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Session: 2022/23
Last modified: 17/10/2022 12:34:47
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Title of Module: CBT Models and Core Therapeutic Competences |
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Code: NURS11112 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Brian
Thomson |
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| Summary of Module |
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This is the first module of the PgDip / Pg Cert in Cognitive Behavioural Therapy.
This module will introduce the student to the essential practices and professional activities that are regarded as the essence of good psychotherapeutic practice, especially Cognitive Behavioural Therapy (CBT) practice. The student will learn about the history of CBT, and will be able to consider this orientation from a critical perspective. The historical development of CBT will be reviewed and the relative contributions of the cognitive behavioural schools will be introduced in relation to a contemporary 5 areas model. Key emphasis will be given to the factors that influence the formation and maintenance of good therapeutic relations, as will choosing and interpreting specific assessment tools in order to measure important factors that may be relevant to choosing effective treatment.
The student will also have the opportunity to engage in skills workshops which will focus on exploring the core psychotherapeutic skills that underpin the development of therapeutic relations and provide CBT with an effective session structure. Key emphasis is given to the range of activities, measures, materials and models involved in the completion of a comprehensive assessment that will assist the formation of a good ‘here and now’ case conceptualisation (formulations will be featured in module 2).
The above skills acquisition, contributes to the development of the UWS Graduate Attributes:
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the development of trans diagnostic basic concepts theories and skills underpinning the effective use of CBT.
L2.
Use a significant range of the principle skills techniques and practices and CBT assessment models to assess client's Thoughts feelings and behaviours and identify appropriate problems and goals in collaboration with clients.
L3.
Critically reflect on personal performance in relation core CBT skills, in the context of patient/client assessment.
L4.
Apply critical analysis and synthesis to CBT principles to analyse and interpret assessment data in the production of a ‘here and now’ case formulation and treatment plan.
L5.
Communicate effectively using appropriate methods to a wide range of audiences with different levels of expertise including clients using the principles and structure of guided discovery |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
A1 – Critical appraisal of the key theories, concepts and principles underpinning the effective use of CBT.
A2 – Developing enhanced critical awareness of professional, legal and ethical issues underpinning client/patient engagement, clinical decision-making and problem-solving interventions.
A3 – A comprehensive critical awareness in relation to the analysis and interpretation of presenting data and issues concerning client/patient assessment. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
B1 – The effective use of interpersonal skills to engage with and maintain effective therapeutic relations with selective clients /patients.
B2 – Critical appraisal and analytical interpretation skills form the completion of a comprehensive assessment and case conceptualisation procedures
B6 – The use of the clinical supervision (both individual and group settings) as a medium to reflect crucially and one’s own actions and attitudes, and to contribute to the personal growth and quality systems underpinning safe and effective practice. |
| Generic Cognitive skills |
SCQF Level 11.
D1 - The interpretation and evaluation of data emerging from key assessment measures and tools, and communicate the same to significant others.
D3 – Selection and use of appropriate technological and educational materials to promote wellbeing in the clinical context.
D4 - Enhance skills in problem solving and reflection. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
C1 – Employ critical thinking skills in the interpretation and analysis of presenting data from a broad range of referral and assessment process.
C2 – Demonstrating the ability to effectively integrate and synthesise CBT knowledge, principles and concepts across the process of CBT assessment. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
E1 – Demonstrates an enhanced ability for critical reflection and autonomous decision-making within the scope of professional practice.
E2 – Demonstrate professional accountability in relation to the adherence to professional, legal and ethical codes underpinning safe and effective practice.
E3 – Demonstrates appropriate leadership, organisational and collaborative skills within a multidisciplinary/agency context. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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During completion of this module, the learning activities undertaken to achieve the module learning outcomes are designed to help meet the requirements of BABCP accreditation. The activities are stated below:
Lectures/Keynote Presentations
Seminars/Discussions
Skills Workshops, Simulations And Video Analyses
Problem-Solving Exercises
Self-directed study
Work Based Learning (including clinical supervision)
use of SMOTS lab for demonstrations and skills practice.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 20 |
| Tutorial/Synchronous Support Activity | 10 |
| Laboratory/Practical Demonstration/Workshop | 15 |
| Independent Study | 155 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Simons, J., & Griffiths, R. (2017) CBT for Beginners. Sage, London.
Grant et al (2010) Cognitive Behavioural Therapy in Mental Health Care (2nd ed). London, Sage.
Sanders D. and Wills F. (2006) Cognitive Therapy : An Introduction (2nd ed) London, Sage Publications.
Thomson B. and Broadway-Horner (2013) Managing Depression with CBT for Dummies London Wylies
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Mental Health Nursing & IP |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | MHN&IP L9-11 |
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| Moderator | Robert Boyd |
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| External Examiner | M Lincoln |
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| Accreditation Details | BABCP |
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| Version Number | 1.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment
OSCE based on a case scenario. Students will be asked to carry out a five area's assessment followed up by agreeing problems and goals with the client.
Summative assignment
a 3500 word reflective essay based on the student's personal development and clinical supervision |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The School of Health,and life sciences believes that education and practitioner diversity are central to achieving quality of care.
Within the programme, quality of care, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to prospective students and students.
• Promotion of confidence and knowledge of their rights as a student and employee.
• Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
This module involves the development and application of theory to the clinical area. The module competence standards must be achieved for successful completion of the module.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
To enable the module to be responsive to the demand for equality and diversity, processes and procedures have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders throughout the life of the module is also central to meeting our commitments.
Further detail is available in the specific section of the module descriptor.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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