Module Descriptors

 This is the first module of the PGDip and fourth module of the course.

This module introduces diagnostic specific models for PTSD, Social Phobia, GAD OCD, Eating disorders and Health Anxiety. Building specialist knowledge and skills in working with CBT to  address the issues associated with these disorders, this module is the first in the post-graduate diploma year of the programme.

This module will prepare the student to use these models to develop their skills and an enhanced understanding of these disorders, adding further complexity to the processes underlying symptoms and the treatment of complex presentations.

The module aims to familiarise the student with the presentation of borderline personality disorder and how it may be addressed using a CBT approach, and acquainting them with other forms of personality disorder.

There will be a focus on working with clients presenting with shame and guilt. Skills workshops in this module will focus on further developing students’ skills in formulation / conceptualisation and treatment plans that incorporate disorder specific models.

The development of research and critical thinking skills is embedded in this module. Further information on the specific skills and topics covered will be found in the module handbook and on the virtual learning site(VLE). The development of research and critical thinking skills is embedded in this module. Further information on the specific skills and topics covered will be found in the module handbook and on the virtual learning site (VLE).The above skills acquisition, contributes to the development of the UWS Graduate Attributes: 

On successful completion of this module the student will be able to:

L1. Demonstrate a critical understanding of the principle theories principles and concepts of the CBT approaches in specific disorders PTSD, Social Phobia, Health anxiety, GAD OCD and Eating disorders.

L2. Use a wide range of specialist skills techniques and practices in the application these models in clinical practice to enhance the formulation with a specific client using a range of specialist skills and techniques.

L3. Show an enhanced ability to select appropriate CBT interventions to address the problems and goals of a specific client demonstrating originality and creativity in responding to complexity.

L4. Critically appraise your own development as a CBT therapist and identify areas needing further enhancement in regards to dealing with complex and comorbid presentations.

L5. Demonstrate an enhanced ability to work collaboratively to structure therapy sessions in line with CBT theory to obtain maximum benefit for the client managing complex issues that may arise.

•Developing enhanced knowledge and understanding of the CBT models presented for GAD OCD PTSD and Health anxiety.
•Critical appraisal of the principle theories and concepts underpinning CBT approaches to working with chronic or comorbid depression
•Demonstrating extensive and detailed knowledge of the CBT understanding of suicidality and risk involved.

•Further enhancement of expertise in the use of CBT applying a wide range of evidence based interventions in clinical practice.
•Delivering CBT with more challenging cases whilst receiving close supervision and guidance.
•Using skills training opportunities, CPD and supervision to extend reflective practice on the use of self in therapeutic role and in responses to clients with different presentations and personal interpersonal styles.
•Maintaining fitness to practice using stress management approaches in handling the emotional and cognitive burden of therapeutic work and working in the NHS.

•Demonstrating critical judgement in the development of arguments that underpin the selection of appropriate treatment models and interventions.
•Developing familiarity with basic research designs and approaches to analysis
•Developing awareness of own thinking and emotional responses to clients and therapeutic situations and use these helpfully in planning treatment.

•Demonstrating cognisance of the impact of communication on clients, appropriately varying style by which important aspects of CBT socialisation and assessments might be pursued.
•Demonstrating ICT skills in the use of computerised worksheets, materials or programmes and other technological/educational materials in conjunction with clinical work
•Communicating effectively to liaise with other professionals (e.g. client’s GP, shared case management) in discussing case-related issues.

•Taking responsibility for managing own work load, negotiating to ensure appropriate allocation of therapy time.
•Taking flexible, evidence based perspectives on issues including case conceptualisation when working with other professionals
•Adapting CBT interventions for clients from different cultures or abilities

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

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

1.08

1. More than one assessment method can be used to assess individual learning outcomes.
2. 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.