PG Diploma in Evidence Based CBT IAPT High Intensity - Student Handbook September 2018 - UEA
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PG Diploma in Evidence Based CBT IAPT
High Intensity
Student Handbook September 2018
1
Contents
An important note about the handbook and HIT training programme 4
Welcome from the course team 5
Welcome and top tips from a previous trainee on the programme 7
Where to find information 8
Top Tips from the IAPT Teaching Team 9
How the course is organised 10
Overview of the 3 modules and the way they are assessed 11
Module 1: Fundamentals of Cognitive Behavioural Therapy 11
Module 2: Cognitive-Behaviour Therapy for Depression & Anxiety 1 12
Module 3: Cognitive-Behaviour Therapy for Anxiety Disorders & Depression 2 13
Course attendance requirements and notification policy if you are absent 14
Requirements if you miss a session 15
Outcome of the completed course 15
UEA clinical supervision and hours 15
Self-directed personal study 16
Feedback on modules, course evaluations and the Staff/Student Liaison 16
Committee (SSLC)
How we will communicate with your service on your progress 16
How you will be assessed 16
Module 1 Assessment details 16
Module 2 Assessment details 19
Module 3 Assessment details 24
Assessment of ability to practice CBT and participate in supervision 29
Senate Scales and Markers’ Feedback 30
Formatting requirements 30
Word Limit 30
Confidentiality and Anonymity 31
Types of information to be protected 31
Information that can be used 32
Actions following the identification of a breach of confidentiality 32
Breach of Confidentiality Framework 32
Plagiarism or collusion 36
Copyright law and sharing electronic resources 37
A student’s guide to coping with constant assessment 37
Extenuating Circumstances for written work 38
Failure to submit a piece of work or sit an exam 38
How your academic work is marked 38
How your clinical assessments are marked 38
When will results be released? 40
Provisional marks and the Board of Examiners 38
The Board of Examiners and re-assessment 39
Trainee assessment results for each assessment 39
Course Progression and Reassessment 40
General academic advice and guidance 40
Marking and moderation regulations 41
External Examiner 41
What the School expects from you 42
Ethical Practice and Conduct and becoming a member of the BPS/BABCP 42
while training
2Benefits of belonging to the BPS and/or BABCP as a member 43
Where you can seek help with your studies 43
Personal Advisers 43
Intercalation 43
General Practitioner 43
Pregnancy 44
Student Union Advice Centre 44
The Union of UEA Students 44
3An important note about the handbook and High Intensity Training programme
This handbook is intended to give you the key information that will help you whilst in training. It will give you
an introduction to some of the key aspects of the PG Diploma in Evidence Based High Intensity CBT and being a
student at UEA. However, it is impossible to include all the information you need in such a small space, thus
you will also have access to a wealth of information on Blackboard, the UEA portal and the UEA IAPT web
pages. Almost every entry below has more detailed information about it on Blackboard – your ‘virtual learning
environment’ – which you will gain access to when you start at UEA through the UEA Portal intranet page.
In addition to Blackboard we have a large resources area on the UEA website for IAPT training. This includes
key documents that you and your supervisors and managers can access without logging in or being registered,
which continues when you have completed your studies. These can be found at: www.uea.a c.uk /MED /IAPT.
These resources aim to support your learning and on-going clinical work in your service, be sure to consult this
area regularly.
Please note:
It is the students’ responsibility to ensure relevant policies, Codes of Conduct and professionalism are adhered
to and ignorance is not a permissible defence. When you begin the training you will be required to read and
sign the ‘IAPT Student Declaration and Agreement’, which outlines your responsibilities. UEA policies,
regulations and programme level specifications are subject to change. At the time of print all elements
contained within this document were up to date. Please consult the UEA Portal for any changes to general
student regulations, policies and guidance.
The course team will endeavour to notify you of any changes as they happen via Blackboard. As a joint training
between the University and your service, we are also required to regularly communicate with and share
information about your progress with your Service Manager and/or Supervisors in practice. This includes
information about attendance and absences, punctuality, progress towards competency and results. We aim
to release the results to you online prior to informing the service where possible. In turn, the service share
information with us about your progress in the clinical setting.
Being a practitioner requires you to be professional at all times
Norwich Medical School and the Department of Clinical Psychology expect you to behave professionally and
ethically from day one. You are required to become a member of the BABCP and adhere to their codes of
Conduct and Ethics and all relevant UEA codes of conduct at all times.
4Welcome from the course team
Jessica Davies – Course Director for IAPT HIT training
Jessica has worked within IAPT services since 2009, in Hertfordshire, London, and
Bedfordshire. After reading Natural Sciences at Cambridge at undergraduate level, she
qualified as a PWP with the University of Hertfordshire, before then completing her PG
Dip in CBT with the Institute of Psychiatry. Prior to starting with UEA, Jessica was part of
the management team within Luton Wellbeing Service, focusing on supervision and
student support. She has also previously guest lectured with the University of Essex on their PWP programme.
Rhena Branch - Principal Lecturer and Supervisor for IAPT HIT training
Rhena has been a CBT therapist for over 18 years. She previously worked at the Priory
Hospital in North London and had a busy renowned private practice in central London.
Additionally, Rhena taught and supervised on the MSc course in CBT/REBT at
Goldsmiths University from 2004-2012. She now lives in Norfolk and runs a successful
private practice in central Norwich. Rhena works with the UEA IAPT programme as an
Associate Lecturer and has been with the programme for many years. Rhena has published widely in the field
and has written a number of highly regarded text and patient books on CBT.
Jodie Paget - Lecturer and Supervisor for IAPT HIT training
Jodie previously worked in private practice as an accredited CBT therapist, with her
specialist area being self-esteem. She completed an MSc in CBT with a focus on self-
esteem in 2015. Prior to this Jodie worked for Norwich Mind as a CBT Therapist and has
also taught on the CBT Certificate at UEA between 2010-2013, and various other CBT
courses in MED at UEA, including the IAPT HIT programme. Additionally, Jodie has
worked with children with specific learning disabilities and children and adults on the autistic spectrum. In
2007-2009 Jodie worked on an acute ward for women with complex needs including learning difficulties and
personality disorders.
Louise Crouch-Read - Lecturer and Supervisor for IAPT HIT Training
Louise has worked in Primary Care Mental Health Services since 2007 after completing
her Undergraduate Studies in Psychosocial Science. Louise worked initially as a Graduate
Mental Health Worker and later as a PWP before completing a PG Diploma in CBT for
Primary Care Mental Health at UEA in 2009/10. Louise has gone on to gain extensive
clinical experience in working with Anxiety Disorders and Depression, setting up and co-
facilitating a workshop for Low Self-Esteem as well as training in EMDR. Louise trained as
5a Clinical Supervisor in 2013 and has experience of supervising both Trainee and qualified CBT Therapists and
completed an NIHR funded MSc in Clinical Research in 2016/17. Louise is passionate about the underpinning
principles of IAPT services and the availability of high quality treatment within the NHS, she is committed to
helping trainee Therapists develop and is looking forward to supporting you through your training.
In addition to the HIT team, we may also invite external experts in the CBT IAPT
Institutions, our UEA Expert by Experience Committee and the DClinPsy team to teach
and feed into the content development to enhance our programme.
6Welcome and top tips from a previous trainee on the programme
I recently completed the IAPT PG Diploma course in the 2015-2016 cohort and work
for the Norfolk Wellbeing Service. Advice I would give to people starting the course is
to make sure you keep up with the other things you enjoy in life and are important to
you around your studies, e.g. for me it was seeing friends and having little trips
planned. Having short breaks after every 100 words you write and giving yourself
rewards also really helped me. The course time really does fly by!
Colleagues that completed the course previously had warned me that it can take over
your life, so I wanted to make sure it wasn’t the only thing I focused on and I think this
really helped. For me, the second term was the hardest in terms of number of deadlines but try to focus on
one assignment at time and plan ahead so you always know what is coming up. This is when trying to keep up
with the other areas of your life as well as study is essential.
We found all the teaching team approachable and friendly and they really understand the pressures of IAPT
training. The administrative hub staff are really helpful too. Most importantly remember you can try again, if
you need to resubmit something, it’s not the end of the world. You won’t be the first person to do that and
definitely won’t be the last. The hub and team are great and speedy in their communications.
On your university days, try not look at your work emails, etc. Put your out of office on and leave it there. Make
sure to stick with clients that are suitable, seeking clients that follow the schedule of the order in which topics
are taught on the timetables. In busy IAPT services it can be easy to be pulled into other tasks but make sure to
highlight to your managers and supervisors if you find you find this is happening. They need you to pass too so
it’s important you’re given time to focus on the training.
The transition from part time being a trainee to full time working hours is a difficult time, ask your managers if
they can meet up with you to help you gradually ween into the changes. Having the deeper understanding of
CBT has been great and really helps to make sense of what is going on for your clients. I wish you luck and
enjoy your time as a student.
Francesca Smith
7Where to find information
This handbook provides you with relevant course specific information about your programme of study and the
assessments required to complete it successfully. It contains essential information that you will need to consult
regularly throughout your programme and most commonly asked questions are answered within it. You will
also have access to the course online learning area Blackboard through the portal using your user name and
password. Blackboard contains a wealth of information about the course, video examples, online training
resources, key papers and information on IAPT HIT training and BABCP requirements. We also have an open
access UEA IAPT website here: www.uea.ac.uk/MED/IAPT with lots of information publically available about
training, working and supervising in IAPT and the ClinPsyD team to teach and feed into the content
development to enhance our programme.
Useful generic information on studying at UEA is also available on the “All FMH PG trainees on taught
programmes” module via Blackboard. A central UEA student handbook that contains information about all key
UEA policies and guidance is also available. The central UEA handbook is for all students studying on
undergraduate and postgraduate taught programmes across the University. It aims to give new and continuing
students a central reference point for University-wide regulations, processes and guidance to help and support
you through your studies with us. It can be found on the UEA Portal:
https://portal.uea.ac.uk/learning-and-teaching/st98udents/getting-started/handbooks
There is also information about studying at UEA and study resources to support you available on the UEA
website here:
https://portal.uea.ac.uk/dos/learning-enhancement/study-resources
There are two administrative teams that support the course
Learning and teaching Service (LTS) Hub (based in the Elizabeth Fry Building (campus)).
The team is student support focused including assessments, Extenuating Circumstances, results, timetabling.
The team can be contacted on hub.pgt.med@uea.ac.uk Please ensure that you use your UEA email addresses
for any correspondence with the University.
IAPT Team (based in the Edith Cavell Building (off campus))
The team is staff support focused including contact with your service, booking external speakers, teaching
material support. The team can be contacted on IAPT@uea.ac.uk or contact Dominic, the IAPT
Programme’s Administrator, using the details in your welcome pack.
We endeavour to get back to you within 48 working University hours wherever possible to do so. Please do not
send the same message to multiple people as this can lead to delays or duplication in the response.
If you need information about your UEA IT account please contact the IT Helpdesk Tel:
01603 592345 Email: it.helpdesk@uea.ac.uk
Further information about IT accounts and password security can be found at www.uea.ac.uk/password
8Top Tips from the IAPT Teaching Team
IAPT training at UEA - will teach you about mental health problems and the evidence based techniques you
can implement in your practice to treat them using CBT. Your clinical practice in service offers you unparalleled
patient experiences to implement those treatments. The patient also has to help themselves through putting
into action the techniques you give them. Not every patient will improve through these interventions and we
would not expect them to. CBT is not going to be the right treatment for everyone, nor may it be the right time
for the patient. You can motivate, encourage and build hope – but ultimately the patient has to put their CBT
techniques into action in their daily life outside of the sessions they have with you, to be able to benefit using
this approach.
Work hard and keep up to date – unlike other didactic knowledge courses, our clinical skills training affords
the opportunity for learning the declarative knowledge, procedural skills and the reflective ability needed to
work in the field of CBT, and to put these into action in practice with your patients as you train. We have
written guides and interactive learning resources to help you to learn to do this at the right level of reflection
on Blackboard and useful links to key papers and resources you will find useful.
9How the course is organised
The Postgraduate Diploma in Evidence Based High Intensity Cognitive Behavioural Therapy (IAPT) is organised
into three compulsory 40 credit modules.
You must successfully complete all three modules (120 credits in total) for the award of Postgraduate Diploma
to be granted and thus be eligible to qualify as a CBT High Intensity Therapist.
All individual components of academic assessment and all clinical assessments must be passed within a
maximum two permissible attempts and no compensation for any element can be granted. Failure to achieve
the pass mark in both attempts will lead to withdrawal from the course
The UEA programme is fully BABCP accredited at level 2, meaning that successful completion of the
programme will provide graduates with all the necessary academic and clinical training requirements to meet
BABCP accreditation standards as a CBT Therapist. Allowing you to apply for provisional accreditation after you
have finished the training.
The teaching commences with a block of 5 days induction. After this, teaching involves 2 day blocks, broken
down into:
Day 1: AM Supervision groups and SP/SR (9am-1pm)
Day 1: PM Clinical skills practice (1pm-5pm)
Day 2: Clinical skills teaching sessions (9.30am - 5pm)
Half day supervision:
Supervision groups are divided into two time-slots. You attend for your own groups slot and have private
study/break time during the alternative time.
9am – 11am
11am – 1pm
Each semester, you will be allocated to a different supervision group to provide a variety of supervisory
experience where possible.
10Teaching hours:
Within each module, there are a set amount of hours scheduled for clinical skills training, as indicated in the
table below.
Teaching hours across modules
Module 1 Academic teaching: 40 hours
Half day clinical skills: 60 hours
Total: 100 hours
Module 2 Academic teaching 25 hours
Clinical skills: 75 hours
Total: 100 hours
Module 3 Academic teaching 25 hours
Half day clinical skills: 75 hours
Total: 100 hours
Overview of the 3 modules and the way they are assessed
Module 1: Fundamentals of Cognitive Behavioural Therapy
The Fundamentals of CBT Module will focus on delivering a systematic knowledge of the principles of CBT. You
will be encouraged to develop a critical understanding of the theoretical and evidence base for CBT and
cognitive behavioural models, and demonstrate the ability to critically evaluate the research base. This module
will focus on your core clinical skills and the competencies necessary for undertaking CBT effectively. The areas
covered are cognitive and behavioural models, developmental and maintenance conceptualisations of cases
and the core aspects of the cognitive and behavioural process of therapy. Lectures will address the most up-to-
date evidence for the effectiveness of CBT and provide direct training in applying CBT skills.
Skills practice will consist of:
Information giving
Role-play,
Experiential exercises,
Video and case demonstrations.
Group discussion
The module will include:
Phenomenology, diagnostic classification and the epidemiology of common mental health problems
CBT theory and development
CBT assessment and formulation
Risk assessment, mental state examination, personal and medical history
Knowledge of relevant pharmacological treatments
Application and suitability for CBT: guidelines, case applications, contra-indications
(to include the assessment of alcohol / substance misuse)
Fundamental principles of CBT, for example, collaborative empiricism; clinical processes – formulation,
treatment rationale, measurement, intervention, relapse prevention; structuring sessions – agenda setting,
homework assignments.
11 Use of standard and idiosyncratic clinical measures to monitor progress and outcome.
The role of the therapeutic relationship in CBT.
Assessment methodology; clinical and research, for example, clinical trials, outcome studies.
Application of theory and method to the individual case.
Application of CBT for basic presentations i.e., social phobia, panic disorder and depression, and co- morbidity.
The role of supervision
Values, culture and social differences (access, ethical, professional and cultural considerations).
How the module is assessed
The module is assessed in the following ways:
Essay of 3,000 (+10% tolerance) (50% of credit weighting)
In-class open book test (DSM 5)
(Pass/Fail)
Case report of assessment & formulation 2,000 (+10% tolerance) (50% of credit weighting)
A full CBT initial assessment session (Video/ submission) (Pass/Fail)
Satisfactory completion of the coursework and attendance.
Module 2: Cognitive-Behaviour Therapy for Depression & Anxiety
In this module you will progress in developing skills in CBT for anxiety disorders and depression, and develop
competency in the specialist techniques applied to these disorders. Specific models, their evidence base,
assessment and specialist treatment strategies will be covered in lectures and skills practice on CBT for
depression, specific phobias, panic disorder, social phobia, GAD and Health Anxiety (illness anxiety disorder).
The clinical lectures and skills practice will also provide you with a strong foundation in the evidence base for
working with CBT and anxiety disorders and depression, and address the most up-to-date research
developments.
The module will comprise the following:
Phenomenology, diagnostic classification and epidemiological characteristics of anxiety disorders and
depression
Common factors linked to predisposition and precipitation, course and outcome of anxiety disorders and
depression
Assessment and formulation for CBT with anxiety disorders and depression
Risk assessment, mental state examination, personal, medical history relevant to anxiety disorders
Theory and development of cognitive and behavioural models for anxiety disorders and depression
Anxiety Disorders and depression: clinical and research: clinical trials; outcome studies
Use of standard and idiosyncratic clinical measures to monitor CBT process and outcome in anxiety disorders
and depression
Clinical process for anxiety disorders and depression– formulation, rationale giving, intervention, relapse
prevention
Use of clinical measurement with specific anxiety disorders and depression to monitor CBT process and
outcome
The role of the therapeutic relationship in CBT with anxiety disorders and depression
Values, culture and social differences (access, ethical, professional and cultural considerations)
How the module will be assessed
12The module is assessed in the following ways:
Process Report
o An video complete therapy session (10 minutes of which is selected for discussion in the report)
o Verbatim transcript of 10 minute selected section of session
o A report which comments on the interventions and outcomes represented in the 10 minute selected section
(2,000 words + 10% tolerance) (50%)
Case Report of a mid- treatment (session 3 and beyond) 2,000 words (+ 10% tolerance) (50%)
1 x Therapy Recording (video) which will be assessed using the CTS-R (Pass/Fail)
KSA portfolio for trainees entering training through the KSA route (Pass/Fail)
Satisfactory completion of the coursework and attendance
Module 3: Cognitive Behavioural Therapy for Anxiety Disorders & Depression 2
This module will build on developing your skills in CBT for anxiety disorders and depression to an advanced
level, improving your proficiency in the fundamental techniques of CBT and developing competency in the
specialist techniques used in the treatment of anxiety disorders and depression.
CBT for Posttraumatic stress disorder, OCD, Body Dysmorphic Disorder (BDD), CBT with Older Adults and CBT
for chronic depression will also be covered. Guest lecturers will also be invited to cover additional CBT
approaches to working with other more complex DSM-V disorders as available.
We will revisit and introduce additional specific cognitive and behavioural models of anxiety disorders and
depression. Empirical evidence, assessment and specialist cognitive and behavioural treatment strategies will
be covered in lectures and skills practices. The clinical lectures and skills practices will provide you with a strong
foundation in the evidence base for CBT with anxiety disorders and depression, and address the most up to
date research methods.
The module will comprise of the following:
Current evidence based pharmacological and psychological treatments for depression to include role of
combined treatment.
Current evidence based NICE guidance on pharmacological and psychological treatments for depression
Role of co-morbid disorders such as PTSD, OCD and BDD plus personality disorders and substance abuse
Clinical process for CBT with chronic, recurrent depression
The role of the therapeutic relationship in CBT with chronic, recurrent depression
Augmenting CBT when working with older people
Relapse prevention
How the module will be assessed
Case Report of a completed case 4, 000 words (+10% tolerance) (100%)
2 x Full session therapy recordings (video) which will be assessed using the CTS-R (Pass/Fail)
One Practice Assessment Portfolio – (Pass/Fail)
Satisfactory completion of the coursework and attendance
13Course attendance requirements and notification policy if you are absent
Please be aware, the term dates for IAPT training do not always follow the standard University term dates.
Please see your specific timetable for the dates you are required to attend and note that timetables are not
finalised until the module starts and are subject to change at any time, so please always consult the latest
version on Blackboard/E:Vision. As outlined at interview to all students, the course has a mandatory 100%
attendance requirement and any session content missed could severely impact on your required knowledge
and skills to undertake the role or ability to meet the required level of competency to pass the course. Should
your attendance fall below 80% for any reason, you will normally be required to re-take the module when it
next runs and your service may not fund this re-take. As an IAPT trainee, if you are on a funded training place
you are paid to attend the training and are required to attend all sessions as you would do a day at work (9am
– 5pm). You must book all appointments and annual leave outside of timetabled sessions, including directed
timetabled days.
We recognise at times emergencies or acute illness may occur that prevent you from attending the training or
being at work. You must let the IAPT administrator and your service know if you are sick or absent for any
reason.
Should you miss a session for any reason you must notify the course team prior to the session on
iapt@uea.ac.uk and your clinical service using their required sickness and absence reporting policy and
procedure on the first morning of illness ideally before the start time of the session.
Should the duration of your absence mean that your attendance goes over one session, you should keep in
contact with the course team and your personal advisor. If your attendance difficulties are ongoing you will be
required to have a formal break in studies and re-take the module with next available cohort. This may require
funding which may not be supported by your service.
Note: Under University General regulation 13 (Attendance, Engagement and Progress) formal warnings may be
given when a student’s conduct with regard to attendance and engagement has been very poor.
Please refer to the University regulations on Attendance, Engagement and Progress
http://www.uea.ac.uk/learningandteaching/students/studying/attendance and the specific IAPT CBT course
specification which outlines the course specific attendance regulation for passing the award. You should also
ensure you are aware of the BABCP minimum Training Standards and hours required for training and
supervision.
You must follow the handbook process below for catching up on any missed session declarative content and
procedural/reflective skills practice:
14Requirements if you miss a session:
If you have missed a part or full session you are required to create a reflective account using the IAPT missed
session form on Blackboard to show how you have met the learning outcomes and skills covered in that
session. The completed form should be included in your Portfolio in module 3 to show this requirement has
been met.
Outcome of the completed course
At the end of the course, after the Board of Examiners has met and confirmed the award, the University will
issue a formal pass list and you will receive a Postgraduate Diploma in Evidence Based Cognitive Behavioural
Therapy (IAPT High Intensity) (120 Credits) at the relevant Graduation ceremony. This happens after the
External Examiner has reviewed the work and the results have been confirmed at the Board of Examiners.
Where a student has been in full attendance e.g. no formally agreed breaks in study, it is expected that
students will have completed, passed and demonstrated competency in module 1 no later than 9 months after
the start of the course. Any student who has not achieved this will normally be required to withdraw from the
course.
UEA Clinical Supervision & hours:
Supervision is fundamental to the lifelong practice of a CBT therapist and an essential component of the training.
Whilst attending the programme, you will receive weekly group supervision from an accredited BABCP supervisor
working for the programme as your Course Supervisor; and also weekly individual supervision within the service
in which you are based from your Field Supervisor.
To meet the course, IAPT and BABCP requirements you must obtain a minimum of 70 hours supervision in total,
of which at least half must be provided by the university. The minimum amount of university clinical supervision
we provide equates to 38 hours.
Should you miss a UEA supervision session, you are required to make personal arrangements to make up the
hours with UEA where possible.
Please note: the amount of supervision hours you accumulate must be worked out using the BABCP formula:
number of hour’s supervision DIVIDED BY number of supervisees in the group MULTIPLIED by two.
Self-directed personal study
You should expect to undertake regular self-directed study in addition to your time on university days and in
practice, as outlined at interview. The amount of time you will need to study is individual and based on previous
knowledge and experience. We would expect a minimum of 2-4 hours per week for self-study in addition to
university directed tasks and mandatory submissions.
Feedback on modules and course evaluations
Tutors will collect formal evaluations at the end of the module. Please give honest and constructive feedback so
that our tutors can improve the experience, for you and for the students who follow you where we can, within
the requirement of the national curriculum. Please remember, as an accredited programme, IAPT courses cannot
15change many aspects of the programme and its pace/assessments.
How we will communicate with your service on your progress
At the beginning of every cohort the programme administrator will send a contact details form to each individual
student, asking for this to be completed and returned within two weeks of the starting the training. You are
asked to provide the direct details of your service based Field Supervisor and Line Manager.
Results will be sent out to your service so they are aware of your progress due to the clinical implications for
your practice. Field supervisors are invited to contact members of the course teaching team should that have
any concerns. All email addresses will be available via Blackboard.
If we have any concerns in any area we will also flag these with you and your service. If your service has concerns
on your progress in the service they can contact us at any time to arrange a joint progress review meeting and
action plan. If they feel a trainee is not meeting the service based outcomes or required hours they are advised
to contact us as soon as possible so that a time-limited support plan can be put into place agreed with all parties
to allow you to have opportunity to meet these requirements before the submission deadline.
How you will be assessed
As outlined in the overview of the modules, there are a range of summative assessments which will be used to
assess your development of the required competencies of a CBT trainee. A summary of these assessments for
2017/18 can be found in the following two tables with more detailed description of each assessment below.
Specific submission dates for your cohort will be available on blackboard.
Module 1 Assessment details
All submissions must include the following:
Your student ID and assignment number/title should be included as a header.
Font size 12 and Calibri or Ariel font style must be used in all written assignments with double line spacing (or
1.5). You should not put your name on written work with the exception of the KSA and Portfolio.
A front sheet must be included for all submissions that contains:
Student number
Title of assignment/submission
Word count
Date of submission
Session number (where appropriate)
Essay
Aims of the essay:
The aim of the essay is for you to demonstrate your theoretical knowledge of CBT and show your skills in
linking theory with practice, giving brief clinical illustrations as appropriate 3000 (+10% tolerance )
16Please see the University coursework submission policy.
You should demonstrate competence in critical evaluation of relevant literature and refer to the evidence-base
and literature available.
Choose one of the following essay titles below:
BA can be used as a first line intervention for moderate to severe depression as an adjunct to Beckian CT
treatment for depression, discuss in terms of theory, treatment methods and effectiveness.
Discuss key similarities and differences between the Clark and Salkovskis model and Barlow model of panic
disorder and agoraphobia in terms of theory, treatment methods and effectiveness.
Discuss what the Heimberg approach to social anxiety disorder adds to the Clark approach and vice versa in
terms of theory, treatment methods and effectiveness.
Critically compare & contrast the Borkovec approach and Dugas/Ladouceur approaches to GAD in terms of
theory, treatment methods and effectiveness.
In-class open book test (DSM 5)
Aim of the in-class test:
The aim of the 1 hour in-class test is to ensure that you have the ability to correctly identify presenting
problems and the DSM-5 diagnosis. You will read 6 brief scenarios and complete the answer book to show
which presenting diagnosis fits with the vignette, what differential diagnosis has been excluded and what ICD-
10/DSM-5 codes should be applied. You are advised to bring in with you the UEA DSM-5 and coding
information as a reference source for the codes and diagnostic information. This test is pass/fail.
Case Report of Assessment & Formulation (Case Report 1)
A case report of assessment and formulation of 2,000 (+10% tolerance).
Please see the University coursework submission policy.
This case report should be of a patient, which includes:
A write up of your assessment of the patient’s presenting problem
Identification & justification of the patient’s diagnosis
The patient’s case formulation (disorder specific formulation and generic, both of which can go in the
appendix)
Your proposed individualised evidence based treatment plan.
A brief self-reflective summary of learning.
A signed consent form
Case Report Completion guide (As an aid to completing the first case report)
17Note: Anonymise the patient details and details of your service.
Presenting Problem
Frequency, duration, & intensity.
Impact, i.e. distress & interference in personal/social/occupational functioning
Onset & course of the problem
Relevant predisposing factors/historical development
Risk Assessment
Medication, previous treatment, environmental complications
Diagnosis
Report & justify the patient’s diagnosis/diagnoses (DSM-5) based upon the information obtained from your
assessment. Include a differential diagnosis.
Treatment Objectives & Targets
Report the treatment objectives and targets you have agreed with the patient.
Maintenance Formulation:
Present the disorder specific formulation you developed to explain the maintenance of the client’s presenting
problem that is consistent relevant protocol.
Measures and Baseline Scores:
Report the range of measures you used to aid the assessment of the patient and their baseline scores. Include
standardised & individualised measures. Provide details of the patient’s baseline scores
Treatment Intervention
Provide an individualised empirically supported treatment intervention plan to address the patient’s problems.
You should provide a session-by-session treatment plan which contains (a) the overarching focus for each
session; and (b) the specific treatment techniques you plan to use – and how you would individualise them for
the patient.
Provide details of any completed charts or diaries you used (i.e. exposure hierarchies, mood and activity charts,
thought records, exposure practice records in the appendix).
Provide details of any anticipated treatment obstacles & how you might address them.
Detail how you plan to manage any identified risks, if applicable.
Use of Supervision
18Provide brief details of the key ways in which clinical supervision assisted your assessment, formulation and
treatment planning.
References and Appendices
Harvard style referencing
Presentation
Your case study should be presented clearly, accurately and with an organisation making it amenable to
reading and interpretation by others. The writing should reflect a formal academic style.
Module 1 Full CBT Initial Assessment Session
A self-rated Core Skills Assessment Rating Scale
A brief description of the patient (this need only be one side of A4).
The consent form
The assessment requires a recording of between 50 and 60 minutes. Any recording which does not meet this
assessment criterion will likely result in the assessment being graded as a fail.
Key points to consider:
Risk
Confidentiality
Socialisation to session
Building rapport
Client description of presenting problem
Onset, frequency and duration of problem
Historical and predisposing factors
Impact
Provisional diagnosis
Brief explanation of how CBT would address their problems.
Preliminary formulation plus brief psychoeducation
Leaving the client with an understanding of how treatment will go from here.
All or many of these points may be covered in an assessment session, depending on the client and will be
marked with this in mind.
Module 2 Assessment Details
Process Report
Aims of the Process Report: 2,000 words (+10% tolerance) (50%)
19In the process report the examiner is assessing your ability to:
• Identify a disorder appropriate intervention used with a client
• Indicate your rationale for using this intervention, include relevant literature.
• Reflect on your skill at carrying out the intervention.
• Reflect upon the therapeutic impact the intervention had upon the client, and what you as a trainee have
learnt.
Please see the University coursework submission policy.
In writing the report, you should demonstrate a representative piece of your CBT work as well as an awareness
and understanding of the therapy process. The idea is to demonstrate your ability to use therapy skills within
the theoretical framework of CBT and to provide evidence of your capacity to critically reflect on your work as
a therapist. Credit will be given where weaknesses are identified in the analysis and appropriate
recommendations for improvement/alternative actions made (evidence of critical analysis, reflection on your
practice and CBT theoretical knowledge). However, you should satisfy markers that you have demonstrated
suitable professional safe practice and overall competency in the use of therapy skills within the theoretical
framework of CBT to meet the learning objectives.
You must provide a verbatim transcript, double-spaced, in italics, within the body of your report.
Your transcript (that written in italics) does not count as part of the word count.
Example:
T1: What was going through your mind at the time?
At this point the trainee was trying to elicit a NAT.
Focus and emphasis of the Process Report:
The process report should describe and discuss the moment-to-moment process of the 10- minute transcript of
a mid-therapy CBT session with a client presenting with an anxiety disorder or depression. The 10-minute
section needs to demonstrate CBT skills, for example, a CBT method of change (i.e. cognitive restructuring,
Socractic questioning to guide specific discovery, discussion of a survey, underscoring learning from behaviour
experiment or an exposure, the collaborative devising of a behaviour experiment/exposure)
The report should include:
A brief statement of reason describing the reason for the selected 10 minute section, and what
intervention/skill is being demonstrated
The transcript with moment my moment comments – see example above
Critical commentary upon the use of therapy skills throughout the transcript including impact of intervention
on patient.
Brief self- reflective statement of trainee learning
A disorder specific formulation
A signed consent form
Although the report will reflect upon the patient-therapist interaction, the emphasis should be on you as the
20therapist in the process report, rather than on the patient themselves. Include only those details of the patient
that are relevant to your work as a trainee therapist.
The Video Therapy Session
The full therapy session must be submitted, as well as the ten minute selected section – this can be either as
two separate uploads or the ten minute section can be indicated on the included front sheet
A self-rated CTS-r of the entire session.
Where Markers have doubts about the overall competency of therapy skills, they may choose at their
discretion to listen to further sections of the therapy session to aid assessment of the process report.
Confidentiality:
You must ensure that you adhere to Confidentiality of both the service and UEA; you must not give any
identifiable information regarding the client or the service you work for. Pseudonyms must be used in all
written work/paperwork.
On submission, the case report must be accompanied by a signed Supervisor’s form giving the confirmation
that he/she has had sight of the signed consent form from the client agreeing to the case material being used
for supervision and assessment for educational purposes. Please see the submission guidelines in this section
for further information on how to present and submit your work.
Selecting a suitable case for the process and case reports:
Remember that you are aiming to demonstrate your competence in CBT. The work needs to be written up in a
way which satisfies the examiners that you can be relied on to work safely and effectively in CBT.
The cases you write as a report need to:
Have been closely supervised by either your Course or Field Supervisor.
All Case Reports submitted need to be with patients who have completed a course of CBT, (minimum of 5
therapy sessions, excluding assessment)
Demonstrate clear theory to practice links
Content and structure of the Process Report:
Profile of the client:
Provide a brief, succinct outline of the client, such as:
Pseudonym you will use in the process report (ensuring you meet confidentiality and anonymity policies)
Gender
Age
Demographic information that might relate to reflections in the transcript
Presenting problem(s)
Outline initial assessment
21 Formulation, therapy goals and treatment plan
Previous treatment and medication
Lead-in to transcript:
State the session number
Briefly describe how you as a trainee got to where you are currently, immediately prior to ten minute section
Provide a rationale for the technique used in the ten-minute section (e.g. I was intending over the next 10
minutes to use guided discovery to further the client’s understanding of X).
Commentary:
Each piece of commentary should be written immediately following the particular part of the dialogue to which
it refers.
The transcript should be in italics to distinguish it from the critical analysis
In summary, the commentary section should include the following:
CBT skills used
Intention and impact of the intervention
The theoretical relevance of your intervention to the CBT protocol framework
Suggestions for alternative interventions at critical points, if appropriate
Evidence indicating that the patient felt understood/helped by you as the trainee
Specific difficulties or dilemmas you experienced during the session as the trainee
Remember that the examiner will be interested in why you did or did not act, throughout the transcript. It is
helpful to comment on examples where you consciously chose to say or do something. The examiner is also
interested in your awareness of the client’s overt and potential responses, i.e. where the client clearly reacts and
where the client could have reacted to a given intervention. For example, “when I said x, the client could have
construed this as meaning y. I therefore followed this up or could have followed this up by checking their
understanding of x”.
Summary:
This should include:
A brief overview of your work with the client
Self-reflection on your learning - include examples of your strengths and difficulties with the work, and things
to work on in supervision.
Ensure that you make appropriate reference to theory and literature throughout
Structure and style:
Marks are awarded for well-structured process report, meaning that it reads well and flows in a logical and
coherent manner. Sub-headings can be used to help structure your case report.
22Spelling, grammar, typographical errors and presentation:
You will be marked down for typographical, grammar and spelling errors. Work should always be proof-read
before submission. Work should be double-spaced and each page numbered.
Case Report (Case report 2)
You are required to submit a 2,000 (+10% tolerance) word written case report. See Case Report Completion
guide for module one.
In this case report you are expected to provide a more detailed plan for treatment as you will have moved
beyond assessment and formulation.
Each case report or process report submitted on the course must be of a different patient and a minimum of
one of these must be a depression case.
Please see the University coursework submission policy.
CTS-r Full Therapy Recording
You are required to submit three full therapy recordings for summative assessment: one in module 2, and two
in module 3.
When submitting the full tape you must also submit:
A self-rated CTS-R
A formulation
A brief description of the patient, and work you have done thus far and the session number (this need only be
one side of A4).
The consent form
The recording cannot be of an assessment session and must be a mid to late treatment (Session 3 and beyond).
This is so that you are able to demonstrate the competencies outlined in the CTS-r.
To pass, you must achieve a score of 36 or above, with a minimum of 2 on EVERY one of the
12 criterion of the CTS-R.
We can also accept a maximum of one tape per students where Behavioural Activation is being used, and
which is thus scored using the CBT Core Skills BA Competence Rating Scale.
Guidance on recording therapy sessions:
Listening to therapy recordings as a trainee is vital to supervision and reflective practice. It is essential
therefore that you record all your clinical work, without exception. In accordance with Information
Governance and Confidentiality policies, you will be expected to submit recordings on Encrypted Storage
Devices (ESDs) or via secure data transfer as part of the assessments submitted and recordings brought to
supervision.
23Consent must be obtained from your client for recordings to be brought to supervision and/or assessment.
Your Field Supervisor must see a copy of this, and countersign the Consent Form.
What is a client refuses to give consent?
If a client refuses to give consent to have sessions recorded, which they have the right to do so, this cannot
constitute a training case and we strongly advise that this case is reallocated to another member of the team,
if possible.
If you are concerned you will not have a suitable and completed case to prepare for submission of
assignments, please ensure you discuss this in plenty of time with your Personal Advisor/supervisor
KSA Portfolio
If you are a KSA Entry student (you do not hold a core profession recognised by BABCP and/or are not
registered in that profession with the appropriate professional body and were required to complete a KSA for
your interview for the position) then you will formally submit your KSA portfolio for scrutiny and marking in
module 2. KSA portfolios are pass/fail. Please see blackboard for the KSA information and section and links to
the BABCP KSA guidance. The UEA KSA forms are in that section for you to use. The UEA KSA Lead for the
course is: Jodie Paget.
Module 3 Assignments
Case Report (Case Report 3)
In module 3 you will submit an extended 4,000 (+10% tolerance) word written case report of a patient
experiencing either an anxiety disorder or depression.
Please see the University coursework submission policy.
You should include:
A contents page
Abstract
o Provide a brief overview of the case study including the problem, intervention, & treatment outcome.
Patient Details & Referral
Provide brief anonymous details regarding the patient and a brief summary of the referral.
Patient’s Presenting Problem - First provide a description of the patient’s presenting problem followed by brief
details including:
o Frequency, duration, & intensity.
o Impact, i.e. distress & interference in personal/social/occupational functioning.
o Onset & course of the problem
o Predisposing factors
o Risk Assessment
o Additional information (include only if relevant - e.g. medication, substances, physical health problems, social
problems)
24 Diagnosis
o Report & justify the primary diagnosis/diagnoses (DSM-5) based upon the information obtained from your
assessment. Include differential diagnosis. Please list all other diagnoses in the appendices.
Literature Review
o Provide a brief review of the treatment outcome literature and treatment guidelines (e.g. NICE) relating to the
client’s presenting problem. On the basis of the treatment outcome literature state which protocol(s) you
selected & implemented.
Treatment Objectives & Idiosyncratic Goals
o Report the treatment objectives as a trainee and your patient’s goals with respect to the problem
Formulation:
o Include both a generic and a disorder specific formulation (include these in the appendix and ensure you make
reference to this in the main body of your report).
Measures
o Report the range of measures you used to aid the assessment of the patient and monitor their treatment
progress. Include standardised & individualised measures (include these in the appendix)
Treatment Intervention
o Discuss the empirically supported treatment interventions you implemented
o Provide a session-by-session treatment overview (i.e. a table in your appendix). Your overview should contain
details of the focus for each session and the interventions you used.
o Provide details of any charts used (e.g. exposure hierarchies in your appendix).
o Provide details of any obstacles you encountered and how you addressed them.
Results
o Provide a brief synopsis of outcome, which interventions worked best, were treatment effects maintained at
follow-up?
o All graphs, tables of figures, should be placed in the appendix and referred to in the main body.
Use of Supervision and Self-reflection
o Provide details of the key ways in which clinical supervision informed your clinical management of the case.
Reflect on areas for development and how you plan to address these.
References and Appendices
o Harvard style referencing
o Append psychometrics (unless doing so will infringe copyright), diary sheets (blank), etc.
Presentation
o Your case study should be presented clearly, accurately and with an organisation making it amenable to
reading and interpretation by others. The writing should reflect a formal academic style.
CTS-r Full Therapy Recordings
You are required to submit two full therapy recordings in module 3. See the details given in module two for
guidance.
NOTE: All four written submissions must be of different patients. However one of your CTS-Rs maybe of a
patient you have already written up (i.e. in a case report or the process report). If this patient was used for the
process report it must be a different session.
25Practice Assessment Portfolio
At the end of the year each trainee will submit a practice portfolio to be formally assessed, this is pass or fail. A
pass means you have met the BABCP accreditation minimum training standards. The Practice Assessment
Portfolio should be completed according to the guidelines below and put together like a clinical portfolio.
Please include a contents page and use tabs to separate sections and each case to help with the audit process.
The portfolio must include:
Evidence of at least 200 hours of CBT sessions delivered
A minimum of 70 hours of clinical supervision from BABCP accredited therapists (with a minimum of 2 years
post qualification experience).
Completed treatment with a minimum of 8 patients. A full course of CBT is considered to be a minimum of 5
sessions, excluding the assessment session(s), although most should be considerably longer. These completed
treatment cases must meet the criteria below:
o 4 of the 8 completed treatment cases must have been formally assessed as academic case studies and passed
(3 Case Studies and 1 Process Report satisfy this criteria).
o Amongst the 8 cases, at least 3 different types of anxiety problems and 2 Cases of depression must be included
o All 8 Cases must have been assessed/attested to have been managed competently
o All 8 cases must have been supported by a minimum of 5 hours of supervision (primarily from UEA supervisors
but can include field supervision) and must include the use of audio or video recording of your work.
o 3 of the 8 cases must have been formally assessed using the CTS-R assessment tool and passed to a standard of
36 and a minimum score of 2 on each item and be accompanied by a student self-rated CTS-R (this is satisfied
by your module 2 and 3 CTS-r Full therapy submissions).
o All 8 Cases must include assessment and discharge reports
You must have received regular on-going clinical supervision with a Field CBT therapist who is BABCP
accredited. Field Supervisor Reports for each module must be submitted.
You must submit 6 self-rated sessions using the CTS-R and include a brief reflective analysis of each session –
these are satisfied by:
o Full CBT Initial Assessment Session (Module 1)
o Process report (Module 2)
o Therapy recording (Module 2)
o Therapy recording x2 (Module 3)
o A minimum of one field supervisor rated CTS-r (submitted during any module and must not be an assessment
26session)
You must have reflected on at least 5 samples of CBT literature and its application to practice with individual
service users (these are satisfied by the essay, the process report and the three case reports).
You must have submitted within the portfolio a reflective analysis of a treatment session including a session
recording, which is integrated within a case discussion (the process report satisfies this criteria)
You must submit any IAPT missed session catch up sheets completed and signed off from across the modules.
Of the 8 cases you are expected to see patients with a broad range of disorders that are represented within
IAPT Services. At least 2 of the cases should present with depression, and you are expected to include cases
that have at least 3 different types of anxiety disorder, for example panic disorder, GAD, OCD, PTSD, social
anxiety disorder. In-keeping with NICE guideline standards our expectation is for cases to be seen within the
region of 12-20 sessions.
A Therapy Case Form attesting to your competence by the relevant Clinical Supervisor should be included for
each of the 8 cases.
Presentation:
Front Cover Sheet
The trainees name, the relevant practice period, and practice area (name and type of clinical setting/service)
where their CBT work is undertaken along with their supervisor for that practice area. Include BABCP
membership numbers and contact details of supervisors
Case Flow Charts accounting for a minimum of 200 CBT practice hours
This is an overview of all service users who were contacted as part of the trainees CBT work; it includes service
users who were referred to the service and were sent an invitation letter but did not attend. The trainee
records each service user’s initials and presenting problem, the number, amount and dates of their assessment
sessions, the number, amount and time frame of their treatment sessions, the type of interventions, and the
status of the service user at the time of practice portfolio completion (e.g. awaiting assessment, in treatment,
discharged, lapsed etc.) The account should be attested with a date, name and signature of a relevant service
manager or supervisor.
278 Completed Cases (minimum)
Therapy Case Form
Complete one therapy case form for each of your 8 completed cases
Provide supervision hours
Patients presenting problem
Number of sessions
A brief account of assessment, formulation, protocol/interventions, outcome measures
A brief reflection on your work
Your clinical supervisor will sign off the supervision hours declared on the front sheet and attest to competence
on the last page
NOTE: Include a copy of your feedback for all completed assignments
CBT Supervision Logs
Provide a summary table of UEA Course Supervision hours and Field supervision hours totalling a minimum of
70hrs.
Include your supervision logs that are completed every supervision session
Include a UEA supervision contract for each module
Field Supervisor Assessment:
Include:
One Field Supervisor Rating Form per module
Include a minimum of 1 field supervisor rated and self-rated CTS-R with brief reflective account
Observations of CBT Therapists: Include a table/diary of observations of qualified CBT therapists undertaken
during the Course – this can include live demonstrations by lecturers, audio/video recordings of experienced
CBT therapists, other video demonstrations
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