i mproving access to psychological...

PG Cert & Degree Level Low Intensity Psychological Therapy

September 2011 Cohort 6

Trainee Handbook Academic Year 2011/2012

Improving Access to Psychological Therapies

Please consult ELE for updated and revised electronic versions of this handbook and for the Programme

Handbook which includes information the procedural aspects of the programme such as how to submit work,

mitigation and referencing.

Improving Access to Psychological Therapies PG Cert Low Intensity Psychological Therapies

Degree Level Low Intensity Psychological Therapies

Table of Contents

Page Number

Welcome

1

Meet the IAPT Programme Team and Contacts

2

Welcome to the Low Intensity Programme

3

Programme Aims

4

Programme Structure

5

Module Aims 6

Study Time

8

Module 1 & 2 Timetable

9

Module 3 & 4 Timetable

12

Directed Learning 14

Problem Based Learning 15 Roles 16 Group Process 17

Seven Step Approach 18 Blogs 22 Scenarios 23

Developing and Enhancing Clinical Competence 25

SP/SR Blog Posting and Group Supervision Timetable

26

Assessment Overview Module 1 & 2 27 Overview Module 3 & 4 28 Practice Based Outcomes 29

Module Descriptors Degree Level PG Cert

31 43

1 IAPT Low Intensity Top Up Handbook

Welcome to the University of Exeter College of Life and Environmental Sciences,

Psychology and Improving Access to Psychological Therapies

We are very excited to bring you the Improving Access to Psychological Therapies (IAPT) programme. This training complements our already highly successful clinical training portfolio which includes the Doctorate in Clinical Psychology and the MSc Psychological Therapies. We also have a firm commitment to evidence based clinical practice and as such we endeavour to ensure all of our training programmes are firmly embedded within current research. This commitment is in no small way aided through the Mood Disorders Unit which is involved in undertaking clinical research which has national and international significance. These are exciting and challenging times for us all. The team of highly experienced clinical trainers will endeavour to deliver the highest quality IAPT training to enable you to work competently and effectively as a Psychological Wellbeing Practitioner. This will ensure maximum clinical benefit, choice and satisfaction for the people at the centre of the IAPT programme, the patients. It is likely that you will find the training intensive and challenging, but hopefully enjoyable and especially practice enhancing.

Professor Eugene Mullan, Academic Lead for Clinical Professional Training

2 IAPT Low Intensity Top Up Handbook

Meet the IAPT Programme Team

Professor Ian Mclaren Head of Psychology

Professor Eugene Mullan Academic Lead for Clinical Professional Training

Professor David Richards IAPT Programme Director and Low Intensity Senior Lead [email protected]

Dr Paul Farrand Low Intensity Lead [email protected]

Ms Faye Small Low Intensity Teaching Fellow [email protected]

Ms Hayley Foord Low Intensity Teaching Fellow

Ms Rosey Adkins Low Intensity Teaching Fellow

Mrs Jo Hughes IAPT PWP Clinical Programme Administrator Tel: 01392 722149 [email protected]

External Examiners Low Intensity: Professor Karina Lovell, University of Manchester

Guest speakers, practice supervisors and College of Life and Environmental Sciences, Psychology members will also contribute to the programme.

mailto:[email protected]�

mailto:[email protected]�

3 Section Two – IAPT Low Intensity Student Handbook

Welcome to the University of Exeter’s PG Cert & Degree Level in Low Intensity Psychological Therapy

We are really excited to be able to bring you this training programme which is the culmination of several years of development. The training spearheads the exciting Improving Access to Psychological Therapies service delivery model within which the Psychological Wellbeing Practitioner (PWP) role is of fundamental importance. The training will provide a thorough grounding in the theory, evidence base and practice of Low Intensity Psychological Therapy for anxiety and depression. This will provide you with the knowledge and skills required to work within an inclusive values base that promotes recovery and recognises and respects diversity. The programme is heavily rooted within the development of clinical skills associated with a patient-centred approach and on the skills required to support a range of evidence based low-intensity psychological therapies. The continued development of these skills is embedded within a strong focus on practice based supervision, which is a fundamental component of the training. As such your training should not just be seen as being the time you spend being taught within the University, but full time, based also around your clinical work undertaken within your work setting supplemented by your practice based supervision. We hope you enjoy the training and look forward to working with you over the coming months.

Professor David Richards Director of IAPT Training and Low Intensity Senior Lead

Dr Paul Farrand Low Intensity Lead

4 Section Two – IAPT Low Intensity Student Handbook

Low Intensity Psychological Therapies Main Aims of the Programme The aims of the programme are to develop participants’ clinical knowledge and ability to a level that allows them to practice as an independent Psychological Wellbeing Practitioner (PWP) within an inclusive values base that promotes recovery and recognises and respects diversity. Specific Programme Aims On completion of the programme we hope that members will be able to:

• Integrate theoretical knowledge and understanding of stepped care and

high volume working with their clinical practice as PWPs.

• Work collaboratively with patients to optimise self-management recovery.

• Appreciate a Low Intensity way of working and how it fits within an Improving Access to Psychological Therapies service delivery model.

• Competently support a range of Low Intensity evidence based CBT interventions to increase clinical improvement alongside a commitment to return to work and other meaningful activity.

• Routinely apply a range of standardised clinical, employment and social measures.

• Gain the capacity for independent and accountable clinical practice.

• Work within an inclusive values base that promotes recovery and recognises and respects diversity.

5 IAPT Trainee Psychological Wellbeing Practitioner Handbook

Programme Structure

Teaching Days

With the exception of the beginning of the programme where there is an intensive focus on the development of patient-centred interviewing skills, all teaching will take place on

a Wednesday and/or Thursday.

The beginning and end of the teaching days are:

10am – 4.30pm

however changes in time can be negotiated during first session

Terms Dates

Term 1 - Modules 1 and 2 Teaching begins on Monday 26th September and finishes on Thursday 5th January.

Term 2 – Modules 3 and 4

Teaching begins on Wednesday 18th January and finishes on Thursday 29th March.

Please note: There will be no teaching during half terms or school holidays

All teaching finishes on Thursday 29th March with the completion of clinical practice outcomes not due in until Friday 25th May 2012.

Formal completion of the programme will be upon the granting of the award at

the award board which will meet during June 2012.


Module Aims

Only a general overview of the module content and assessment is provided here. Read National Programme Student Materials to Support the Delivery of Training for Practitioners Delivering Low Intensity Interventions for more detail. PSYM180/PSY3900 Engagement and Assessment of Patients with Common Mental Health Problems PWPs assess and support people with common mental health problems in the self-management of their recovery. To do so, they must be able to undertake a patient-centred interview which identifies both the person’s main difficulties and areas where the person wishes to see change and/or recovery, and which makes an accurate assessment of the risk the person poses to self or others. PWPs need to be able to engage patients and establish a therapeutic alliance while gathering information to begin assisting the patient to choose and plan a collaborative treatment programme. They must have knowledge of mental health disorders and the evidence-based therapeutic options available, and be able to communicate this knowledge in a clear and unambiguous way so that people can make informed treatment choices. This module will, therefore, equip trainee’s with a good understanding of the incidence, prevalence and presentation of common mental health problems, and of evidence-based treatment choices. Skills teaching will develop trainee’s core ‘common factors’ competences of active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision making. PSYM181/PSY3901 Evidence-based Low-intensity Treatment for Common Mental Health Disorders PWPs aid clinical improvement through the provision of information and support for evidence-based low-intensity psychological treatments and regularly used pharmacological treatments for common mental health problems. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. Examples include guided-self help and computerised cognitive behavioural therapy (CCBT). Support is specifically designed to enable patients to optimise their use of self-management recovery information and pharmacological treatments and may be delivered through face-to-face, telephone, email or other contact methods. PWPs must be able to manage any change in risk status. This module will therefore, equip trainees with a good understanding of the process of therapeutic support and the management of patients individually or in groups, and also support families, friends and carers. Skills delivery will develop trainee’s general and disorder-defined ‘specific factors’ competences in the delivery of CBT-based low-intensity treatment and in the support of medication concordance.


PSYM182/ PSY3902 Values, Policy, Culture and Diversity PWPs must operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity. Diversity encompasses the range of cultural norms, including personal, family, social and spiritual values, held by the diverse communities served by the service within which the worker is operating. Workers must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. PWPs must also take into account any physical and sensory difficulties people may experience in accessing services and make provision in their work to mitigate these. They must be able to respond to people’s needs sensitively with regard to all aspects of diversity, and must demonstrate a commitment to equal opportunities for all and encourage people’s active participation in every aspect of care and treatment. PWPs must demonstrate an understanding and awareness of the power issues in professional/patient relationships and take steps in their clinical practice to reduce any potential for negative impact these may have. This module will therefore, expose trainee’s to the concepts of diversity, inclusion and multiculturalism and equip them with the necessary knowledge, attitudes and competences to operate in an inclusive values-driven service. PSYM183/PSY3903 Working within an Employment, Social and Healthcare Context PWPs are expected to operate in a stepped-care, high-volume environment carrying a high number of active cases at any one time and completing treatment of between 175 and 250 patients per year. PWPs must be able to manage case loads, operate safely and to high standards and use supervision to aid their clinical decision making. PWPs need to recognize their own limitations and direct people to resources appropriate to their needs, including step-up therapy-as well as clinical improvement. To do so they must have knowledge of a wide range of social and health resources available through statutory and community agencies. They must have a clear understanding of what constitutes high-intensity psychological treatment and how this differs from low-intensity work. This module will, therefore, equip trainees with an understanding of the complexity of people’s health, social and occupational needs and the services which can support people to recovery. It will develop decision-making abilities and enable PWPs to use supervision and to recognize when and where it is appropriate to seek further advice or for the patient to access a signposted or step-up service. Skills teaching will develop trainee’s clinical management, liaison and decision-making competences in the delivery of support to patients, particularly where they require intervention or advice outside the core low-intensity evidence-based individual or group interventions taught in module 2.


Study Time

With the exception of the beginning of the programme, where there is an intensive focus

on the development of patient-centred interviewing skills, all teaching will take place on a

Wednesday and/or Thursday.

However it should be noted that in accord with national guidance 20

days (10 days Modules 1/2 and 10 Modules 3/4) should also be set aside

by your trusts to undertake directed study and skills rehearsal to meet

programme requirements. The content of these sessions is specified

within the teaching timetable.

The timetable is shown overleaf, in addition to detail included concerning the content of

the formal teaching days and activities to undertake during your independent study days. It

should be noted that although Wednesday and/or Thursday have been specified as your

independent study days you can negotiate the exact days with your manager/practice

based supervisor.

In addition to the work required during both the formal teaching days and independent

study days, to meet learning objectives you will also be required to undertake your own

independent reading and study.

Please read the ‘National Programme Student Materials to Support the Delivery of

Training for Practitioners Delivering Low Intensity Interventions’ for greater detail

concerning the required reading and further study.


Exeter Cohort 6 Low Intensity Study Timetable

Modules 1 and 2

Session / Date AM PM

Session 1 Monday

26 September 2011 Rooms 025/026

Welcome Introduction to IAPT

IT Induction SP/SR Introduction

Understanding and Managing Emotions Core Clinical Skills

Session 2 Tuesday


Introduction to Patient Centred Interviewing

Information Gathering and Organising: Risk and

Clinical Outcomes

Session 3 Wednesday


Summarising the Information Gathered: Problem Statements

Information Giving: Recovery Programme for Depression and Anxiety

Resources

Session 4 Thursday


Behavioural Activation Medication Management

Start PBL1

Session 5 Friday


SP/SR Ground rules Feedback, Review, Practice: Full Skills

Practice Putting it all together

Study Day 1 Wednesday

5 October 2011

Homework: Develop your own ‘depression’ scenario.

SP/SR: Use the scenarios developed for practice of your information gathering, information giving and

shared decision making skills with a colleague Study Day 2 Thursday

6 October 2011

Homework: PBL 1 Study

SP/SR: Behavioural Activation with a

colleague

Session 6

Wednesday 12 October 2011 Rooms 025/026

SP/SR Supervision: Behavioural Activation Information Giving:

Developing a Plan Exposure Therapy Information Giving:

Exposure Therapy


Session 7 Thursday

13 October 2011 Rooms 025/026

Information Giving: End PBL1 Start PBL2 Cognitive Restructuring


19 October 2011 PBL 2: Study

Homework: Develop patient scenarios

for patients with panic, GAD, social anxiety and

OCD Study Day 4 Thursday

20 October 2011

SP/SR: Work with a colleague to provide information about exposure and develop an exposure plan

26 October 2011 Half Term

27 October 2011 Half Term

Wednesday 2 November 2011 These dates are not timetabled

Thursday 3 November 2011 These dates are not timetabled

Session 8 Wednesday

9 November 2011 Room 025/026

SP/SR Supervision: Exposure

Decision to Treat Protocol: Stepping Up

Shared Decision Making Subsequent Contacts

Session 9 Thursday


End PBL 2

Treatment Session 1 + 2: Cognitive Restructuring

Treatment Session 1 + 2: Exposure Therapy


16 November 2011 SP/SR: Cognitive Restructuring

Study Day 6 Thursday

17 November 2011 Read Problem Solving

Intervention Read Sleep Hygiene

Intervention

Session 10 Wednesday


SP/SR Supervision: Cognitive Restructuring Practicing Subsequent

Ending Treatment Contacts

Session 11 Thursday

24 November 2011 Room 025/026 & Skills

Suites Available

Practicing Subsequent Contacts


Study Day 7 30 November 2011

SP/SR: Identify clinical areas of improvement and practice with colleague regarding subsequent contacts

Study Day 8 1 December 2011

SP/SR: Identify clinical areas of improvement and practice with colleague regarding subsequent contacts

Session 12 Wednesday

7 December 2011 Room 025/026

Practice Session and Remedial if Needed

Session 13 Thursday

8 December 2011 Room 025/026 & Skills

Suites

Module 1 Competency Assessment


14 December 2011 SP/SR: Identify clinical areas of improvement and

practice with colleague regarding subsequent contacts

Session 14 Thursday

15 December 2011 Room 025/026 & Skills

Suites

Module 2 Competency Assessment


22 December 2011 Revision

Session 15 Thursday

5 January 2012 Rooms 219 & Skills

Suites

Exam

Friday

20 January 2012

Reflective Pieces Modules 1 and 2 Due in


Modules 3 and 4

Session / Date AM PM

Session 1 Wednesday

18 January 2012 Room 025/026

Introduction to Modules 3 and 4 SP/SR

Exam Feedback Assessment Overview

Group Supervision

Session 2 Thursday

19 January 2012 Room 025/026

Start PBL3

Ethnicity and Diversity Workshop

Ethnicity and Diversity Workshop


25 January 2012 PBL 3 Personal Study Provider Organisation

Project


26 January 2012 End PBL 3 Start PBL 4

Provider Organisation Project

Session 3 Wednesday

1 February 2012 Room 025/026

Case Management Supervision Workshop

Session 4 Thursday


Return to Work and Mental Health

Power in the Therapeutic Relationship


8 February 2012 PBL 4 Personal Study Provider Organisation

Project


9 February 2012 End PBL 4 Start PBL 5

Provider Organisation Project End

Wednesday 15 February 2012 Half Term

Thursday 16 February 2012 Half Term

Session 5 Wednesday


Lived Experience Workshop

Session 6 Thursday


Overview of Exam and

Clinical Planning Scenario & New

Developments In IAPT & PWP Working

Practice Case Management Supervision Revision and

Remedial Support if Needed



29 February 2012 PBL 5 Personal Study Practice Case Load and

Supervision


1 March 2012 PBL 5 End Condition Management

Study


7 March 2012 Practice Case Management Supervision

Session 7 Thursday

8 March 2012 Room 025/026 & Skills

Suites

Competency Assessment Module 4


14 March 2012 Practice Clinical Planning Scenario


15 March 2012 Practice Clinical Planning Scenario

Session 8 Wednesday

21 March 2012 Room 025/026

All Written Clinical Planning Scenarios Due

In Clinical Planning Scenario Presentation 2 Clinical Planning

Scenario Presentation 1 Session 9 Thursday

22 March 2012 Room 025/026

Clinical Planning Scenario Presentation 3

Clinical Planning Scenario Presentation 4


28 March 2012 Exam Revision

Session 10 Thursday

29 March 2012 Room 219 & Skills Suite

Exam

Friday 20 April 2012

Reflective Piece Module 4 Due in

Friday 25 May 2012

Supervisor Practice Based Competency Assessment

Due In


Directed Learning

Throughout this programme there is an emphasis upon you taking responsibility

for some of your own education as independent learners. Your directed learning is

partly timetabled within your study days, however study above and beyond these

days, as with all university programmes will be expected. In order to support your

independent study we have established a number of educational opportunities to

ensure your learning is directed towards meeting the appropriate programme

learning objectives and feed into the exam component of the programme. Three of

the main educational approaches adopted are Problem Based Learning to foster

an applied understanding of the literature, Independent Project work to enable you

to embed your practice within your community and Self-Practice, Self-Reflection

(SP/SR) to further develop clinical competence.

At all times please remember that with a Directed Learning approach you become

a lot more responsible for ensuring both that the work is done and that you neither

devote too much or too little time to undertaking the respective activities. Guidance

as to the approximate amount of time to devote to each activity is provided.

As you will see from the module timetable all directed learning time has been

timetabled to ensure you prioritise this time alongside formal teaching time – your

learning during this time is just as important as that during the time you are in

university. However as long as the directed learning activities are undertaken and

the appropriate amount of time directed towards it, then the exact time in which

you undertake these activities is up to you, or in the case of PBL to negotiate with

other group members.


Problem Based Learning

What is PBL?

As a method of teaching PBL was first introduced at McMaster University in the

late 1960’s. It has since spread throughout other parts of the world, including the

UK and is now becoming one of the major teaching methods used in many

disciplines. Indeed within our own clinical training, clinical psychology have

adopted PBL and have received research money to evaluate its effectiveness, it

has previously been very successfully incorporated into Graduate Mental Health

Worker training programmes and the Peninsula Medical Schools entire curriculum

is based upon it. Broadly speaking PBL is characterised by the use of problem

scenarios, sometimes based around patients. This provides a context to learn

problem-solving skills, and in doing so, acquire knowledge. The actual process

involved in PBL is based upon the ‘7 steps’, specified later.

How Effective is PBL? The use of PBL as a method of teaching has been the subject of much research.

In general, research indicates that students find PBL a far more enjoyable learning

experience than that encountered using a conventional lecture only based

curriculum, whilst graduates have reported their training more positively in

comparison with graduates from conventional curricula. In addition to positive

ratings concerning the learning experience, clinical supervisors’ ratings of the

competence of graduates are also generally supportive of PBL. A number of

studies have also reported the competence of PBL students either more positively

or non-significantly different from students under conventional curricula.

Reservations however have focussed upon the performance of PBL students on

basic science examinations which have tended to be lower than scores obtained

by students under conventional curricula. This is overcome within our programme

by the use of PBL blogs to post learning objectives which are then checked to

ensure each group is on track to address the assessment. Review of the

assessment of the first LI cohort indicates that this was successful.


Roles in PBL Groups

Everyone within a PBL group has a role to play in what must be seen as a very

active learning process. At the beginning of each new PBL scenario three main

roles will be elected which will be rotated throughout the module.

1. Chairperson: The main job of the chairperson is to stimulate and keep

the discussion proceeding, making sure the group strictly adheres to the ‘7

steps’, and drawing people into the discussion when needed. At times you

may need to use interpersonal and communication skills to ensure the

group works effectively.

2. Scribe: The scribe’s main role is to use a whiteboard or flipchart to record

the groups deliberations and clarify the learning objectives. You should take

the lead from the chairperson.

3. Blogger: The blogger’s role is to initially post the learning objectives at the

end of the first scenario session then, when the scenario has been

completed, the learning objectives and a brief summary of what the group

have learnt. This will be done on specially created blogs established on

ELE. Strict deadlines will be provided to facilitate this process. Posting this

material is a very important part of the PBL process as it allows the teaching

team to monitor the learning objectives and the learning to ensure that the

group is moving in the correct direction towards meeting the course

objectives and as such towards covering material that may be included in

the exam.

4. Group Members: All members (including those with additional roles

specified above) are responsible for fully contributing to the PBL process,

both in discussions around the scenario, working towards setting learning

objectives, independent study and finally discussion around the objectives.

PBL really should be seen as a group way of working and any person who

does not fully contribute to the group will be hindering the learning process.


PBL Group Process

Before the PBL session 1. Read the problem

During the first session (steps 1 – 5)

1. Choose a chairperson, scribe and blogger.

2. It is an expectation that all group members will take responsibility to take

the role of chair, scribe or blogger. Some members may need to undertake

more than one role.

3. You should allocate yourselves up to one hour to complete the first session

for each PBL. It is the role of the chairperson to ensure that you do not run

over.

Independent study time (step 6) 1. Individually you will all undertake private study to identify, read and reflect

upon information and use it to contribute towards answering each learning

objective for the PBL scenario.

2. You should set aside approximately 3 hours for this private study.

During the second session (step 7)

1. The chairperson, scribe and blogger will remain the same as for the first half

of each scenario.

2. The chairperson will ensure that the learning objectives are clearly visible to

all and that all group members contribute to discussion about their private

study.

3. At the end of the previous scenario, a new chair, scribe and blogger are

elected to begin the new scenario.

4. You should allocate yourselves up to one hour to complete the previous

session for each PBL. You will then have another hour to start the second

PBL. In each instance it is the role of the chairperson to ensure that you do

not run over.


The ‘7-step’ Approach to PBL

Step 1 Clarify terms Process Individual group members identify any words or concepts whose

meaning they are unclear about. Other group members may be able

to provide definitions. Everyone should feel safe about declaring

what they do not know.

Reason Unfamiliar terms may act as obstacles to learning and

understanding. Clarification of even half-understood terms may start

the learning process.

Output Words for which the group cannot agree a meaning should be

listed as learning questions.

Step 2 Defining the problem (What is the problem?) Process Group members are encouraged to contribute their views concerning

the nature of the problem. The chair may need to encourage you all

to contribute to a fast-moving and wide-ranging discussion. Often the

scenario will be broken into a series of sub-issues.

Reason It is quite possible for every group member to have a different

perspective on the problem. Comparing and pooling these views

broadens intellectual horizons and helps define the task ahead.

Output List of problems.

Step 3 Brainstorming (What are the possible explanations for the problem?)

Process Group members test out possible explanations for the problems.

Discussion should be kept at a theoretical level, you should be

discouraged from going into too much detail early.

Reason This is a crucial step in which group members retrieve information

from memory. This allows the group to draw on each other’s

understanding and to form links between items of incomplete


knowledge. When performed well, understanding rather than factual

recall is promoted.

Output List of possible explanations.

Step 4 Organise explanations to form a tentative solution

Process Group members will scrutinise the problem in fine detail and

compare it against proposed explanations to see how well they

match and where further exploration is needed. In doing so it

develops higher level cognitive skills such as analysis, synthesis and

evaluation. This begins the process of defining the learning

objectives, although it is inadvisable for them to be put down in

writing too soon.

Reason This stage actively processes existing knowledge and identifies

gaps. It may reveal where existing knowledge structures are

inadequate or may result in restructuring of explanations if alternative

explanations can be offered. Writing learning objectives too soon

bypasses the intellectual process however, resulting in objectives

which are too broad and superficial.

Output None, or some change in ordering of explanations or links between

them.

Step 5 Define learning objectives/questions

Process The group agrees a core set of learning objectives, often in the form

of questions which form the basis of your private study. You are

encouraged to make the learning objectives specific, not too

superficial and most importantly achievable within the time available.

Some of you may have objectives not shared by the entire group in

which you must add these to the group list.

Reason This process of consensus uses the expertise of the entire group to

synthesise the foregoing discussion into appropriate and attainable

learning objectives. This not only defines the learning task but pulls

together and concludes the discussion.


Output The written learning objectives are the main output of the group. All

students must take a copy

. Additionally the blogger from each group

will post the learning objectives on a blog set up for each PBL on

ELE, the student electronic learning environment. The blogs will be

regularly monitored by the teaching team and available to stimulate

discussion between groups surrounding each PBL scenario. The

name of each PBL group member will also need to be specified to

confirm attendance for each PBL discussed.

Step 6 Private study

Process Using the learning objectives decided upon, you will all individually

seek out any available learning resources to obtain the information

you feel will contribute towards understanding, explaining and

solving the problem scenario. All students are responsible for their

own learning and must contribute to all learning objectives in Step 7,

not merely focus upon one or two. You have timetabled PBL

personal study time during the modules to be used here, however

obviously you can study at other times to your convenience. On

average you should expect to devote about 3 hours private study

time to each scenario.

Reason The requirements for each student to work individually on all of the

learning objectives helps the student obtain experience of

independent thinking and working.

Output Individual notes.

Step 7 Share results of private study

Process The following week you will all return to discuss the written learning

objectives. You will all pool the output of your study, share

information about sources and help each other understand and

identify areas of continuing difficulty needing further study or expert

help. Each student should be prepared to discuss all of the learning


objectives when contributing towards the group’s attempts to provide

a complete explanation to the problem.

Reason Discussion will force you all to test how far you have understood and

can explain what you have researched. To do this successfully you

will need to expand and change your existing knowledge. This will

synthesise the work of the group, consolidate learning and define

areas of uncertainty for future learning. Inevitably learning is

incomplete, but you can use this to return to topics when appropriate

triggers occur in future learning or practice. On occasional instances

you may want to seek help from others (academic, in practice or

supervision) for further clarification of outstanding points.

Output Individual notes. Additionally each group will post a brief

summary of their learning/conclusions for each learning

objective and a brief reflection on the group learning surrounding that

PBL scenario overall.


PBL Blogs As an innovative part of the PBL process there will be a requirement for all PBL

groups to post their learning on specially created PBL blogs located on ELE. This

will ensure that all PBL groups are working towards course learning objectives and

hence covering material that may be included in the exam. It is the role of the PBL

blogger to ensure that the posting of the scenario learning objectives and a

summary of learning under each of these objectives is done effectively and by the

deadline dates given. In addition to enabling the teaching team to monitor learning

and ensuring all groups are on track, the blogs will also be shared between all the

separate PBL groups and as such enhance shared learning between you all.

Below is a list of the dates by which all PBL Learning Objectives and Learning

Objectives with summaries should be posted by the Blogger on the blog. Please

ensure you have posted by this date to ensure the objectives can be adequately

reviewed.

Number Title Start Date

Agreed Learning

Objectives Posted

Summary of Learning

Objectives Deadline

PBL 1 F as in...? 29/9/11 2/10/11 16/10/11

PBL 2 Trouble with Birds 13/10/11 16/10/11 13/11/11

PBL 3 TBC 19/1/12 22/1/12 29/1/12

PBL 4 TBC 26/1/12 29/1/12 12/2/12

PBL 5 TBC 9/2/12 12/2/12 4/3/12


PBL Scenarios for Modules 1 and 2

PBL1: F as in....?

Ashok Handra is a newly qualified PWP and has been working with Simon Sharp for 3

weeks now for depression. During the last session Simon indicated that, given he felt

behavioural activation was not helping him with his mood, his GP had recommended he

started on antidepressant medication. When Ashok had enquired about how things

were going Simon indicated that he had started to take the medication and things

seemed generally OK. However he was a bit concerned about his relationship as he

found he had lost his interest in sex, and he was a bit worried as he was losing weight.

He also noted that he had been feeling a bit sick and increasingly drowsier. Ashok

enquired as to the name of the medication and Simon was unsure saying it ended in

‘ine’ with ‘E’ and ‘F’’ something on the prescription box, and the GP had mentioned it

was an SRI or something like that. Simon further indicated that he was taking 75mg a

day to begin with, usually with his evening meal. However sometimes he was having

problems remembering to take them as, due to his drowsiness, he would go to bed

early without eating. Ashok began information giving with Simon. He indicated that SRI

likely stood for Selective Serotonin Reuptake Inhibitor and in consulting the Norfolk and

Waveney medication web site identified that Simon would likely be taking one of three

possible SSRI’s ending in ‘ine’. However he was a bit unsure where the ‘E’ and ‘F’ fitted

into it and wondered if rather than ‘E-F’ Simon was thinking about ‘F’ as several of the

SSRI’s began with that letter. After educating Simon about SSRI’s, in particular those

beginning with ‘F’, Ashok began to feel a little uneasy as he felt something did not quite

fit and wondered if he had done the right thing. He decided to review antidepressant

medication again to see if he could resolve his inner unrest.


PBL2: Trouble with birds...

Peter Siddell was an experienced band 6 psychological wellbeing practitioner with the

Pottersand ‘Can We Share’ IAPT service. During case management supervision with

Eider Gudunn, one of his trainee PWPs, a four weekly review case was presented. The

case was of Sandra, a 33 year old mother of two, who had been having a rough time

for the last 6 months since her daughter, who was now recovered, had been involved in

an accident whilst riding her bike along the seafront one morning. Whilst Eider read out

the problem statement ‘Since my daughters accident six months ago I have been

feeling scared and panicky especially around birds, my heart pounds, I sweat, I wake in

the night, I have started to avoid places where there are lots of birds and have the

thought in my head ‘Oh no not again’. All this is having the impact that I am increasingly

tired and have stopped enjoying family life as much as I won’t take the kids for bike

rides at the seaside’. Eider proceeded to read out the exposure based treatment plan

that he had developed for simple phobia for birds and highlighted how he was

struggling. Although he had supported Sandra in making a hierarchy he found this quite

difficult to do given the nature of Sandra’s fear. When making the hierarchy Sandra did

not report having any fear associated with pictures or videos of birds, or indeed in being

exposed to an actual bird in the office, Sandra even said she felt that she would be

happy to hold a bird were Eider to produce one in the office. Consequently Eider’s

exposure hierarchy actually started at what he felt was a high step, with Sandra

exposing herself to birds on the seafront, which she said she would be happy to do in

the afternoons. Eider was seeking advice from Peter given that Sandra’s GAD-7 score

was still going up, alongside an increase in the PHQ-9 score also. During supervision

Peter asked a number of questions, requesting feedback on the phobia scales, and

asking Eider to consider other possible informal diagnoses and the reasons behind

them, and to reflect upon subsequent treatment.


Developing and Enhancing Clinical Competence

A major focus of the programme is placed upon the development of competence

across a range of low intensity interventions. Time within the university taught

days and as a major focus of your study days is placed upon your own practice

and rehearsal of the interventions presented during the programme. To help

structure and formalise this component of the programme the Self-Practice, Self-

Reflection (SP/SR) model of supervision (Bennett-Levy et al, 2001, Farrand et al,

2010) will be adopted.

This model of supervision requires you to initially undertake the Low Intensity

interventions presented during the programme on yourself, and then reflect upon

your use. Then add reflections by including those arising from your experience of

the interventions during role-play with a colleague and latterly upon your

experience of their use with patients. Rather than provide areas for you to focus

your reflections around for each intervention which can be unnecessarily limiting,

you are encouraged to provide widespread reflections on anything that arises

concerning your self practice.

All individual reflections should be posted on the respective SP/SR blog set up

around each intervention. Links to all the blogs can be accessed directly on ELE.

Each blog has been set up with restricted access. Therefore the only people who

can view the contents of each blog are members of the teaching team, trainees on

the programme and ELE IT support. However you are still encouraged not to place

any personal or sensitive information on the blog, unless the group decides this is

acceptable.

SP/SR Group Supervision All postings on the blogs will be used to set the agenda for group clinical

supervision sessions at the beginning of selected teaching days during Modules 1

and 2. As such it is important all postings are made by the dates specified

overleaf.


SP/SR Blog Posting and Group Supervision Timetable

It is important that you complete your reflections and post these on the respective

blog by the dates indicated below. These will be collated and themed to provide

the agenda for the group supervision session at the beginning of the next teaching

day. However you are encouraged to continue to post your reflections for each

intervention beyond the last posting date as these will contribute towards the

Group Supervision half day on the 18th January and help you to continue to

develop your competence.

LI Intervention

Posting Date Group Supervision

Date

Behavioural Activation 30/9/2011 6/10/2011

Exposure Therapy 13/10/2011 9/11/2011

Cognitive Restructuring 10/11/2011 23/11/2011

Final Post for All Interventions 11/1/2012 18/1/2012


Assessment Overview Term 1 PSYM180/PSY3900 Engagement and Assessment of Patients with Common Mental Health Problems Assessment % of Marks Dead

line A standardised role-play scenario where trainees are required to demonstrate skills in engagement, information gathering, information giving and shared decision making.

PASS/ FAIL 8/12/11

A 1,000-word critical reflective commentary on their performance on the standardised role-play scenario

50% PG 40% Degree

20/1/12

A 90 minute examination to assess module knowledge against the learning outcomes*

50% PG 40% Degree

5/1/12

Successful completion of the following practice outcomes assessed by supervisor in practice:** • Effectively formulate and record mental health care

assessments appropriate to the identified needs of patients

• Demonstrate the common factors competencies necessary to develop individualised therapeutic alliances that enable patients (and where appropriate their carers) to be purposefully involved in a partnership of care

PASS/ FAIL 25/5/12

PSYM181/PSY3901 Evidence-based Low-intensity Treatment for Common Mental Health Disorders A standardised role-play scenario where trainees are required to demonstrate skills in planning and implementing a low-intensity treatment programme

PASS/ FAIL 15/12/11


50% PG 40% Degree

20/1/12


50% PG 40% Degree

5/1/12

Successful completion of the following practice outcomes assessed by supervisor in practice:** • Effectively identify and manage patients’ emotional

distress and disturbance through the use of interpersonal skills and evidence-based interventions.

• Demonstrate competence in the techniques necessary to develop and maintain individualised therapeutic alliances that enable patients (and where appropriate their carers) to be purposefully involved in a partnership of care

• Demonstrate high-quality case recording and systematic evaluation of the processes and outcomes of mental health interventions, adapting care on the basis of this evaluation

PASS/ FAIL 25/5/12


Assessment Overview Term 2 PSYM182/PSY3902 Values, Policy, Culture and Diversity Assessment % of

Marks Dead line

A practical clinical planning scenario where trainees are required to demonstrate skills in preparing for the care of people with a variety of needs from diverse groups and give a 10 minute presentation to the group

50% PG

40% Degree

21/3/12

Produce a 1000 word critically evaluated write up of the clinical planning scenario

50% PG 40% Degree

21/3/12


50% PG 40% Degree

29/3/12

Successful completion of the following practice outcomes assessed by supervisor in practice:** • Effectively engage people from a range of social and

cultural groups in low intensity treatments • Demonstrate the ability to engage with groups

representing diverse cultural communities in order to improve trainee’s knowledge and understanding of different cultural values

• Display competence in the use of face-to-face and telephone translation services for people whose first language is not English, where appropriate

PASS/ FAIL 25/5/12

PSYM183/PSY3903 Working within an Employment, Social and Healthcare Context A standardised role-play scenario where trainees are required to demonstrate skills in preparing for and using supervision

PASS/ FAIL 8/3/12


50% PG 40% Degree

20/4/12

An exam to assess module knowledge against the learning outcomes*

50% PG 40% Degree

29/3/12

Successful completion of the following practice outcomes assessed by supervisor in practice:** • Effectively manage a caseload to ensure prompt and

efficient access to care for patients on trainee’s caseload, including referral to step-up and signposted services

• Demonstrate the ability to use regular scheduled supervision to the benefit of effective case management and personal development

• Demonstrate the ability to integrate worklessness and employment initiatives into daily clinical practice to the benefit of all patients

PASS/ FAIL 25/5/12

*Please note: the exams for modules in terms 1 and 2 will be combined to result in a single 3 hour exam in both terms.

**All practice outcomes will be assessed together following the completion of the teaching.


Assessment of Practice Outcomes

A fundamental aspect of the course assessment is the successful completion of competence based practice outcomes undertaken by your supervisor in practice. To enable you to gain competence in these outcomes prior to assessment, those assigned for each module will all be assessed together following the very end of the programme using the Clinical Practice Outcomes Assessment Document that will be provided separately.

Deadline for Completion of All Practice Outcomes: Friday 25th May 2012

Hopefully your practice based clinical supervisor will have already undertaken a training course detailing the requirements of this aspect of the assessment and will have been supplied with a supervisors pack also. In addition they will have gained an understanding of the content and structure of the programme. This will enable them to provide supervision that provides a bridge between your training and your clinical practice. Role of the Clinical Supervisor As well as providing general support, the role of the Clinical Supervisor involves monitoring and assessing the developing clinical skills of the student through a variety of methods. These could include direct observation, the use of audio tapes of clinical interviews undertaken by the student and reflections by the student on their developing practice. The taught practice time and Clinical Supervision are essential to the achievement of the practice outcomes for each of the Clinical practice outcomes in the programme which are summatively assessed by the supervisor and recorded in this clinical practice outcomes assessment document. The Clinical Supervisor will therefore act to guide and assess the student’s developing knowledge and skills and the achievement of the clinical practice outcomes in relation to clinical, patient based aspects of the student’s role.

Completion of Practice Outcomes Whilst your practice based clinical supervisor will support you during the programme and has responsibility for assessing your practice based outcomes it is your responsibility to ensure that you successfully attain all the practice based outcomes specified by the course and complete the Clinical Practice Outcomes Assessment Document by the completion date. Failure to do this by the completion date will result in a fail.


Module Descriptors


Module Descriptors Degree Level

MODULE CODE PSY3900 MODULE LEVEL 3 MODULE TITLE Engagement and Assessment of Patients with Common Mental Health Problems LECTURER(S) David Richards (Co-ordinator), Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSY3901 and PSY3902 & PSY3903 or equivalent DURATION OF MODULE 1 Term (15 Days) TOTAL STUDENT STUDY TIME 185 hours: 105 contact, 80 study time AIMS This module will enable programme members to develop core ‘common factors’ competencies in communication skills and collaborative working and, along with a good understanding of common mental health problems and evidenced-based treatment choices, apply these skills to undertake an effective assessment and plan a collaborative treatment programme. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate an appreciation, understanding and critical awareness of concepts of mental health

and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models.

ii) Demonstrate an appreciation of, and competence in, using ‘common factors’ to engage patients, gather information, build therapeutic alliances with people with common mental health problems, manage the emotional content of sessions and grasp the client’s perspective or world view.

iii) Demonstrate an appreciation of, and competence in, patient-centred information gathering to arrive at a succinct and collaborative definition of the client’s main mental health difficulties and the impact these have on their daily living.

iv) Demonstrate a critical appreciation of, and competence in, recognising patterns of symptoms consistent with diagnostic categories of mental disorder from a patient-centred interview.

v) Demonstrate a critical appreciation of, and competence in, recognition and accurate assessment of the risk posed by clients to themselves or others.

vi) Demonstrate an appreciation of, and competence in, the use of standardised symptom assessment tools and other psychometric instruments to aid problem recognition and definition and subsequent decision making.

vii) Demonstrate a critical appreciation of, and competence in, giving evidence-based information about treatment choices and in making shared decisions with patients.

viii) Demonstrate an understanding of patient’s attitude to a range of mental health treatments, including prescribed medication and evidence-based psychological treatments.

ix) Demonstrate competence in accurate recording of interviews and questionnaire assessments using paper and electronic record-keeping systems.

Discipline Specific Skills: x) Demonstrate understanding of the application of theoretical ideas and research evidence to the

treatment and support of individual patients. xi) Demonstrate the ability to critically reflect critically upon the processes and outcome of clinical work

in relation to theory and research evidence. Personal and Key Skills: xii) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent

argument. xiii) Demonstrate ability to critically reflect on personal practice, to set personal learning goals and

critically evaluate progress. xiv) Demonstrate ability to communicate understanding of theory and application to practice in written

and verbal formats. xv) Demonstrate ability to effectively use clinical supervision.


LEARNING/TEACHING METHODS Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading, problem based learning and independent study. Skills-based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback, and supervised practice through supervised direct contact with patients in the workplace. ASSIGNMENTS & ASSESSMENTS The assessment strategy will be divided into four sections: i) A standardised role-play scenario where programme members are required to demonstrate skills in

engagement, information gathering, information giving and shared decision making. This will be videotaped and assessed by teaching staff using a standardised assessment measure. [PASS/FAIL] (Assesses Learning Outcomes: ii, iii, iv, v, vi, vii, viii, x)

ii) A 1,000-word critical reflective commentary on their performance on the standardised role-play scenario. [50%] (Assesses Learning Outcomes: x, xi, xii, xiii, xiii, xiv, xv)

iii) A 90 minute examination to assess module knowledge against the learning outcomes. [50%] (Assesses Learning Outcomes: i, iv, v, x)

iv) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively formulate and record mental health care assessments appropriate to the

identified needs of patients • Demonstrate the common factors competencies necessary to develop individualised

therapeutic alliances that enable patients (and where appropriate their carers) to be purposefully involved in a partnership of care. [PASS/FAIL] ]. (Assesses Learning Outcomes: ii, iii, iv, v, vii, viii, ix)

Students will receive written feedback on each element of assessment. SYLLABUS PLAN The module is 15 days in duration run within one term: i) Five days’ intensive skills practice undertaken in a one-week workshop which will cover:

a. Use of ‘common factors’ communication skills to effectively engage clients and develop an effective therapeutic alliance

b. Patient centred information gathering c. Deriving a collaborative definition of the clients main mental health difficulties and impact on

daily living d. Recognising and assessing risk e. Use of standardised symptom assessment tools and psychometric instruments f. Managing the emotional content of sessions g. Appreciation and understanding of the clients perspective or world view

ii) Ten days equally divided between time spent in class in theoretical teaching and clinical simulation

and in the workplace undertaking supervised practice which will cover: h. Concepts of mental health and mental illness i. Diagnostic classification systems in mental health j. Patient centred interviewing k. Social, medical and psychological explanatory models of mental health l. Recognition of patterns of symptoms and relate these to diagnostic categories of mental health

difficulties m. Risk and risk assessment n. Standardised symptom assessment tools and psychometric instruments o. Treatment choices and shared decision making p. Patient attitude and effect on medication and psychological therapy treatment choice q. Electronic record keeping systems r. Recording of interviews and pencil based questionnaire assessments

Teaching programme will adhere to the IAPT curriculum for Low Intensity workers.


INDICATIVE BASIC READING LIST American Psychiatric Association (1994). The Diagnostic and Statistical Manual of Mental Disorders

(DSM IV)Bazire, S. (2003).

4th ed. Washington DC: American Psychiatric Association. Psychotropic Drug Directory 2003/2004: The Professionals Pocket Handbook and Aide

MemoireCare Services Improvement Partnership (2007).

. Salisbury: Fivepin Publishing. IAPT Outcome Framework and Data Collection.

(Minimum Dataset for IAPT)

Egan, G. (2001).

. http://www.mhchoice.csip.org.uk/silo/files/iapt-outcome-framework-and-data-collection.pdf

The Skilled Helper: A Systematic Approach to Effective HelpingGoldberg, D. & Huxley, P. (1992).

. California: Brooks Cole. Common Mental Health Disorders: A Biosocial Model

Heron, J. (2000).

. London: Routledge.

Helping the Client: A Creative Practical GuideLovell, K. & Richards, D. (2008).

. London: Sage. A Recovery Programme for Depression

Myles, P. & Rushforth, D. (2007). . London: Rethink.

A Complete Guide to Primary Care Mental HealthSilverman, J., Kurtz, S. & Draper, J. (2005).

. London: Robinson. Skills for Communicating with Patients

Williams, C. (2003). . Oxford: Radcliffe

Overcoming Anxiety: A Five Areas ApproachWorld Health Organization (1992).

. London: Arnold. ICD-10 Classification of Mental Health and Behavioural Disorders:

Clinical Descriptions and Diagnostic Guidelines

. Geneva: World Health Organization.

Journals Patient Education and Counselling

DATE OF LAST REVISION December 2009


MODULE CODE PSY3901 MODULE LEVEL 3 MODULE TITLE Evidence-based Low-intensity Treatment for Common Mental Health Problems LECTURER(S) David Richards (Co-ordinator), Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSY3900 and PSY3902 & PSY3903 or equivalent DURATION OF MODULE 1 Term (10 Days) TOTAL STUDENT STUDY TIME 150 hours: 70 contact, 80 study time AIMS This module will provide programme members with a good understanding of the process of therapeutic support and the management of individuals and groups of patients including families, friends and carers. Skills teaching will enhance programme members’ general and disorder-defined ‘specific factors’ competencies in the delivery of CBT-based low-intensity treatment and in the support of medication concordance. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate competence in planning a collaborative low-intensity psychological and/or

pharmacological treatment programme for common mental health problems, including managing the ending of contact.

ii) Demonstrate an appreciation of, and competence in the use of, a range of low-intensity, evidence-based psychological interventions for common mental health problems.

iii) Demonstrate an appreciation of, and competence in, low-intensity basic, intervention-specific, problem-specific and meta-CBT competencies such as behavioural activation, exposure, CBT-based guided self-help, problem solving and individualisation of CBT approaches.

iv) Critically evaluate the role of case-management and stepped-care approaches to managing common mental health problems in primary care, including ongoing risk management appropriate to service protocols.

v) Demonstrate competency in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication.

vi) Critically evaluate a range of evidence-based interventions and strategies to assist patients to manage their emotional distress and disturbance.

vii) Demonstrate an appreciation of, and competence in, developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance.

viii) Demonstrate an appreciation of, and competence in, supporting people with medication, in particular antidepressant medication, to help them optimise their use of pharmacological treatment and minimise any adverse effects.

Discipline Specific Skills: ix) Demonstrate understanding of the application of theoretical ideas and research evidence to the

treatment and support of individual patients. x) Demonstrate the ability to reflect critically upon the processes and outcome of clinical work in

relation to theory and research evidence. Personal and Key Skills: xi) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent

argument. xii) Demonstrate ability to critically reflect on personal practice, to set personal learning goals and

evaluate progress. xiii) Demonstrate ability to communicate understanding of theory and application to practice in written

and verbal formats. xiv) Demonstrate ability to effectively use clinical supervision.



planning and implementing a low-intensity treatment programme. This will be videotaped and assessed by teaching staff using a standardised assessment measure. [PASS/FAIL] ]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi, vii, viii)

ii) A 1,000-word critical reflective commentary on their performance on the standardised role-play scenario. [50%] (Assesses Learning Outcomes: i, iv, vii, xii, ix, xi, xii, xiii)

iii) A 90 minute examination to assess module knowledge against the learning outcomes. [50%] (Assesses Learning Outcomes: i, iv, vi, viii, ix, xiii)

iv) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively identify and manage patients’ emotional distress and disturbance through the

use of interpersonal skills and evidence-based interventions. • Demonstrate competence in the techniques necessary to develop and maintain

individualised therapeutic alliances that enable patients (and where appropriate their carers) to be purposefully involved in a partnership of care

• Demonstrate high-quality case recording and systematic evaluation of the processes and outcomes of mental health interventions, adapting care on the basis of this evaluation [PASS/FAIL]. (Assesses Learning Outcomes: I, ii, iii, iv, v, vi, vii, viii, x, xii, xiv)

Students will receive written feedback on each element of assessment. SYLLABUS PLAN The module will run over 10 days within one term equally divided between time spent in class in theoretical teaching and clinical simulation and in the workplace undertaking supervised practice. Teaching Sessions will cover:

• Evidence based interventions and strategies • Developing and maintaining a therapeutic alliance • Dealing with issues and events that disrupt the alliance • Planning a low intensity or pharmacological treatment • Low intensity interventions (intervention specific and problem specific) • Behavioural activation • Guided self-help • Problem solving • Exposure • Case management • Stepped care • Risk management • Pharmacological treatments and side effects • Supporting low intensity interventions (face-to-face, telephone, e-mail)

Teaching programme will adhere to the IAPT curriculum for Low Intensity workers INDICATIVE BASIC READING LIST Bazire, S. (2003). Psychotropic Drug Directory 2003/2004: The Professionals Pocket Handbook and Aide

Memoire. Salisbury: Fivepin Publishing. Gilbert, P. (2000). Overcoming Depression. London: Constable Robinson.


Goldberg, D. & Huxley, P. (1992). Common Mental Health Disorders: A Biosocial Model. London: Routledge.

Lovell, K. & Richards, D. (2008). A Recovery Programme for Depression. London: Rethink. Myles, P. & Rushforth, D. (2007). A Complete Guide to Primary Care Mental Health. London: Robinson. Pilgrim, D. & Rogers, A. (2005). Sociology of Mental Health. Maidenhead: The Open University Press. Richards, D. (2008). Behavioural activation. In Callaghan, et al. (Eds.). Mental Health Nursing Skills in

Practice. Oxford: Oxford University Press (Chapter 12). Silverman, J., Kurtz, S. & Draper, J. (2005). Skills for Communicating with Patients. Oxford: Radcliffe. Williams, C. (2003). Overcoming Anxiety: A Five Areas Approach. London: Arnold. Journals Behaviour Research and Therapy Behavioural and Cognitive Psychotherapy British Medical Journal DATE OF LAST REVISION December 2009


MODULE CODE PSY3902 MODULE LEVEL 3 MODULE TITLE Values, Policy, Culture and Diversity LECTURER(S) David Richards (Co-ordinator), Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSY3900, PSY3901 & PSY3903 DURATION OF MODULE 1 Term (10 Days) TOTAL STUDENT STUDY TIME 150 hours: 70 contact, 80 study time AIMS This module will provide programme members with a critical appreciation of the concept of diversity, inclusion and multi-culturalism, providing them with the necessary knowledge, attitudes and competencies to operate in an inclusive value driven service. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate an appreciation of, commitment to and operationalisation of a non-discriminatory,

recovery-oriented values base to mental health care. ii) Demonstrate respect for individual differences in age, sexuality, disability, gender, spirituality, race

and culture, and show that these differences are valued. iii) Demonstrate an appreciation of, and competence in, responding to people’s needs sensitively with

regard to all aspects of diversity, including the use of translation services. iv) Demonstrate an ability to take into account any physical and sensory difficulties clients may

experience in accessing services and if required refer to appropriate services. v) Demonstrate an appreciation of, and a commitment to, equal opportunities for all and encourage

people’s active participation in every aspect of care and treatment. vi) Demonstrate a critical awareness and understanding of the power issues in professional/client

relationships. Discipline Specific Skills: vii) Demonstrate understanding of the application of theoretical ideas and research evidence to the

treatment and support of individual patients. viii) Demonstrate the ability to reflect critically upon the processes and outcome of clinical work in

relation to theory and research evidence. Personal and Key Skills: ix) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent

argument. x) Demonstrate ability to critically reflect on personal practice, to set personal learning goals and

evaluate progress. xi) Demonstrate ability to communicate understanding of theory and application to practice in written

and verbal formats. xii) Demonstrate ability to effectively use clinical supervision. LEARNING/TEACHING METHODS Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading, problem based learning and independent study. Skills-based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback, and supervised practice through supervised direct contact with patients in the workplace. ASSIGNMENTS & ASSESSMENTS


The assessment strategy will be divided into three sections: i) A practical clinical planning scenario where programme members are required to demonstrate

skills in preparing for the care of people with a variety of needs from a variety of diverse groups, and to produce a 1000 word critically evaluated write up of this plan [50%]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi)

ii) A 90 minute examination to assess module knowledge against the learning outcomes [50%]. %].(Assesses Learning Outcomes: i, iii, v, vii, ix, xi)

iii) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively engage people from a range of social and cultural groups in low intensity treatments • Demonstrate the ability to engage with groups representing diverse cultural communities in

order to improve the programme member’s knowledge and understanding of different cultural values

• Display competence in the use of face-to-face and telephone translation services for people whose first language is not English, where appropriate [PASS/FAIL]. ]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi, vii, viii, ix, x, xi, xii)


• Non discriminatory, recovery orientated values to mental health • Respecting individual differences related to age, sexuality, disability, gender, spirituality, race and culture • Responding appropriately to people with diverse needs • Use of translation services • Understanding physical and sensory problems and access difficulties • Services for people with physical and sensory problems • Equal opportunities • Encouraging active participation in care and treatments • Power issues in treatment and therapy • Professional/client relationship

Teaching programme will adhere to the IAPT curriculum for Low Intensity workers INDICATIVE BASIC READING LIST Abbott, P. & Wallace, C. (Eds.) (1990). The Sociology of the Caring Professions. London: Falmer Press. Bhugra, D. & Bahl, V. (1999). Ethnicity: An Agenda for Mental Health. London: Royal College of

Psychiatrists/Gaskell. Copeland, M. (2005). Wellness Recovery Action Plan (WRAP). Liverpool: Sefton Recovery Group. Lester, H. & Glasby, J. (2006). Mental Health Policy and Practice. Basingstoke: Palgrave Macmillan

(Chapters 2, 3, 8, 9). Myles, P. & Rushforth, D. (2007). A Complete Guide to Primary Care Mental Health. London: Robinson. Norcross, J. (2002). Psychotherapy Relationships that Work: Therapists Contributions and

Responsiveness to Patients. Oxford: Oxford University Press. O’Hagan, K. (2001). Cultural Competence in the Caring Professions. London: Jessica Kingsley. Pilgrim, D. & Rogers, A. (2005). Sociology of Mental Health. Maidenhead: The Open University Press. Prior, P. (1999). Gender and Mental Health. Basingstoke: Macmillan. Repper, J. & Perkins, R. (2003). Social Inclusion and Recovery. London: Bailliere Tindall. Rogers, A. & Pilgrim, D. (2003). Mental Health and Inequality. Basingstoke: Palgrave Macmillan. Ryan, T. & Pritchard, J. (Eds.) (2004). Good Practice in Adult Mental Health. London: Jessica Kingsley. Silverman, J., Kurtz, S. & Draper, J. (2005). Skills for Communicating with Patients. Oxford: Radcliffe.


Stokes, G. (2000). Mental health problems in older people. In Bailey, D. (Ed.). At the Core of Mental Health: Key Issues for Practitioners, Managers and Mental Health Trainers. Brighton: Pavillion Publishing.

Thornicroft, G. (2006). Shunned: Discrimination Against People with Mental Illness. Oxford: Oxford University Press.

Journals Social Science and Medicine DATE OF LAST REVISION July 2009


MODULE CODE PSY3903 MODULE LEVEL 3 MODULE TITLE Working within an Employment, Social, and Healthcare Context LECTURER(S) David Richards (Co-ordinator). Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSY3900, PSY3901 & PSY3902 DURATION OF MODULE 1 Term (10 Days) TOTAL STUDENT STUDY TIME 150 hours: 70 contact, 80 study time AIMS This module will equip programme members with a critical understanding of the complexity of people’s health, social and occupational needs and of the range of social and health resources available through statutory and community agencies to support recovery, enabling programme members to demonstrate competence in clinical management, liaison and decision-making in the delivery of support to patients across a stepped care model of service delivery. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate competence in managing a caseload of people with common mental health problems

efficiently and safely. ii) Demonstrate an appreciation of, and competence in, using supervision to assist the programme

member’s delivery of low-intensity psychological and/or pharmacological treatment programmes for common mental health problems.

iii) Appreciate and evaluate a range of employment, occupational and well-being strategies to help patients manage their emotional distress and disturbance.

iv) Demonstrate an appreciation of, and competence in, gathering patient-centred information on employment needs, well-being and social inclusion.

v) Demonstrate an appreciation of the programme member’s own level of competence and a critical understanding of how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the programme member alone.

vi) Demonstrate a clear critical understanding of what constitutes high-intensity psychological treatment and how this differs from low-intensity work.

vii) Demonstrate an appreciation of, and competence in, liaison with and signposting to other agencies delivering employment, occupational and other advice and services.

viii) Appraise how the complex systems of community, statutory and voluntary sector provision of services work together.

Discipline Specific Skills: ix) Demonstrate understanding of the application of theoretical ideas and research evidence to the

treatment and support of individual patients. x) Demonstrate the ability to reflect critically upon the processes and outcome of clinical work in

relation to theory and research evidence. Personal and Key Skills: xi) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent

argument. xii) Demonstrate ability to critically reflect on personal practice, to set personal learning goals and

evaluate progress. xiii) Demonstrate ability to communicate understanding of theory and application to practice in written

and verbal formats. xiv) Demonstrate ability to effectively use clinical supervision.



preparing for and using supervision. This will be videotaped and assessed by teaching staff using a standardised assessment measure. [PASS/FAIL] (Assesses Learning Outcomes: ii, iv, vii)

ii) A 1,000-word critical reflective commentary on their performance on the standardised role-play scenario. [50%] (Assesses Learning Outcomes: i, ii, iv, v, vii)

iii) A 90 minute examination to assess module knowledge against the learning outcomes. [50%] (Assesses Learning Outcomes: iii, vi, viii, ix, xiii)

iv) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively manage a caseload to ensure prompt and efficient access to care for patients on the programme member’s caseload, including referral to step-up and signposted services. • Demonstrate the ability to use regular scheduled supervision to the benefit of effective case management and personal development. • Demonstrate the ability to integrate worklessness and employment initiatives into daily clinical practice to the benefit of all patients. [PASS/FAIL] ]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi, vii, viii, ix, x, xi, xii, xii, xiv)


• Caseload management • Using supervision • Employment, occupational and well-being strategies • Gathering patient centred information on employment needs, well-being and social inclusion • Appreciating personal limitations • Team working • Agency working • High intensity psychological therapy • Signposting • Employment, occupational and other advice agencies • Community, statutory and voluntary sector

Teaching programme will adhere to the IAPT curriculum for Low Intensity workers INDICATIVE BASIC READING LIST Cobb, A. (2006). Managing for Mental Health: The MIND Employers Resource Pack. London: MIND. Gask, L., Lester, H., Kendrick, A. & Peveler, R. (Eds.) (2008). Handbook of Primary Care Mental Health.

London: Gaskell Publishing. Gray, P. (1999). Mental Health in the Workplace: Tackling the Effects of Stress. London: The Mental

Health Foundation.


Lester, H. & Glasby, J. (2006). Mental Health Policy and Practice. Basingstoke: Palgrave Macmillan (Chapters 2, 3, 8, 9).

Raistrick, H. & Richards, D. (2006). Designing Primary Care Mental Health Services. Hyde: Care Services Improvement Partnership.

Myles, P. & Rushforth, D. (2007). A Complete Guide to Primary Care Mental Health. London: Robinson. Pilgrim, D. & Rogers, A. (2005). Sociology of Mental Health. Maidenhead: The Open University Press. Repper, J. & Perkins, R. (2003). Social Inclusion and Recovery. London: Bailliere Tindall. Roth, A. & Pilling, S. (2007). The Competences Required to Deliver Effective Cognitive and Behavioural

Therapy for People with Depression and with Anxiety Disorders. London; Department of Health. Westbrook, D., Kennerley, H. & Kirk, J. (2007). An Introduction to Cognitive Behaviour Therapy: Skills and

Applications. Michigan: Sage. DATE OF LAST REVISION July 2009


Module Descriptors PG Cert

MODULE CODE PSYM180 MODULE LEVEL M MODULE TITLE Engagement and Assessment of Patients with Common Mental Health

Problems LECTURER(S) David Richards (Co-ordinator), Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSYM181 and PSYM182 & PSYM183 or equivalent DURATION OF MODULE 1 Term (15 Days) TOTAL STUDENT STUDY TIME 185 hours: 105 contact, 80 study time AIMS This module will enable programme members to develop core ‘common factors’ competencies in communication skills and collaborative working and, along with a good understanding of common mental health problems and evidenced-based treatment choices, apply these skills to undertake an effective assessment and plan a collaborative treatment programme. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate a critical appreciation, understanding and critical awareness of concepts of mental

health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models.

ii) Demonstrate a critical appreciation of, and competence in, using ‘common factors’ to engage patients, gather information, build therapeutic alliances with people with common mental health problems, manage the emotional content of sessions and grasp the client’s perspective or world view.

iii) Demonstrate a critical appreciation of, and competence in, patient-centred information gathering to arrive at a succinct and collaborative definition of the client’s main mental health difficulties and the impact these have on their daily living.

iv) Demonstrate a critical appreciation of, and competence in, recognising patterns of symptoms consistent with diagnostic categories of mental disorder from a patient-centred interview.

v) Demonstrate a critical appreciation of, and competence in, recognition and accurate assessment of the risk posed by clients to themselves or others.

vi) Demonstrate a critical appreciation of, and competence in, the use of standardised symptom assessment tools and other psychometric instruments to aid problem recognition and definition and subsequent decision making.

vii) Demonstrate a critical appreciation of, and competence in, giving evidence-based information about treatment choices and in making shared decisions with patients.

viii) Demonstrate a critical understanding of patient’s attitude to a range of mental health treatments, including prescribed medication and evidence-based psychological treatments.

ix) Demonstrate competence in accurate recording of interviews and questionnaire assessments using paper and electronic record-keeping systems.

Discipline Specific Skills: i) Demonstrate understanding of the application of theoretical ideas and research evidence to the

treatment and support of individual patients. ii) Demonstrate the ability to critically reflect critically upon the processes and outcome of clinical work

in relation to theory and research evidence. Personal and Key Skills: i) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent

argument. ii) Demonstrate ability to critically reflect on personal practice, to set personal learning goals and

critically evaluate progress.


iii) Demonstrate ability to communicate understanding of theory and application to practice in written and verbal formats.

iv) Demonstrate ability to effectively use clinical supervision. LEARNING/TEACHING METHODS Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study. Skills-based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback, and supervised practice through supervised direct contact with patients in the workplace. ASSIGNMENTS & ASSESSMENTS The assessment strategy will be divided into four sections: i) A standardised role-play scenario where programme members are required to demonstrate skills in

engagement, information gathering, information giving and shared decision making. This will be videotaped and assessed by teaching staff using a standardised assessment measure. [PASS/FAIL] (Assesses Learning Outcomes: ii, iii, iv, v, vi, vii, viii)

ii) A 1,000-word critical reflective commentary on their performance on the standardised role-play scenario. [50%] (Assesses Learning Outcomes: x, xi, xii, xiii, xiii, xiv, xv)

iii) A 90 minute examination to assess module knowledge against the learning outcomes. [50%] (Assesses Learning Outcomes: i, iv, v, x)

iv) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively formulate and record mental health care assessments appropriate to the

identified needs of patients • Demonstrate the common factors competencies necessary to develop individualised

therapeutic alliances that enable patients (and where appropriate their carers) to be purposefully involved in a partnership of care. [PASS/FAIL] ]. (Assesses Learning Outcomes: ii, iii, iv, v, vii, viii, ix)

Students will receive written feedback on each element of assessment. SYLLABUS PLAN The module is 15 days in duration run within one term: i) Five days’ intensive skills practice undertaken in a one-week workshop which will cover:

a. Use of ‘common factors’ communication skills to effectively engage clients and develop an effective therapeutic alliance

b. Patient centred information gathering c. Deriving a collaborative definition of the clients main mental health difficulties and impact on daily

living d. Recognising and assessing risk e. Use of standardised symptom assessment tools and psychometric instruments f. Managing the emotional content of sessions g. Appreciation and understanding of the clients perspective or world view

ii) Ten days equally divided between time spent in class in theoretical teaching and clinical simulation and

in the workplace undertaking supervised practice which will cover: h. Concepts of mental health and mental illness i. Diagnostic classification systems in mental health j. Patient centred interviewing k. Social, medical and psychological explanatory models of mental health l. Recognition of patterns of symptoms and relate these to diagnostic categories of mental health

difficulties m. Risk and risk assessment n. Standardised symptom assessment tools and psychometric instruments o. Treatment choices and shared decision making p. Patient attitude and effect on medication and psychological therapy treatment choice q. Electronic record keeping systems


r. Recording of interviews and pencil based questionnaire assessments Teaching programme will adhere to the IAPT curriculum for Low Intensity workers. INDICATIVE BASIC READING LIST American Psychiatric Association (1994). The Diagnostic and Statistical Manual of Mental Disorders (DSM

IV)Bazire, S. (2003).

4th ed. Washington DC: American Psychiatric Association. Psychotropic Drug Directory 2003/2004: The Professionals Pocket Handbook and Aide

MemoireCare Services Improvement Partnership (2007).

. Salisbury: Fivepin Publishing. IAPT Outcome Framework and Data Collection.

(Minimum Dataset for IAPT)

Egan, G. (2001).

. http://www.mhchoice.csip.org.uk/silo/files/iapt-outcome-framework-and-data-collection.pdf

The Skilled Helper: A Systematic Approach to Effective HelpingGoldberg, D. & Huxley, P. (1992).

. California: Brooks Cole. Common Mental Health Disorders: A Biosocial Model

Heron, J. (2000).


Helping the Client: A Creative Practical GuideLovell, K. & Richards, D. (2008).

. London: Sage. A Recovery Programme for Depression

Myles, P. & Rushforth, D. (2007). . London: Rethink.

A Complete Guide to Primary Care Mental HealthRichards, D. & Whyte, M. (2008).

. London: Robinson. Stepped Care for Common Mental Health Problems: A Handbook for

Low Intensity WorkersSilverman, J., Kurtz, S. & Draper, J. (2005).

. Oxford: Wiley (in press). Skills for Communicating with Patients

Williams, C. (2003). . Oxford: Radcliffe

Overcoming Anxiety: A Five Areas Approach

. London: Arnold.

World Health Organization (1992). ICD-10 Classification of Mental Health and Behavioural Disorders: Clinical Descriptions and Diagnostic Guidelines

Journals . Geneva: World Health Organization.

Patient Education and Counselling



MODULE CODE PSYM181 MODULE LEVEL M MODULE TITLE Evidence-based Low-intensity Treatment for Common Mental Health Problems LECTURER(S) David Richards (Co-ordinator), Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSYM180 and PSYM182 & PSYM183 or equivalent DURATION OF MODULE 1 Term (10 Days) TOTAL STUDENT STUDY TIME 150 hours: 70 contact, 80 study time AIMS This module will provide programme members with a good understanding of the process of therapeutic support and the management of individuals and groups of patients including families, friends and carers. Skills teaching will enhance programme members’ general and disorder-defined ‘specific factors’ competencies in the delivery of CBT-based low-intensity treatment and in the support of medication concordance. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate competence in planning a collaborative low-intensity psychological and/or

pharmacological treatment programme for common mental health problems, including managing the ending of contact.

ii) Demonstrate a critical appreciation of, and competence in the use of, a range of low-intensity, evidence-based psychological interventions for common mental health problems.

iii) Demonstrate a critical appreciation of, and competence in, low-intensity basic, intervention-specific, problem-specific and meta-CBT competencies such as behavioural activation, exposure, CBT-based guided self-help, problem solving and individualisation of CBT approaches.

iv) Critically evaluate the role of case-management and stepped-care approaches to managing common mental health problems in primary care, including ongoing risk management appropriate to service protocols.

v) Demonstrate competency in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication.

vi) Critically evaluate a range of evidence-based interventions and strategies to assist patients to manage their emotional distress and disturbance.

vii) Demonstrate a critical appreciation of, and competence in, developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance.

viii) Demonstrate a critical appreciation of, and competence in, supporting people with medication, in particular antidepressant medication, to help them optimise their use of pharmacological treatment and minimise any adverse effects.


treatment and support of individual patients. ii) Demonstrate the ability to reflect critically upon the processes and outcome of clinical work in relation

to theory and research evidence. Personal and Key Skills: i) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent


evaluate progress. iii) Demonstrate ability to communicate understanding of theory and application to practice in written and

verbal formats. iv) Demonstrate ability to effectively use clinical supervision.


LEARNING/TEACHING METHODS Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study. Skills-based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback, and supervised practice through supervised direct contact with patients in the workplace. ASSIGNMENTS & ASSESSMENTS The assessment strategy will be divided into four sections:

i) A standardised role-play scenario where programme members are required to demonstrate skills in planning and implementing a low-intensity treatment programme. This will be videotaped and assessed by teaching staff using a standardised assessment measure. [PASS/FAIL] ]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi, vii, viii)

ii) A 1,000-word critical reflective commentary on their performance on the standardised role-play scenario. [50%] (Assesses Learning Outcomes: i, iv, vii, xii, ix, xi, xii, xiii)

iii) A 90 minute examination to assess module knowledge against the learning outcomes. [50%] (Assesses Learning Outcomes: i, iv, vi, viii, ix, xiii)

iv) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively identify and manage patients’ emotional distress and disturbance through the use of

interpersonal skills and evidence-based interventions. • Demonstrate competence in the techniques necessary to develop and maintain individualised

therapeutic alliances that enable patients (and where appropriate their carers) to be purposefully involved in a partnership of care

• Demonstrate high-quality case recording and systematic evaluation of the processes and outcomes of mental health interventions, adapting care on the basis of this evaluation [PASS/FAIL]. (Assesses Learning Outcomes: I, ii, iii, iv, v, vi, vii, viii, x, xii, xiv)


• Evidence based interventions and strategies • Developing and maintaining a therapeutic alliance • Dealing with issues and events that disrupt the alliance • Planning a low intensity or pharmacological treatment • Low intensity interventions (intervention specific and problem specific) • Behavioural activation • Guided self-help • Problem solving • Exposure • Case management • Stepped care • Risk management • Pharmacological treatments and side effects • Supporting low intensity interventions (face-to-face, telephone, e-mail)

Teaching programme will adhere to the IAPT curriculum for Low Intensity workers


INDICATIVE BASIC READING LIST

Bazire, S. (2003). Psychotropic Drug Directory 2003/2004: The Professionals Pocket Handbook and Aide Memoire

Gilbert, P. (2000). . Salisbury: Fivepin Publishing.

Overcoming DepressionGoldberg, D. & Huxley, P. (1992).

. London: Constable Robinson. Common Mental Health Disorders: A Biosocial Model

Lovell, K. & Richards, D. (2008).


A Recovery Programme for DepressionMyles, P. & Rushforth, D. (2007).

. London: Rethink. A Complete Guide to Primary Care Mental Health

Pilgrim, D. & Rogers, A. (2005). . London: Robinson.

Sociology of Mental HealthRichards, D. (2008). Behavioural activation. In Callaghan, et al. (Eds.).

. Maidenhead: The Open University Press. Mental Health Nursing Skills in

PracticeRichards, D. & Whyte, M. (2008).

. Oxford: Oxford University Press (Chapter 12). Stepped Care for Common Mental Health Problems: A Handbook for Low

Intensity WorkersSilverman, J., Kurtz, S. & Draper, J. (2005).

. Oxford: Wiley (in press). Skills for Communicating with Patients

Williams, C. (2003). . Oxford: Radcliffe.

Overcoming Anxiety: A Five Areas ApproachJournals

. London: Arnold.

Behaviour Research and Therapy Behavioural and Cognitive Psychotherapy British Medical Journal DATE OF LAST REVISION December 2009


MODULE CODE PSYM182 MODULE LEVEL M MODULE TITLE Values, Policy, Culture and Diversity LECTURER(S) David Richards (Co-ordinator), Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSYM180, PSYM181 & PSYM183 DURATION OF MODULE 1 Term (10 Days) TOTAL STUDENT STUDY TIME 150 hours: 70 contact, 80 study time AIMS This module will provide programme members with a critical appreciation of the concept of diversity, inclusion and multi-culturalism, providing them with the necessary knowledge, attitudes and competencies to operate in an inclusive value driven service. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate a critical appreciation of, commitment to and operationalisation of a non-

discriminatory, recovery-oriented values base to mental health care. ii) Demonstrate respect for individual differences in age, sexuality, disability, gender, spirituality, race

and culture, and show that these differences are valued. iii) Demonstrate a critical appreciation of, and competence in, responding to people’s needs sensitively

with regard to all aspects of diversity, including the use of translation services. iv) Demonstrate an ability to take into account any physical and sensory difficulties clients may

experience in accessing services and if required refer to appropriate services. v) Demonstrate a critical appreciation of, and a commitment to, equal opportunities for all and

encourage people’s active participation in every aspect of care and treatment. vi) Demonstrate a critical awareness and understanding of the power issues in professional/client

relationships. Discipline Specific Skills: i) Demonstrate understanding of the application of theoretical ideas and research evidence to the

treatment and support of individual patients. ii) Demonstrate the ability to reflect critically upon the processes and outcome of clinical work in

relation to theory and research evidence. Personal and Key Skills: i) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent


evaluate progress. iii) Demonstrate ability to communicate understanding of theory and application to practice in written

and verbal formats. iv) Demonstrate ability to effectively use clinical supervision. LEARNING/TEACHING METHODS Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study. Skills-based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback, and supervised practice through supervised direct contact with patients in the workplace. ASSIGNMENTS & ASSESSMENTS


The assessment strategy will be divided into three sections: i) A practical clinical planning scenario where programme members are required to demonstrate skills

in preparing for the care of people with a variety of needs from a variety of diverse groups, and to produce a 1000 word critically evaluated write up of this plan [50%]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi)

ii) A 90 minute examination to assess module knowledge against the learning outcomes [50%]. %].(Assesses Learning Outcomes: i, iii, v, vii, ix, xi)

iii) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively engage people from a range of social and cultural groups in low intensity treatments • Demonstrate the ability to engage with groups representing diverse cultural communities in

order to improve the programme member’s knowledge and understanding of different cultural values

• Display competence in the use of face-to-face and telephone translation services for people whose first language is not English, where appropriate [PASS/FAIL]. ]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi, vii, viii, ix, x, xi, xii)


• Non discriminatory, recovery orientated values to mental health • Respecting individual differences related to age, sexuality, disability, gender, spirituality, race

and culture • Responding appropriately to people with diverse needs • Use of translation services • Understanding physical and sensory problems and access difficulties • Services for people with physical and sensory problems • Equal opportunities • Encouraging active participation in care and treatments • Power issues in treatment and therapy • Professional/client relationship

Teaching programme will adhere to the IAPT curriculum for Low Intensity workers INDICATIVE BASIC READING LIST Abbott, P. & Wallace, C. (Eds.) (1990). The Sociology of the Caring ProfessionsBhugra, D. & Bahl, V. (1999).

. London: Falmer Press. Ethnicity: An Agenda for Mental Health

Copeland, M. (2005).

. London: Royal College of Psychiatrists/Gaskell.

Wellness Recovery Action Plan (WRAP)Lester, H. & Glasby, J. (2006).

. Liverpool: Sefton Recovery Group. Mental Health Policy and Practice

Myles, P. & Rushforth, D. (2007).

. Basingstoke: Palgrave Macmillan (Chapters 2, 3, 8, 9).

A Complete Guide to Primary Care Mental HealthNorcross, J. (2002).

. London: Robinson. Psychotherapy Relationships that Work: Therapists Contributions and

Responsiveness to PatientsO’Hagan, K. (2001).

. Oxford: Oxford University Press. Cultural Competence in the Caring Professions

Pilgrim, D. & Rogers, A. (2005). . London: Jessica Kingsley.

Sociology of Mental HealthPrior, P. (1999).

. Maidenhead: The Open University Press. Gender and Mental Health

Repper, J. & Perkins, R. (2003). . Basingstoke: Macmillan.

Social Inclusion and RecoveryRichards, D. & Whyte, M. (2008).

. London: Bailliere Tindall. Stepped Care for Common Mental Health Problems: A Handbook for

Low Intensity WorkersRogers, A. & Pilgrim, D. (2003).

. Oxford: Wiley (in press). Mental Health and Inequality

Ryan, T. & Pritchard, J. (Eds.) (2004). . Basingstoke: Palgrave Macmillan.

Good Practice in Adult Mental Health. London: Jessica Kingsley.


Silverman, J., Kurtz, S. & Draper, J. (2005). Skills for Communicating with PatientsStokes, G. (2000). Mental health problems in older people. In Bailey, D. (Ed.).

. Oxford: Radcliffe. At the Core of Mental

Health: Key Issues for Practitioners, Managers and Mental Health Trainers

Thornicroft, G. (2006).

. Brighton: Pavillion Publishing.

Shunned: Discrimination Against People with Mental Illness

Journals

. Oxford: Oxford University Press.

Social Science and Medicine DATE OF LAST REVISION December 2009


MODULE CODE PSYM183 MODULE LEVEL M MODULE TITLE Working within an Employment, Social, and Healthcare Context LECTURER(S) David Richards (Co-ordinator). Paul Farrand & Supervisors in NHS Settings CREDIT VALUE 15 ECTS VALUE 7.5 PRE-REQUISITES None CO-REQUISITES PSYM180, PSYM181 & PSYM182 DURATION OF MODULE 1 Term (10 Days) TOTAL STUDENT STUDY TIME 150 hours: 70 contact, 80 study time AIMS This module will equip programme members with a critical understanding of the complexity of people’s health, social and occupational needs and of the range of social and health resources available through statutory and community agencies to support recovery, enabling programme members to demonstrate competence in clinical management, liaison and decision-making in the delivery of support to patients across a stepped care model of service delivery. INTENDED LEARNING OUTCOMES Module Specific Skills: i) Demonstrate competence in managing a caseload of people with common mental health problems

efficiently and safely. ii) Demonstrate a critical appreciation of, and competence in, using supervision to assist the programme

member’s delivery of low-intensity psychological and/or pharmacological treatment programmes for common mental health problems.

iii) Appreciate and critically evaluate a range of employment, occupational and well-being strategies to help patients manage their emotional distress and disturbance.

iv) Demonstrate a critical appreciation of, and competence in, gathering patient-centred information on employment needs, well-being and social inclusion.

v) Demonstrate a critical appreciation of the programme member’s own level of competence and a critical understanding of how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the programme member alone.

vi) Demonstrate a clear critical understanding of what constitutes high-intensity psychological treatment and how this differs from low-intensity work.

vii) Demonstrate a critical appreciation of, and competence in, liaison with and signposting to other agencies delivering employment, occupational and other advice and services.

viii) Critically appraise how the complex systems of community, statutory and voluntary sector provision of services work together.


treatment and support of individual patients. ii) Demonstrate the ability to reflect critically upon the processes and outcome of clinical work in relation

to theory and research evidence. Personal and Key Skills: i) Demonstrate ability to synthesise, organise and critically evaluate material to produce a coherent


evaluate progress. iii) Demonstrate ability to communicate understanding of theory and application to practice in written and

verbal formats. v) Demonstrate ability to effectively use clinical supervision.


LEARNING/TEACHING METHODS Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study. Skills-based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback, and supervised practice through supervised direct contact with patients in the workplace. ASSIGNMENTS & ASSESSMENTS The assessment strategy will be divided into four sections: i) A standardised role-play scenario where programme members are required to demonstrate skills in

preparing for and using supervision. This will be videotaped and assessed by teaching staff using a standardised assessment measure. [PASS/FAIL] (Assesses Learning Outcomes: ii, iv, vii)

ii) A 1,000-word critical reflective commentary on their performance on the standardised role-play scenario. [50%] (Assesses Learning Outcomes: i, ii, iv, v, vii)

iii) A 90 minute examination to assess module knowledge against the learning outcomes. [50%] (Assesses Learning Outcomes: iii, vi, viii, ix, xiii)

iv) Successful completion of the following practice outcomes assessed by supervisor in practice: • Effectively manage a caseload to ensure prompt and efficient access to care for patients on the

programme member’s caseload, including referral to step-up and signposted services. • Demonstrate the ability to use regular scheduled supervision to the benefit of effective case

management and personal development. • Demonstrate the ability to integrate worklessness and employment initiatives into daily clinical

practice to the benefit of all patients. [PASS/FAIL] ]. (Assesses Learning Outcomes: i, ii, iii, iv, v, vi, vii, viii, ix, x, xi, xii, xii, xiv)

Students will receive written feedback on each element of assessment. SYLLABUS PLAN The module will run over 10 within one term equally divided between time spent in class in theoretical teaching and clinical simulation and in the workplace undertaking supervised practice. Teaching Sessions will cover:

• Caseload management • Using supervision • Employment, occupational and well-being strategies • Gathering patient centred information on employment needs, well-being and social inclusion • Appreciating personal limitations • Team working • Agency working • High intensity psychological therapy • Signposting • Employment, occupational and other advice agencies • Community, statutory and voluntary sector

Teaching programme will adhere to the IAPT curriculum for Low Intensity workers INDICATIVE BASIC READING LIST Cobb, A. (2006). Managing for Mental Health: The MIND Employers Resource PackGask, L., Lester, H., Kendrick, A. & Peveler, R. (Eds.) (2008).

. London: MIND. Handbook of Primary Care Mental Health

Gray, P. (1999).

. London: Gaskell Publishing.

Mental Health in the Workplace: Tackling the Effects of Stress

. London: The Mental Health Foundation.


Lester, H. & Glasby, J. (2006). Mental Health Policy and Practice

Raistrick, H. & Richards, D. (2006).

. Basingstoke: Palgrave Macmillan (Chapters 2, 3, 8, 9).

Designing Primary Care Mental Health Services

Myles, P. & Rushforth, D. (2007).

. Hyde: Care Services Improvement Partnership.

A Complete Guide to Primary Care Mental HealthPilgrim, D. & Rogers, A. (2005).

. London: Robinson. Sociology of Mental Health

Repper, J. & Perkins, R. (2003). . Maidenhead: The Open University Press.

Social Inclusion and RecoveryRichards, D. & Whyte, M. (2008).

. London: Bailliere Tindall. Stepped Care for Common Mental Health Problems

Roth, A. & Pilling, S. (2007).

: A Handbook for Low Intensity Workers. Oxford: Wiley (in press).

The Competences Required to Deliver Effective Cognitive and Behavioural Therapy for People with Depression and with Anxiety Disorders

Westbrook, D., Kennerley, H. & Kirk, J. (2007). . London; Department of Health.

An Introduction to Cognitive Behaviour Therapy: Skills and Applications

. Michigan: Sage.


i mproving access to psychological...

Documents