning.
• On-going clinical supervision provided on placement to ensure theory becomes embedded in practice.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay1M50A reflective essay based on the clinical case (2500 words).
Prof skill assessmnt1M50Assessment of recording of a clinical session drawn from placement/service (maximum time 40 minutes)
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Prof skill assessmnt1MTutor observed roleplay (with actor)
Assessment Rationale And Relationship

The essay is reflective in nature and linked to the trainee’s role play. This assesses abilities linked to structuring, consolidating and presenting clinical material as well as the underpinning academic content. It also ensures the trainee’s ability to reflect and develop through clinical experience.

The professional skills assessment of a clinical practice is a recorded performance. This will be a recording of a clinical session which has been undertaken on placement. This will assess the skills outcomes linked to the module through observation of clinical practice.

In order to pass the module, trainees are required to pass both elements of the assessment. A failure on second attempt will result in an exit from the programme under normal circumstances.

The formative assessment is a role play exercise providing trainees will feedback on their progress in regard to clinical treatment skills.

All skills outcomes are also assessed on placement which determines whether embedding skills in the service environment has occurred (see placement PSY8066).

Assessments are required to be within the scope determined by the BPS national curriculum.

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