Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 1
PgDCOGNITIVE BEHAVIOURAL
THERAPY
COURSE HANDBOOK
January 2019
CONTENTS
Page WELCOME 1
1 STAFF CONTACT DETAILS 2
2 INTRODUCTION 2
3 COURSE RATIONALE 3
4 COURSE AIMS 3
5 COURSE LEARNING OUTCOMES 3
6 STRUCTURE OF THE COURSE 4
7 LEARNING AND TEACHING STRATEGY 5
8 ASSESSMENT STRATEGY 7
9 STUDENT SUPPORT 9
10 ASSESSMENT REGULATIONS 11
11 COURSE EVALUATION 12
12 REFERENCES 15
APPENDICES 16Appendix 1 Competencies and Benchmarks for Fundamentals of Cognitive 17
Behavioural therapyAppendix 2 Competencies and Benchmarks for Cognitive Behavioural Therapy 27
for Anxiety DisordersAppendix 3 Competencies and Benchmarks for Cognitive Behavioural Therapy 44
for Depression
DISCLAIMERThe information in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 0
WELCOME
Welcome to the Postgraduate Diploma (PgD) Cognitive Behavioural Therapy and to the School of Health & Social Care (SOHSC) at Teesside University. This Course has full (Level 2) accreditation status with the BABCP which means that on successful completion you can apply for Provisional Accreditation. Although this is an IAPT approved training Course, people from non IAPT services such as Secondary Care also access the training. We hope that you find your PgD CBT Course a positive learning experience. This handbook includes specific information about your programme and should be used in conjunction with the School of Health and Social Care Handbook, The Student Essential Guide and the Studying at a Distance Handbook which can be found on the School intranet site http://healthbase.tees.ac.uk
This Course Handbook has been designed to provide information about the Course e in terms of its philosophy, aims, structure and content as well as offering guidance about how to make the most of this learning experience and how to access the support available. An electronic version of this handbook is available via the e-learning@tees Virtual Learning Environment (VLE). In addition to these sources of information you will also receive Module Guides. These have been developed to provide detailed information about each module, such as the specific assessment criteria and submission dates, as well as the module timetables. An electronic version of each module guide is available via e-learning@tees. You will also be provided with Trainee Handbook which provides information on BABCP requirements for Accreditation; this is available on via e-learning@tees. Your Placement Supervisor will be provided with Supervisors Handbook which provides information on their role as a supervisor, the PgD Course and BABCP requirements for accreditation.
It is recommended that both you and your Practice-based CBT Supervisor become familiar with these documents to enhance your success.
Support for the programme is available from the Course Leader, who can provide advice and guidance. If there are any further issues not answered here, please do not hesitate to ask.
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 1
1 STAFF CONTACT DETAILS
You can contact staff via email or telephone. It is preferable to email in the first instance or to arrange a specific time to phone
Course DirectorMike FleetSchool of Health and social [email protected]
Bernie GibsonCourse Leader and module leader for CBT for DepressionSchool of Health & Social CareRoom H1.26Tel: 01642 218121 ext 5620Email: [email protected] email for a quicker reply
Dr Katherine Sanderson Module Leader: Evidence Based Practice moduleH1.19 Centuria [email protected]
Programme Team
Angela Dingwall Senior Lecturer Module Leader for Fundamentals of CBTRoom H1.25 Centuria [email protected]
Jean LoganModule Leader CBT for Anxiety moduleRoom H1.25 Centuria [email protected]
2 INTRODUCTION
Cognitive Behavioural Therapy (CBT) is an effective psychological treatment for the common mental health problems of depression and anxiety disorders (National Institute for Health and Clinical Excellence (NICE), 2007). Its evidence base, short duration and economic benefits have made it attractive to clients and practitioners as well as service commissioners (Department of Health 2008). CBT has become more available following the introduction of Improving Access to Psychological Therapies (IAPT) by the Department of Health in 2007. The principle aim of IAPT is to support the implementation of NICE guidelines for people with depression and anxiety. This is based on a stepped-care model of service delivery
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 2
whereby clients are offered the least restrictive intervention or the lowest intensity, highest capacity intervention first. If unsuccessful, the client is ‘stepped-up’ to a ‘high intensity’ intervention. High intensity denotes a specialist psychologist therapy such as CBT (DH, 2007). Teesside University provides training in low and high intensity CBT interventions and although the programme PgD CBT reflects the IAPT competencies for delivering CBT, the training programme is suitable for non-IAPT service health care professionals wishing to undertake postgraduate CBT training at Master’s Level.
3 COURSE RATIONALE
The PgD is a Master’s level, 120-credit course and has been designed to prepare you as a practitioner employed to deliver CBT. The Teesside University course has full accreditation with the British Association for Behavioural and Cognitive Psychotherapies (BABCP) which means that on completion you are legible to apply for accreditation as a CBT therapist. The course which follows the DH (2008) curriculum for High Intensity Workers is mainly aimed at graduates from Psychology, Psychotherapy, Nursing, Counselling or other health care professionals who can demonstrate professional and academic equivalence.
4 COURSE AIMS
The Course aims to enable you to: Be competent to deliver CBT approaches to treat people with depression and anxiety
disorders, in accordance with the BABCP guidelines for good practice. Develop comprehensive and critical knowledge of the theoretical and evidence base
underpinning CBT for depression and anxiety disorders.
5 COURSE LEARNING OUTCOMES
Knowledge and Understanding Demonstrate a systematic and critical understanding of the breadth and depth of
knowledge in relation to CBT and its fundamental principles. Demonstrate comprehensive and critical knowledge and understanding in relation to
depression and anxiety disorders. Demonstrate a comprehensive and critical understanding of evidence- based
practice and a practical understanding of its application in relation to the practice of CBT.
Demonstrate a systematic and critical understanding of the breadth and depth of knowledge in relation to CBT and its specific application to depression
Demonstrate a systematic and critical understanding of the breadth and depth of knowledge in relation to CBT and its specific application to anxiety disorders.
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 3
Cognitive/Intellectual Skills Integrate and synthesise a range of CBT knowledge, evidence-based literature, data
and theory in order to provide Psychological therapy to people with mental health difficulties.
Able to challenge orthodoxy and formulate new or alternative hypotheses based on treatment protocols for Depression and Anxiety
Integrate and synthesise CBT knowledge, evidence-based literature, data and theory into CBT practice, drawing well-argued conclusions in line with the current research knowledge base (which is often incomplete and/or based on contested data).
Practical/Professional Skills Maintain a professional approach and demonstrate professional behaviour and
attitude in keeping with relevant professional code and/or BABCP standards of conduct performance
Demonstrate autonomous practical skills with regard to the delivery of CBT and its application to people with depression and anxiety.
Demonstrate the achievement of positive clinical outcomes, following the systematic and creative delivery of CBT treatment programmes for depression and anxiety.
Act autonomously in planning and implementing interventions within a range of complex, unpredictable and diverse contexts, being creative, innovative and flexible.
Operate ethically in complex and unpredictable situations demonstrating ability to critical appraise research literature including economic evaluation, in the context of CBT practice and development
Key Transferable Skills Demonstrate originality and self-direction when addressing and problem solving
within clinical practice. Communicate complex academic and professional issues clearly to specialist and non
specialist audiences. Demonstrate competency in the skills of self reflection Independently identify and manage own personal development needs necessary for
continuing professional development within cognitive behaviour therapy practice
6 COURSE STRUCTURE
You will study 60 credits per year to make up your 120 credit PgD. The modules are designed to gradually build up your understanding of CBT so that by the end of the course, learning outcomes will be achieved. You will attend Teesside University one day per week for taught sessions and for fortnightly university supervision. On the remaining days, you will apply CBT within your clinical area and work towards achieving clinical and supervision hours, in addition to achieving practice competencies required for your final portfolio.
In Terms 2 and 3 of Year 1 you will be taught The Fundamentals of CBT and Evidence Based Practice module. The Fundamentals of CBT module aims to develop your CBT practice
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 4
enabling you to demonstrate a critical CBT theory and research and an ability to apply CBT fundamental principles.
The Evidence Based Practice module is accessed through attendance at Middlesbrough campus or via distance learning and aims to extend your ability to use appraised research information in decision-making and change management. You will have access to structured distance learning materials, recorded lectures, interactive exercise and discussion, online seminars and recommended readings. Individual tutor support for distance learning students will be provided by telephone and email. You will follow a weekly timetable approach to enable a flexible learning approach to work successfully. To undertake the research modules through distance-learning the minimum IT requirements are as follows:
Prolonged access to a recent multi-media computer (PC or Mac) Broadband internet connection The following programmes:
Internet Explorer, Mozilla Firefox, Safari or Google Chrome Java Flash player Text based assignments need to be submitted in Microsoft Word
Completion of Fundamentals of CBT and EBP module will mark progression to year 2 of the course. In the second year you attend two parallel modules that teach the theory and practical skills of CBT for depression and anxiety disorders, extending mastery of CBT to that of an expert practitioner.
Your journey through the course is illustrated in Figure 1 below:
Term 1 Term 2 Term 3
Year 1January start
Fundamentals of CBT40 credits
Induction:CBT for anxiety
Induction:CBT for Depression
EBP (distance learning 20 credits)
Year 2September start
CBT for Anxiety 30 credits
CBT for Depression 30 credits
7 LEARNING AND TEACHING STRATEGY
The learning and teaching strategy has been guided by the course aims in addition to BABCP requirements that 50% of the programme is skills based. A variety of learning and teaching methods are employed throughout the course, all of which are designed to enhance your
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 5
learning. These include classroom teaching, clinical practice, clinical supervision and e-learning strategies as discussed below.
AttendanceIt is a BABCP requirement that you attend the equivalent of 100% of sessions on the three CBT modules (this excludes the Evidence Based Practice module). You must commit to attending all of the sessions and University holidays must be adhered to. In the event that a session or part session is missed you can access the session when it is next delivered (which may delay your progression). This is in recognition of the value of peer learning and reflective discussion which is largely absent in individual catch up sessions. Please read the procedure for non-attendance in the Trainee file. We recommend that you read over the subject matter you have missed. Material from the session will be available on: [email protected] the virtual learning environment.
Classroom TeachingYou will attend University one day per week plus an additional half day for Evidence Based Practice module for the first 10 weeks which can be accessed through attendance at Middlesbrough campus (or by distance learning). CBT teaching will consist of classroom based teaching/learning in addition to University based clinical supervision. Learning and teaching methods for classroom teaching will include seminars and workshops. A large part of the learning and teaching strategy involves skills training in small groups using role play. Self-practice of CBT interventions and self reflection is an essential part of your development as a CBT therapist and you will be expected to participate in group discussions relating to your experiences. Relevant learning materials will be made available on the Virtual Learning environment to support your learning. The E-learning site will act as a repository for learning materials and for communication with other students and the programme team
Clinical PracticeWithin clinical practice you are required to assess and treat at least eight cases under the supervision of a BABCP accredited supervisor. You will work with a range of patients with depression and anxiety disorders in order to fulfil all criteria for their final portfolio. You will be required to keep a log of clinical cases and hours. Strong links will be maintained between clinical areas and the programme team. Tripartite meetings will take place towards the end of The Fundamentals of CBT module and towards the end of CBT for Anxiety/Depression modules during which learning outcomes and your progress in relation to practice competencies will be reviewed.
SupervisionYou will receive weekly supervision on alternating weeks from your Placement Supervisor and your University supervisor. You will be provided the opportunity to observe your placement clinical supervisors practice, either through video recordings or observing clinical sessions (with patients’ consent). The supervision forum will be utilised to discuss clinical cases and review video recordings of therapy sessions. Feedback and guidance will be provided particularly in relation to CBT skill development using the CBT competence measure CTS-r (Blackburn et al 2001) and in relation to application of disorder specific
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 6
models within your clinical practice. Your supervisors will be supported in their role through the provision of a marking workshop held shortly after commencement of the course.
8 ASSESSMENT STRATEGY
Assessment methods utilised within the programme reflect Teesside University’s Learning Teaching and Student Experience Strategy (LTSES 2016) goal to maximise your achievement, develop a greater learning and teaching support community, enhance communication between students and staff and work in partnership with students. The variety of written assessments promotes your academic development whilst practical assessments promote competence in CBT practice. A summary of the assessments and submission weeks for each module can be found in Figure 2.
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 7
Figure 2: Assessment Strategy
Module Formative assessment Summative assessment
YEAR 1The Fundamentals of Cognitive Behaviour Therapy
Week 8 (of the programme)DVD and 1,000-word critical reflection of therapy session
Week 162,000-word systematic and critical essay relating to the evidence base for CBT
Week 20DVD and supporting 1,000-word critical reflection of therapy session using a CBT rating scale
Week 22Portfolio including competencies and two x 2,000-word case reports
Evidence-based Practice
Week 5Formative essay on the nature of Evidence Based Practice (1,000-words)
Week 144,000 word report on a focused area of practice followed by EBP process (100%)
YEAR 2Cognitive Behaviour Therapy for Anxiety Disorders
Week 44DVD and 1,000-word critical reflection of therapy session
Week 62DVD and 1,000-word critical reflection of therapy session using a CBT rating scale
Week 624,000-word case study based on the process of applying CBT for an anxiety disorder
Week 73Final Portfolio including achievement of competencies
Cognitive Behaviour Therapy for Depression
Week 49DVD and 1,000-word critical reflection of therapy session
Week 67DVD and 1,000-word critical reflection of therapy session using a CBT rating scale
Week 674,000-word case study based on the process of applying CBT for Depression
Week 73Final Portfolio including achievement of competencies
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 8
Student EndeavourLectures, workshops and small group activities (exc EBP module): 300 hrsClinical supervision (placement and University based): 70 hrsIndependent learning and study: 300 hrsWork based development: Suggested three full days per week
9 STUDENT SUPPORT
The Course team recognise the challenges of completing the academic work associated with PgD CBT and also have competencies to achieve in clinical practice. It is important that you plan your time effectively and in order to meet deadlines you need to be working on assignments throughout the course. It is advisable that you begin recording clinical sessions straightaway in order to adhere to assessment deadlines for each module. If you have difficulty meeting a deadline please discuss with the Module Leader. If you are experiencing any difficulties during the Course please contact the Course Leader to discuss support that can be provided. The main support mechanisms are discussed below:
InductionA 5 day induction to the will be provided which is an important aspect of the Course in preparing you to study at Masters Level and preparing you to embark on CBT practice. During the induction you will receive information about the Virtual Learning Environment (VLE), Library services and IT accounts. You will also be provided with key assessment skills and an overview of the CBT model and therapeutic methods of CBT in order to equip you with the basics skills to begin working with clients
Transition to MasteryUnderstanding what is required to be successful when studying at Masters Level and developing the key skills necessary for master’s level study is built into the Evidence Based Practice module. To be successful you will need to develop your key skills in critical thinking, academic writing, referencing, presentation of academic work and IT skills. You will have the opportunity to obtain feedback on a formatively assessed piece of work at an early stage in the programme so that you can identify any areas of weakness and identify ways of developing your ‘mastery’ skills.
Programme VLE siteYou will have access to a programme VLE at e-learning@tees which will provide you with information relating to the programme. The VLE is used as the main method of communication between the programme team and students so you are advised to check the site regularly.
The Course Leader Your Programme Leader will provide you with advice and guidance on all aspects of the course experience. Please discuss any difficulties or concerns you may have with the Course Leader.
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 9
The Module LeaderYour Module Leader will provide information specific to the module including academic guidance.
The Personal TutorYour Personal Tutor will be introduced to you during induction to the course. And will be available to provide independent welfare guidance (mostly by directing you to the appropriate support services), educational guidance (either directly or by referring you to the appropriate quarter).
Academic SupervisorClinical supervision is a central component of the course and you will be allocated a University CBT supervisor during induction week. The role of your Academic Supervisor is to facilitate small group University based supervision. Within this context you and your peers will present cases both verbally and through video presentation. Your Academic Supervisor will provide feedback and guidance in relation to your developing CBT practice. In addition to overseeing your progress as a trainee therapist, your supervisor will provide support.
Placement SupervisorWithin your clinical area you will receive one to one supervision from a BABCP accredited CBT therapist who will provide guidance and feedback in relation to your developing CBT practice. You can discuss work based issues that may impact your learning experiences with your Placement Supervisor
The Learning support centreThe Learning Hub is located on the ground floor of the Library at the main University campus in Middlesbrough. Guidance is offered to all students on developing their skills as independent learners and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year.
Learning support staff will collaborate with your School to ensure that in-depth help is available to you, here is the link http://libguides.tees.ac.uk/learning_hub/home They can help with academic writing: http://libguides.tees.ac.uk/learning_hub/academic_writing critical writing: http://libguides.tees.ac.uk/c.php?g=192331&p=3893117 and referencing:http://libguides.tees.ac.uk/c.php?g=192331&p=3196590 or you can contact the Library by telephoning 01642 342100.
University MechanismsA number of University-wide support mechanisms are available such as the Learning Hub, Student Services and the Students Union and you are encouraged to access these. The School also provides additional support mechanisms such as mitigating circumstances, delayed submissions and one week extensions. Information on these can be found in The Students Essential Guide on the student intranet, https://healthbase.tees.ac.uk. If you need to access any of these support mechanisms please discuss with your Course Leader.
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 10
The School has an IT helpdesk which you can access for help with any IT problems during normal working hours on 01642 384148 or [email protected]. Online information on topics such as referencing, writing essays and information literacy can be accessed via the Library and Information Services website at http://lis.tees.ac.uk or you can contact the Library by telephoning 01642 342100.
10 ASSESSMENT REGULATIONS
This Course is assessed in accordance with the standard University regulations for postgraduate programmes. All modules must be passed (at Master’s level minimum of 50%). For definitions of formative and summative assessment, refer to the School of Health & Social Care Student Essential Guide, where you will also find information regarding extensions, re-assessments and mitigating circumstances, as well as guidance about writing and referencing.
Information regarding examination regulations for candidates is available via the Student Intranet.
To be eligible for the award of PgD CBT you must accrue a total of 120 credits at master’s level (Level 7). Once you have successfully completed the PgD CBT you are eligible to apply to enhance your studies by completing the required credits for an MSc. This will enable continued emphasis on the appraisal and implementation of research. The aim of this programme is to specifically focus upon the importance of understanding and generating evidence for cognitive behaviour therapists. Advice on the programmes that are available from this School can be obtained by contacting the postgraduate admissions tutor or speaking to your Personal Tutor.
External ExaminingStudents often ask questions about how we know that their course is broadly of the same standard as courses awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. case studies, essays, and therapy tapes), discussing the work with your lecturers and attending the Assessment Boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners’ reports are made available to students via the ‘courses’ tab in e-vision and are also considered annually at relevant Course Boards.
The main External Examiner for your course is (name to be inserted) and they work at (insert place of work). Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact external examiners directly and external examiners will not respond to
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 11
any communication from individual students. If you have any concerns about your course then please speak to your course Leader.
11 COURSE EVALUATION
The School of Health & Social Care relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and you will be asked to complete a session feedback form after each session. In addition you will invited you to give constructive feedback on your learning experiences both formally and informally at various points in your programme of study, for example by evaluating your University teaching during and at the end of each module and at the end of the Course
Student feedback is essential for the ongoing enhancement of the course; for example as a result of student feedback an assessment Strategy within the Fundamentals of CBT module was changed. A Trainee File was introduced in response to feedback that forms and paperwork were difficult to locate on VLE
Feedback is not limited to comments on your assessed work. It also includes feedback on your ongoing progress on the module, as well as actions that have been taken as a result of your evaluation of your course of study, and actions taken as a result of the evaluations made by previous student cohorts. The student Lifecycle feedback map (Figure 3) describes the points within the course when you will be formally invited to give feedback. You will also be given feedback from your Course Team and Personal Tutor
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 12
Figure 3: Student Lifecycle Feedback Map
When you will receive feedback
Examples of the type of feedback you will receive
Who will give you this feedback
InductionAnnual Induction (Academic)
Verbal or electronic information (via e-learning@tees; VLE) on what the programme team has done as a result of feedback from previous cohorts
Verbal or VLE information on what the programme team has done as a result of feedback from your cohort
Course Leader
Taught SessionsWithin Academic Modules
Verbal feedback on your progress
Verbal or feedback on your cohort’s progress
Self-assessment of your progress (e.g. quizzes, online exercises)
VLE feedback on what the course team has done as a result of feedback from previous cohorts
Module Team
Module Leader
You
Module Leader
CBT practice(as requested)
Verbal and/or written feedback on your progress (formative assessments)
Self-assessment of your progress (using CTS-r)
Academic and placement CBT supervisor
You
At the End of Academic Modules
Verbal or VLE feedback on your progress
Verbal or VLE feedback on your cohort’s progress
Module Team
Module Team
Practice portfolio including competencies
Verbal feedback on your progress
Written feedback on your progress
University CBT and Placement Supervisors
At the End of Each Stage of Your Course
VLE feedback summarising the results of your cohort’s evaluation of the stage and
Course Leader
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 13
any action planned in response to itOn AssessmentAfter Submission of Formatively Assessed Work
Verbal and written feedback on your assignment
Module Team or CBT Supervisor
Module Team or Personal Tutor
After Submission of Summatively Assessed Work
Electronic feedback on your assignment
The opportunity for verbal feedback and discussion of your assignment
Module Leader
Module Team or Personal Tutor or Practice Tutor
In Class Activities Feedback on your activities Module TeamYour fellow students
Student/Staff MeetingsStudent/Staff Liaison Meetings
Verbal feedback on action taken as a result of students’ comments
Course Leader
Course Boards Information on what the programme team has done as a result of feedback from previous cohorts
Information on what the programme team has done as a result of feedback from your cohort
External Examiners’ comments on your programme of study
Course Representatives
Course Representatives
Course Representatives
At Appropriate Points in Your Programme of Study
Feedback on Professional Behaviour, attendance, Personal and Professional Development
Programme team
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 14
12 REFERENCES
Department of Health (2008a) Improving Access to Psychological Therapies: Implementation Plan: Guidelines for Regional Delivery. London: Department of Health.
Department of Health (2008b) Improving Access to Psychological Therapies: Implementation Plan: Curriculum for High Intensity Therapies Workers. London: Department of Health.
Teesside University (Updated February 2018) Learning and Teaching Strategic Plan 2016-2020.
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 15
APPENDICES
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 16
APPENDIX 1
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP1: Maintain a professional approach and demonstrate professional behaviour and attitude in keeping with relevant professional code and/or BABCP standards of conduct performance
Demonstrate a positive approach to learning and commitment to the development of CBT practice and attainment of CBT competencies
Adhere to University expectations in relation to attendance, sickness and absence reporting and behaviour (see Student Essential Guide)
Demonstrate the underpinning values of professional codes/standards of conduct
Please note signatures of both supervisors are required
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 17
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP2: Demonstrate the ability to form empathic and effective therapeutic relationships with clients
Work with clients using guided discovery, adopting an open and inquisitive style within the CBT model
Using empathy, sensitively elicit upsetting emotions and related cognitions in the client
Demonstrate an ability to adapt CBT sensitively to ensure equitable access to diverse cultures and values
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 18
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 19
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP3: Demonstrate the application of assessment processes, tools and diagnostic classification systems
Use assessment processes, tools and diagnostic classification to conduct a comprehensive assessment
Assess persons suitability for short- term CBT
Identify key cognitions, working with automatic thoughts and helping the client to achieve an alternative perspective
Identify and conceptualise common thinking errors
Identify problematic cognitions and related behaviours
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 20
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP4: Develop clear treatment plans for straightforward cases of depression and anxiety, applying the principles of CBT
Construct maintenance and developmental CBT conceptualisations
Develop treatment plans for straightforward cases of depression and anxiety
Demonstrate an ability to set agendas and agree specific, achievable and measurable goals
Construct and carry out behavioural experiments
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 21
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP5: Demonstrate the ability to deliver clear CBT conceptualisations, derived collaboratively and appropriately with the client
Deliver a clear CBT treatment rationale derived collaboratively and appropriate to the individual
Form effective, collaborative therapeutic relationships with clients
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 22
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate the ability to use standard and idiosyncratic measurement to monitor CBT process and outcome
Demonstrate an understanding of assessment methodology and the development of assessment tools in the CBT research literature
Use idiosyncratic techniques to evaluate underlying dysfunctional assumptions, rules and attitudes
Critically evaluate the treatment plan
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 23
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP7: Demonstrate the ability to end therapy appropriately with plans for long-term maintenance of gains and relapse prevention plans
Deal appropriately with the ending of therapy
Construct relapse prevention plans for straight forward cases of depression and anxiety
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 24
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP8: Reflect critically upon his/her own actions and attitudes within psychotherapeutic practice and clinical supervision
Participate in regular clinical supervision for CBT cases of depression and anxiety
Demonstrate an ability to identify his/her own values and beliefs and the relevance of CBT’ s application to his/her own life
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 25
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Individual Supervisor’s Summary and Comments:
Name: Signature:
Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 26
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 27
THE FUNDAMENTALS OF COGNITIVE BEHAVIOURAL THERAPY Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Group Supervisor’s Summary and Comments:
Name: Signature:
Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 28
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 29
APPENDIX 2
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP1: Maintain a professional approach and demonstrate professional behaviour and attitude in keeping with relevant professional code and/or BABCP standards of conduct performance
Demonstrate a positive approach to learning and commitment to the development of CBT practice and attainment of CBT competencies
Adhere to University expectations in relation to attendance, sickness and absence reporting and behaviour (see Student Essential Guide)
Demonstrate the underpinning values of professional codes/standards of conduct
Signatures of both supervisors are required
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 30
Trainee Signature: Date:
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP2: Demonstrate autonomy in relation to the comprehensive assessment of people with anxiety disorders including a consideration of the client’s suitability for CBT
Undertake a comprehensive assessment of the anxiety disorder, such as symptoms, severity and diagnostic classification
Identify triggers, patterns of avoidance and safety-seeking behaviour
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 31
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 32
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP3: Apply the fundamental principles of CBT to the treatment of anxiety disorders
Use standard and idiosyncratic measures to evaluate outcomes of CBT interventions for anxiety disorders
Derive and conduct behavioural experiments, in and out of sessions, with originality and creativity
Derive specific related homework tasks and evaluate these in the follow-up session
End therapy appropriately and construct a relapse prevention plan
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 33
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 34
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP4: Construct both cognitive and behavioural formulations for people with an anxiety disorder
Socialise the client to a rationale for the formulation and treatment plans of cases of anxiety
Conceptualise common processing biases
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 35
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP5: Demonstrate a collaborative, client-centered approach to the treatment of people with an anxiety disorder
Derive a shared understanding of the CBT conceptualisation of the anxiety disorder
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 36
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Specific Phobia
Identify the role of cognitions in maintaining the phobic disorder and generating alternative perspectives through discussion, cognitive restructuring and behavioural experiments
Draw up a graded hierarchy to guide exposure interventions
Carry out exposure using key principles of graded, repeated, focused and prolonged exposure
Model non-phobic behaviour
Trainee Signature: Date:COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS /tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 37
(Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Panic Disorder
Identify catastrophic interpretations of bodily sensations, generating alternative non-catastrophic interpretations, testing the validity of these through discussions and behavioural experiments
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 38
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Social Phobia
Work with self-focused attention and external focus exercises, both in and out of sessions
Set up, in session, experiential exercises working on self-focused attention and safety behaviours
Using video/audio feedback and other people to reality test self-perception
Use surveys to obtain alternative information
Work with anticipatory anxiety and post-event processing in social phobia
Identify and work through specific childhood memories and images through discussion, cognitive restructuring and image re-scripting
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 39
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 40
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Obsessive-compulsive Disorder (OCD)
Identify intrusive thoughts, obsessional fears and related rituals
Use exposure and response prevention, to include therapist modeling
Work with issues of responsibility and probability in OCD
Elicit and evaluate intrusive images
Work with obsessional rumination, identifying mental rituals and implementing strategies to reduce them
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 41
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Post-traumatic Stress Disorder
Identify triggers for intrusive memories
Identify key appraisals, cognitive themes, hot spots and key coping behaviours
Carry out imaginal reliving or narrative writing in a safe therapeutic environment, tracking distress levels, prompting for thoughts, feelings and sensations
Identify the worst moments or hot spots of the traumatic event and the related idiosyncratic meaning for the client
Re-process the trauma memory through discussion, reliving and cognitive restructuring to reduce distress levels
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 42
Trainee Signature: Date:COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Generalised Anxiety Disorder
Explain the contribution of internal and external cues to the client’s anxiety
Explain the role of self-monitoring techniques through in-session practice, using imagery to help identify internal and external cues
Apply progressive and applied relaxation techniques
Develop a hierarchy for self-control desensitisation and imaginable desensitisation in and out of session
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 43
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Generalised Anxiety Disorder
Shift attention focus, with extensive use of in-session practice
Identify anxiety-arousing cognitions, cognitive distortions and help the client examine the evidence to generate new, functional beliefs
Appraise and reappraise worries using de-catastrophisation techniques
Negotiate worry-free periods and help the person to maintain a worry outcome diary
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 44
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 45
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of behavioural and cognitive techniques for people with anxiety disorders
Health Anxiety
Identify catastrophic interpretations of bodily sensations and physical symptoms and related information supporting health concerns
Generate alternative non-catastrophic interpretations, testing the validity of these through discussion techniques and behavioural experiments
Work with underlying dysfunctional assumptions, rules and attitudes and use a range of strategies to effect change
Trainee Signature: Date:/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 46
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP7: Work autonomously with co-morbidity and complex and unpredictable situations in relation to anxiety
Educate the client to apply the cognitive and behavioural techniques to complex and unpredictable situations
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 47
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP8: Sensitively adapt CBT approaches for people with diverse social and cultural needs who have an anxiety disorder
Apply the cognitive and behavioural techniques sensitively to meet the needs of clients from a variety of social and cultural groups
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 48
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Individual Supervisor’s Summary and Comments:
Name: Signature:
Date:
Trainee Signature: Date:/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 49
COGNITIVE BEHAVIOURAL THERAPY FOR ANXIETY DISORDERS (Specific and Social Phobias, Panic Disorder, Generalised Anxiety Disorder, Obsessive-compulsive Disorder, Post-traumatic Stress Disorder and Health Anxiety)Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Group Supervisor’s Summary and Comments:
Name: Signature:
Date:
Trainee Signature: Date:/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 50
APPENDIX 3
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP1: Maintain a professional approach and demonstrate professional behaviour and attitude in keeping with relevant professional code and/or BABCP standards of conduct performance
Demonstrate a positive approach to learning and commitment to the development of CBT practice and attainment of CBT competencies
Adhere to University expectations in relation to attendance, sickness and absence reporting and behaviour (see Student Essential Guide)
Demonstrate the underpinning values of professional codes/standards of conduct
Signatures of both supervisors are required
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 51
Trainee Signature: Date:COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP2: Demonstrate autonomy in relation to the comprehensive assessment of people with depression, including a consideration of the client’s suitability for CBT
Identify the client’s idiosyncratic depressive beliefs, maintenance factors and coping strategies
Identify depressive rumination making links with under-activity
Identify cognitive distortions used to support the client’s thinking
Identify core beliefs using downward-arrow techniques, looking for common themes
Identify secondary coping behaviours such as avoidance
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 52
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 53
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP3: Apply the fundamental principles of CBT to the treatment of depression
Monitor and schedule activity, rating mastery and pleasure
In collaboration with the client, deliver a rationale for treatment using a recent example from the client’s experience
Define for the client, the role of cognitions and the concept of negative automatic thoughts and images
Develop manageable short
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 54
Competency Evidence (date, type of evidence, notes) Supervisor Signature
term goals and re-establish routine
Identify and work to effect change with underlying dysfunctional assumptions, using a range of change techniques
Construct appropriate homework tasks using a rationale and anticipating difficulties
Construct an idiosyncratic relapse prevention plan to maintain client gains and identify a contingency plan to deal with future stressors
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 55
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: …………………………………………………………………………………………………………………………..
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP4: Construct both cognitive and behavioural formulations for people with depression
Effectively apply the cognitive triad to CBT formulations for depression
Conceptualise common processing biases
Work with severe depression, initially with behavioural rather than cognitive approaches
Work on themes of guilt and self- blame
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 56
Competency Evidence (date, type of evidence, notes) Supervisor Signature
Identify and implement strategies working with depressive rumination, both for process and content
Construct and carry out behavioural experiments, both in and out of session, to modify dysfunctional assumptions
Use cognitive techniques to re-evaluate maladaptive core beliefs and strengthen new functional beliefs
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 57
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP5: Demonstrate a collaborative, client-centered approach to the treatment of people with depression
Enable the client to successfully reappraise their own thoughts using the Daily Record of Dysfunctional Thoughts
Help clients to find alternatives by examining the accuracy of specific thoughts
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 58
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP6: Demonstrate autonomy in delivering a range of Behavioural Activation techniques for people with depression
Develop a functional analysis (linking antecedents, behaviours and consequences) and focusing upon contingencies that are maintaining the depression
Explain the rationale for using behavioural activation to the client
Help the client to engage in activities despite feeling low or lacking in motivation
Enable the client to focus on external environmental cues
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 59
Competency Evidence (date, type of evidence, notes) Supervisor Signature
Introduce and implement TRAP (Triggers/Responses/Avoidance Patterns) and ACTION (Assess/ Choices/Try/Observe/ New) tools
Help clients to use activity charts, rate mastery and pleasure and monitor patterns of avoidance
Utilise distraction from unpleasant events or ‘behavioural stopping
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 60
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP7: Work autonomously with co-morbidity and complex and unpredictable situations
Educate the client to apply the cognitive and behavioural techniques to complex and unpredictable situations
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 61
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Trainee Name: ………………………………………………………………………………………………………………………….
Competency Evidence (date, type of evidence, notes) Supervisor Signature
PP8: Sensitively adapt CBT approaches for people with diverse social and cultural needs who have depression
Apply the cognitive and behavioural techniques sensitively to meet the needs of clients from a variety of social and cultural groups
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 62
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Individual Supervisor’s Summary and Comments:
Name: Signature:
Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 63
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 64
COGNITIVE BEHAVIOURAL THERAPY FOR DEPRESSION Practical and Professional Learning Outcomes (Competencies) and Subsequent Specific Outcomes (Benchmarks)
Group Supervisor’s Summary and Comments:
Name: Signature:
Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 65
Trainee Signature: Date:
/tt/file_convert/5e964ad38284d93a8275bd86/document.doc
©TU-SOHSC (2016) 66