Module overview
The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth - as applied to anxiety presentations.
You may take the full module (PSYC6107) covering a full range of presentations, or the short module (PSYC6106) covering a limited range of presentations.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- LO1: Demonstrate an understanding of CBT models and methods of assessment, formulation and treatment for anxiety presentations, and how this knowledge can be applied in clinical practice
- LO2: Demonstrate an ability to appraise critically the evidence base regarding CBT models and methods for anxiety presentations
Syllabus
- CBT assessment
- Different methods of formulation
- Treatment planning
- CBT structure
- CBT change techniques
- Principles of reflective practice
As applied to anxiety presentations: specific phobias, panic disorder, social anxiety disorder, obsessional compulsive disorder, post-traumatic stress disorder, generalised anxiety disorder, and health anxiety.
Learning and Teaching
Teaching and learning methods
Teaching and learning methods include lectures and workshops, which incorporate demonstrations, role-play, experiential learning and small group work. In addition, private study and assigned reading forms an important source of knowledge and understanding. We use a range of teaching and learning methods, and recognise that students have different preferred learning styles.
| Type | Hours |
|---|---|
| Lecture | 25 |
| Independent Study | 75 |
| Total study time | 100 |
Resources & Reading list
Textbooks
Zinbarg, R.E., Craske, M.G. & Barlow, D.H. (2006). Mastery of your anxiety and worry. Oxford: OUP.
Robichaud, M. Koerner, N. & Dugas, M. J. (2019). Cognitive behavioral treatment for generalized anxiety disorder: From science to practice. London: Routledge.
Wells, A., (1997). Cognitive therapy of anxiety disorders: A practice manual and conceptual guide.. Chichester, United Kingdom: Wiley.
Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D. (2004). Oxford guide to behavioural experiments in cognitive therapy.. Oxford: Oxford University Press.
Butler, G., Fennell, M. & Hackmann, A. (2008). Cognitive-behavioural therapy for anxiety disorders. New York: Guilford Press.
Craske, M.G. & Barlow, D.H. (2007). Mastery of your anxiety and panic: Therapist guide. Oxford: Oxford University Press.
Assessment
Assessment strategy
Knowledge and skills will be assessed by a range of methods, including essays, presentations, experiential work, therapy recordings, case reports and supervisor reports. University assessors are responsible for marking all summative assessments. University assessors include academic members of the CBT team as well as CBT practitioners who have been approved by the University.
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Critical review | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Critical review | 100% |
Repeat Information
Repeat type: Internal