University of the West of Scotland

Postgraduate Programme Specification

Session: 2020/21

Last modified: 27/08/2019 10:13:51

Named Award Title:PG Dip Cognitive Behavioural Therapy

Award Title for Each Award: PG Dip  Cognitive Behavioural Therapy
PG Cert  Cognitive Behavioural Therapy

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:BABCP
Maximum Period of Registration:
Mode of Study:Full Time
Part Time
Campus:Paisley

School:School of Health and Life Sciences
Programme Leader:Brian Thomson

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

Appropriate Undergraduate Qualification
1. Completion of first degree in a relevant subject and experience in working within the field of mental health. In certain cases, equivalent experience within a mental health field will suffice, when the applicant offers evidence of their ability to manage academic work and requirements (e.g. writing an admission essay). Alternatively attending the introduction to CBT undergraduate module and demonstrating in the assessment suitable academic ability.
Other Required Qualifications/Experience

2. Non-native speakers of English will need to provide evidence of proficiency (IELTS 7.0).
3. Minimum two years experience in a mental health field (e.g. Mental health nursing, psychology, psychiatry, social work, occupational therapy, counselling), or be able to fulfil the Key Skills and Attributes (KSA) requirements as specified by the BABCP. Candidates must demonstrate - via portfolio and an entrance interview, that they have sufficient professional or practice based experience to undertake this Programme.
4. Current engagement in mental health clinical setting / or / placement agreed in clinical setting where referral of appropriate clients is managed (i.e. 3 cases of mild-moderate depression or anxiety per week)
5. Arrangement with workplace management (direct and/or senior manager) for work release for training days
6. A suitably qualified and experienced clinical supervisor. (BABCP accredited or having applied for BABCP Accreditation) practitioner as defined by the BABCP
7. Admission based on Recognition of Prior Learning (RPL) will comply with the University’s Regulatory Framework (Section 6) and will be assessed for equivalence with characteristics of postgraduate study as set out in the Scottish Credit and Qualifications Framework, as well as University regulations on postgraduate study and guidance on RPL. For credit to be transferred into this programme it must have been subject to reliable and valid methods of assessment at a recognised HEI. RPL credits recognised will normally account for less than half of the credits at SCQF Level 11 that may be counted towards an award.
Students who have completed the previous Pg Certificate in CBT at UWS will meet the requirements to APEL/ RPL directly into the 2nd year of the programme. Students who have completed a Pg Certificate in CBT at another BABCP accredited University will also meet the requirements to APEL /RPL into the second year.
Other students may meet these requirements however this will have to be assessed on an individual basis and evidenced prior to admission.
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Further desirable skills pre-application


General Overview

The programme has been designed to enable mental health professionals develop the necessary knowledge, skills, and attitudes – together, the clinical competencies – to provide effective psychological interventions within the practice of cognitive behaviour therapy, at a level that meets BABCP standards and their accreditation for practice.  THe programme is BABCP accredited at level 2 meaning successfull graduates will be able to register as accredited CBT therapists withthe BABCP . Cognitive behaviour therapy (CBT) is regarded as an effective psychological intervention to help people manage the problems associated with mental disorder (National Collaborating Centre for  Mental Health, 2011; NICE 2009). This evidence base has made it an attractive treatment of choice to both commissioners and practitioners.

The design of the programme has been guided by a concern for the student experience and consideration of how different modes of delivery, engagement, and placement opportunities will affect the student. While this is a simple guiding principle it is rather complicated to realise in practice. This has required working closely with a large number of clinical colleagues and providing guidance and support to ensure the highest standards are maintained. Given the likely diversity of mental health professionals this programme is expected to attract, and the varied interests, experience, and aptitudes expected, great care has been given to ensuring the appropriate level of supervision. As such ensuring students are personally supervised by an appropriately qualified and experienced clinician has been at the centre of planning and programme design. This diligence is reflected in the student’s supervision and documented in their practice portfolio and the assessment strategy of the programme. Both are designed to support the students to deliver high quality care during their training. Teaching has been specifically designed to provide quality training blending skills training through role play and demonstration with more traditional teaching of the relevant theory. There is a blend between face-to-face lecture workshop delivery, supervision, and innovative virtual teaching and learning opportunities utilising the Scotia Medical Observation and Training System (SMOTS lab.) The PgDip learning, teaching and assessment framework has been carefully aligned with the University's Strategic Plan and mapped against the key institutional strategies. Recognising that 'how learners learn’ is an important element of their experience, we have therefore endeavoured to keep learning at the forefront of planning. As such the strategy is to support a flexible, learner-orientated engagement with learning practice. The framework has been designed to provide a rich variety of integrated learning opportunities and experiences, increasing discipline knowledge and understanding while developing key transferable skills. Learners will be engaged in learning and teaching through various face-to-face events and activities and remotely through a range of learning and teaching technologies. Critical thinking and effective problem solving are essential hallmarks of postgraduate study and underpin autonomous professional practice. The aforementioned strategies are detailed in the programme specification and the module descriptor documents respectively. The University’s Virtual Learning Environment (VLE) will be used on all modules to provide a platform for communication and to structure and facilitate learning, teaching and assessment, both synchronously and asynchronously. In line with UWS Equality Outcomes, equality of opportunity and an equitable learning experience for all learners will be ensured by embedding accessibility and inclusivity in the design and operation of module sites. For example; powerpoints of lectures are made available prior to the class to enable those students with learning difficulties to better prepare for the session. The VLE will contain essential e-materials to both complement the taught programme and enable a tutor-peer communication channel. The VLE educational support facility is resourced by expertise from UWS’s Distance Learning Unit and the Centre for Professional and Academic Development and can be readily accessed both on and off campus from work-based computers or from the students home PC via personalised computer access codes. Supervision Students will be encouraged to plan for the achievement of their personal development goals and formulate those goals within their academic and clinical supervision. Students will be supported on the programme through academic and clinical supervision. The academic supervisor will be a lecturer from the programme team. The clinical supervisor will be a mental health professional from practice who is accredited or accreditable with the BABCP and with relevant therapeutic experience. Close links with practice facilitate communication between UWS and practice supervisors at each Health Board. Practice supervisors are supported by meetings with programme staff and the use of the BABCP recommended Clinical Therapeutic Skills-Revised (CTS-R) competency framework. Individual supervision will ensure safe practice and promote skills development in practice. Group supervision, designed to promote peer review and reflection, will be provided by programme staff for the first hour of each afternoon that students are in attendance at university. Partnerships engagement A further means of quality assurance is the active involvement of stakeholders. There is a dedicated Programme Management Committee which meets regularly this comprises: Programme lecturers, academic managers, Nurse Consultants, Specialist Practitioners, existing students and programme graduates. Partners have actively engaged in the programme development by attendance at regular networking opportunities at the university. The School has been fortunate in being able to capitalise on its existing strengths and available expertise when designing this new programme. This was possible through established partnerships with health and social care service providers. Employer expectations are core to the design of the programme and this incorporates the challenges faced by health, social care, private, independent and voluntary organisations. The programme proposes to equip students with the capacity and capability to provide high quality CBT either within their existing role or to use these skills to further their career. Close links are established with the BABCP through conference attendance, professional networking and external moderation processes. Assessment strategies The development of a coherent assessment strategy has been central to the design of the programme. This recognises the range of learning and communication styles and skills learners possess and develop, and provides opportunities for learners to engage in a variety of forms of assessment. As part of this strategy, learners will undertake a range of formative activities, explicitly linking assessment practice to the learning experience and encouraging a cycle of reflection self- evaluation, self-assessment and continually change their behaviour to reflect what has been learned. In line with BABCP recommendations and therefore normative practice there are four assessments that consist of a case study accompanied by a recorded therapy session that is marked using the CTS-r and a personal reflection. In order to add variety of challenge and assess a wider understanding of relevant concepts module 1 and module 6 have assessments which are not case study based. Overall assessments are designed to cumulatively build students engagement with, and achievement of, stated learning outcomes while at the same time providing the necessary assessment of knowledge and skills for BABCP accreditation. Reflective practice will be encouraged throughout the programme and evidenced by a critically reflective review of the therapy process of the first five sessions of therapy with each of the four cases chosen for their case studies. Their CTS-R feedback together with comments and their 1,000 word self- assessment and critical review will be stored in the appropriate area of the Clinical Portfolio. Students will be expected to engage in a critical appraisal of the relative merits of the evidence base underpinning key concepts, principles and interventions pertinent to the CBT approach to care. Assessments will also be 'externally facing' and 'workplace relevant' and designed to support learners' development of key graduate and citizenship attributes and employability competencies. To support this process, learners will be provided with a clinical supervision portfolio which they are required to complete. This documents their achievement of the various practice and supervision requirements for BABCP accreditation and provides them with a record that can be used to support their application for accreditation with the BABCP. Extending the external facing focus, the learning, teaching and assessment strategies will also support and facilitate work-related and work-based learning opportunities: this includes a commitment to future development of sustainable research and knowledge exchange relationships with appropriate external partners by way of facilitating authentic research-led learning opportunities. Students will be explicitly engaged in considering the attributes and competencies that identify the professional, critical, reflective and culturally-engaged relationship between a therapist and client. They will also be supported in capturing their reflective practice and development through the production of recordings of their clinical practice that will be reviewed by their supervisors and rated using the CTS-R. Each module has both academic learning outcomes and clinical competency outcomes which are detailed in the Module Descriptors and Clinical Portfolio documents respectively. Regulations for the anonymous submission of academic work are in place through the use of Turnitin, as are those for the anonymous marking, moderation and external examination of assessment material. The marking and grading scheme (regulation  will be made available to the students via the Student Handbook, as will be advice on mitigation/appeals. To meet the overall standard of academic assessment students must meet all the module learning outcomes. The standard qualifying for a pass will be 50% or above. Conduct of academic assessment To support this integrated learning, teaching and assessment framework, academic staff from the programme team will work closely with our clinical colleagues to provide a seamless experience for the students. University based learning relates appropriately to the clinical experience of practice and provides students with the required knowledge and skills to meet the clinical requirements of the workplace in line with government strategies and guidelines for the effective provision of mental health services. By harnessing the professional expertise available within these teams (and learning for best practice of colleagues in other parts of the institution) and embedding this expertise in programme design, a rich pedagogically-informed and technology-enhanced learning environment will be developed that promotes and maintains a flexible and inclusive learner experience. All academic work will be subject to university regulations and will follow a predetermined process of internal marking and moderation, external examiner review and progression through the Mental Health Subject Panel. The academic assignments will be subject to a double marking process involving internal marking, moderation and grading. A selected sample of scripts, in line with University policy, will be subject to external examiner scrutiny.


Graduate Attributes, Employability & Personal Development Planning

Students are required to receive clinical supervision and to reflect on the feedback they receive to inform future practice. This is evidenced through their personal reflections which they are required to produce as part of summative assessments in each module. Further personal development is facilitated through the use of clinical portfolios that document their clinical experience and supervision.  All students are already employed in Mental Health but successfully completing this course improves their skill set and enhances their opportunities for promotion

‘UWS Graduate Attributes aim to prepare graduates who will be Universal, Work ready  and Successful. Therefore through studying the PG Dip programme at UWS,  

students will develop attributes across three dimensions which encapsulate the breadth of the learning experience at University level, i.e., Academic; Personal; and Professional.

Therefore within the context of  Mental Health this programme develops graduates with knowledge and Skills in delivering CBT to a high standard. 

In addition, it ensures  that graduates have sufficiant experience to deliver CBT accross a wide variety of settings and a wide range of disorders.

 

Work Based Learning/Placement Details

The Universities Work Based Learning unit produces guidance and regulations regarding WBL the programme adheres to university requirements.  Clinical caseload commitments have been outlined in Sections 2 and 5, along with supervisory guidance by the clinical supervisors.   Students will be expected to engage in on-going self-directed study by accessing Moodle, reading key texts and reference materials, engaging fully in personal development planning activities at the commencement of each trimester/module. Such activity should be evidenced in the student’s clinical portfolio. The portfolio documents that students have met the minimum requirements in clinical practice and clinical supervision to meet BABCP accreditation requirements.

Engagement and Attendance

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. PG Cert
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrate extensive knowledge and understanding of the key theories concepts and models underpinning the effective use of CBT.
A2Show a detailed awareness of professional legal and ethical issues underpinning client engagement in therapy.
A3Demonstrate knowledge and understanding in relation to the analysis and interpretation of data collected during the assessment process and how this Data is used to produce an individualised formulation and treatment plan.
A4Critically review the trans diagnostic framework within CBT practice
A5Critically appraise the evidence base for the effective use of CBT with anxiety and Depression

Practice - Applied Knowledge and Understanding

B1Apply knowledge and understanding to apply a significant range of appropriate CBT Skills in partnership working with clients to address the individual problems and goals and promote agreed therapeutic outcomes.
B2Effectively use a range of specialist CBT concepts to analyse and interpret assessment data in the production of a case conceptualisation and treatment plan.
B3Show sound clinical judgement in the selection of evidence based interventions to address problems identified in the assessment process.
B4Maintain records in relation to the monitoring and recording of client progress and therapeutic outcomes across the course of treatment.
B5Use the process of clinical supervision to critically reflect on one's own actions and attitudes and to contribute to personal growth.

Communication, ICT and Numeracy Skills

C1Analyse and interpret the presenting data from a broad range of assessment and referral sources and make informed judgements
C2Negotiate and collaborate with a client to produce an appropriate formulation and treatment plan designed to address the client's desired outcomes of therapy and develop creative responses to problems and issues.
C3Demonstrate ability to effectively use a wide range of appropriate psycho educational processes in order to promote client understanding of CBT in relation to the presenting symptoms. Accounting for the varying abilities of different clients
C4Interpret and use outcome measurements and CBT tools effectively evaluate interventions.
C5Review, consolidate and present the evidence from a range of sources demonstrating the ability to analyse qualitative and quantitative data.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Demonstrate a "scientific practitioner" approach to therapy using a wide range of evidence based interventions selected to effectively address the problems presented by the client.
D2Reflect on and Evaluate each session demonstrating insight into strengths and weaknesses of the therapist's approach, together with the ability to use this reflection to improve and plan future sessions.
D3Select and evaluate appropriate teaching materials in relation to the client's specific difficulties.
D4Effectively evaluate client progress in therapy demonstrating flexibility and sound judgement to make appropriate adjustments to the clients formulation and treatment plan.

Autonomy, Accountability and Working With Others

E1Work effectively as part of the multi-disciplinary team to provide appropriate high quality care. demonstrating ability to communicate effectively regarding the progress of therapy for your individual clients.
E2Demonstrate professional accountability in relation to professional legal and ethical codes that underpin safe and effective practice.
E3Take responsibility for autonomous working within the scope of a trainee CBT therapist, Taking accountability for selecting topics and issues to take to clinical supervision.
E4Effectively negotiate with clinical supervisors in the setting of supervision agenda's ensuring that your needs and development are effectively addressed in supervision.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11112CBT Models and Core Therapeutic Competences20      
11NURS11114CBT Strategies Skills and Interventions20      
11NURS11109Applying CBT with Anxiety and Depression20      

* Indicates that module descriptor is not published.

Footnotes
In addition to the completion of core modules, student must also complete a Clinical Portfolio showing evidence of achievement of CBT Clinical Competencies and required practice hours.

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Successful achievement of all modules at PgC level together with practice portfolio and clinical supervisors report are requirements for progression or award. Students achieveing 60 credits may be able to exit with a Postgraduate Certificate in CBT (60 credits) or progress to the Postgraduate Diploma in Cognitive Behaviour Therapy.


B. PG Dip
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrate an enhanced Knowledge and understanding of the disorder specific models, concepts and principles underpinning the use of effective CBT with GAD
A2Show a critical understanding of the disorder specific models, concepts and principles underpinning the use of effective CBT with OCD
A3Demonstrate extensive, detailed and critical knowledge and understanding of the disorder specific models, concepts and principles underpinning the use of effective CBT with social anxiety
A4Work with a critical awareness of the disorder specific models, concepts and principles underpinning the use of effective CBT with health anxiety
A5Work with an enhanced knowledge and understanding of the disorder specific models, concepts and principles underpinning the use of effective CBT with PTSD

Practice - Applied Knowledge and Understanding

B1Clinically apply the disorder specific models of a specific disorder to produce a case conceptualisation in collaboration with a client.
B2Demonstrate critical appraisal and analytical interpretation skills in the completion of comprehensive assessment and case conceptualisation procedures in the clinical context
B3Show sound critical judgement and creativity in the construction and systematic delivery of evidence-based personalised treatment plans for selected patient/clients
B4Demonstrate clinical competency and critical appraisal skills in relation to the monitoring and recording of patient/client progress across the course of treatment.
B5Use the process of Clinical Supervision as a medium to reflect critically on one’s own actions and attitudes, and to contribute to personal growth and quality systems underpinning safe and effective practice.

Communication, ICT and Numeracy Skills

C1Effectively utilise selected CBT tools and interpret the results accurately.
C2Demonstrate critical judgement in the development of well-informed evidence - based arguments that that underpin the selection of appropriate treatment interventions and problem-solving initiatives
C3Communicate, using appropriate methods, to a wide range of audiences’ with different levels of knowledge and skills to engage with and maintain effective therapeutic relations with selected patients/clients
C4Use a wide range of effective communication skills when using psycho educational interventions with clients.
C5Use a wide range of software to enhance work and produce clinical notes in a professional manner that demonstrate adherence to the professional guidelines on record keeping

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Effectively identify the underlying rules and assumptions contributing to the maintenance of a client's problems and select appropriate interventions to overcome the same.
D2Demonstrates an enhanced ability to select and utilise appropriate technological and educational materials to promote wellbeing in the clinical context
D3Use a wide range of advanced and specialist skills in clinical supervision to reflect on professional practice and evaluate the effectiveness of your chosen interventions.
D4Select and use CBT problem solving interventions to address the specific problems and goals of a chosen client.

Autonomy, Accountability and Working With Others

E1Practice in ways which draw on critical reflection and autonomous decision making within the scope of professional practice.
E2Exercise substantial autonomy and professional accountability in relation to adherence to professional, legal and ethical codes underpinning safe and effective practice
E3Demonstrates appropriate leadership, organisational and collaborative skills within a multi-disciplinary/agency context.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11110CBT Enhanced Skills and Treatment Models20      
11NURS11111CBT for Chronic and Complex Disorders20      
11NURS11113CBT Science Ethics and Personal Development20      

* Indicates that module descriptor is not published.

Footnotes
In addition to the completion of core modules, students must also complete a Clinical Portfolio showing evidence of acheivement of CBT Clinical Competencies and requried practice hours.

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Students completing this programme of study will be eligible for the award of a Postgraduate Diploma (120 credits). Students may be eligible for the award with Distinction in line with University Regulations. If desired, APEL/APL arrangements post-programme will enable the smooth facilitation into full Masters level study.


C. Masters
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.



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