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

  • Offered for Year: 2021/22
  • Module Leader(s): Miss Zoe Lambert
  • Lecturer: Miss Lauren Scorer, Dr Claire Lomax
  • Owning School: Psychology
  • Teaching Location: Mixed Location
Semester 1 Credit Value: 20
ECTS Credits: 10.0


This module aims to develop the students’ 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 students 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 completion281:0028:00
Placement/Study AbroadClinical Training341:0034:00Present in person: University-set activity (delivered according to NHS placement protocols)
Placement/Study AbroadClinical Training221:0022:00Sync online: University-set activity (delivered according to NHS placement protocols)
Scheduled Learning And Teaching ActivitiesWorkshops183:0054:00Present in person workshops will involve multiple teaching methods.
Scheduled Learning And Teaching ActivitiesWorkshops23:006:00Synchronous online workshops will involve multiple teaching methods
Guided Independent StudyIndependent study561:0056:00Includes role-play practice (PIP & remote),set reading & engage. with other clinical resources
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 students’ understanding through active and task-based learning.
• On-going clinical supervision provided on placement to ensure theory becomes embedded in practice.

Contingency planning: In the event of further covid-19 outbreaks the teaching and assessments will be delivered remotely.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M100A reflective essay based on the clinical case (1500 words).
Zero Weighted Pass/Fail Assessments
Description When Set Comment
Observ of prof practMPass/fail assessment of (actual) recording of a clinical session (maximum time: 40 minutes)
Formative Assessments
Description Semester When Set Comment
Prof skill assessmnt1MClinical role-play set at a point in the course prior to when students expect to see patients on placement (undertaken remotely)
Assessment Rationale And Relationship

The essay is reflective in nature and linked to the student’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 student’s ability to reflect and develop through clinical experience.

The observation of a clinical practice is a taped performance and is pass/fail only. 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, students are required to pass both elements of the assessment.

The formative assessment is a role play exercise providing students 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.

Reading Lists