PROGRAMME SPECIFICATION TEMPLATE



1Programme TitlePGDip Psychological Therapies Practice (High Intensity Cognitive Behavioural Therapy)NQF Level:72Description of the ProgrammeThe PGDip Psychological Therapies Practice (High Intensity Cognitive Behavioural Therapy) programme is aimed at clinical psychologists, psychotherapists and other professionals with experience of delivering mental health such as nurses and counsellors. It provides intensive skills training in accordance with British Association for Behavioural and Cognitive Therapies (BABCP) guidelines: BABCP Standards of conduct, performance and ethics; BABCP Minimum training standards; and BABCP Core Curriculum Reference Document, available at: intensity therapists assess and treat primary care patients with common mental health problems (principally anxiety and depression) using cognitive behavioural therapy (CBT). CBT is recommended in the National Institute for Health and Clinical Excellence (NICE) guidelines as part of the stepped-care approach. The approach works to alleviate symptoms and have a positive impact on social inclusion, employment and productivity. Practitioners will work closely with other agencies to assess and maximise employment opportunities for each client.The programme prepares you to provide high-intensity CBT within Improving Access to Psychological Therapies services. It adheres to the national curriculum published by the Department of Health (2008). The School maintains 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.3Educational Aims of the ProgrammeThe programme will have a cognitive-behavioural theoretical base with preference for approaches with the soundest evidence and where cognitive and behavioural techniques are integrated in therapy and fully compliant with High Intensity IAPT curriculum. In addition to providing practical intensive and detailed skills training to facilitate skill development to a defined standard of competency, the programme will aim to increase your knowledge base of therapy and research in CBT and to promote a critical approach to the subject. It will aim to equip you to become a skilled and creative independent High Intensity therapist, in accordance with BABCP guidelines for good practice and to contribute to the further development of CBT.The programme will provide opportunities for you to develop and demonstrate knowledge, understanding and skills in the following areas:To develop practical competencies in Cognitive Behavioural Therapy for common psychiatric disorders such as depression and anxiety.To develop critical knowledge of the theoretical and research literature relating to CBT.The programme is suited to those pursuing a career as a High Intensity therapist, defined under the Improving Access to Psychological Therapies initiative.4Programme Structure The PGDip Psychological Therapies Practice (High Intensity Cognitive Behavioural Therapy) programme is a 12 month full-time programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme is offered in a single stage.5Programme ModulesThe following tables describe the programme and constituent modules. Constituent modules may be updated, deleted, or replaced as a consequence of the annual review of this programme. Descriptions of the individual modules are given in full on the College website: 1: 120 credits of compulsory and non-condonable modulesCodeTitleCreditsCompulsoryNon-CondonablePYCM037The Fundamentals of Cognitive-Behaviour Therapy30YesYesPYCM038Cognitive-Behaviour Therapy (CBT) for Depression30YesYesPYCM039Cognitive-Behaviour Therapy (CBT) for Anxiety Disorder30YesYesPYCM040Cognitive-Behaviour Therapy (CBT) – Clinical Practice30YesYes6Programme Outcomes Linked to Teaching, Learning and Assessment MethodsOn successfully completing the programme you will be able to:A Specialised Subject skills knowledge and experience Construct maintenance and developmental CBT conceptualisation for depression and anxiety disorders.Develop CBT specific treatment plans.Practice CBT for depression and anxiety disorders systematically, creatively and with good clinical outcomes.Deal with complex issues arising in CBT practice.Learning/ Teaching strategies (in/out of class)Lectures and group tutorials based at the University. Guided independent study. Clinical practice placement. Group supervision of practice incorporating analysis of recorded practice and written supervision feedback. Assessment Methods 20 minute assessment and formulation case presentation.4000 word depression case report.4000 word anxiety case report.7000 word extended case reports.500 word self-practice self-reflection summary.Clinical practice portfolio including supervisor reports.CBT competencies (CTS-R and Reflection) assessment of three full video recorded therapy sessions. B Academic Discipline Core skills and Knowledge 5. Practice as a scientist practitioner, advancing your knowledge and understanding and develop new skills to a high level.6. Explain in detail the principles of CBT and the evidence base for the application of CBT techniques.7. Explain in detail CBT theory and therapeutic models for depression and anxiety disorders.8. Describe and critically evaluate the theoretical and research evidence for cognitive behaviour models.Learning Teaching/ strategies (in/out of class)Lectures and group tutorials. Guided independent study and clinical practice. Group supervision of supervision practice incorporating analysis of recorded practice and written supervision feedback.Assessment Methods 20 minute assessment and formulation case presentation.4000 word depression case report.4000 word anxiety case report.7000 word extended case reports.500 word self-practice self-reflection summary.3750 word depression essay.3750 word anxiety essay.Clinical practice portfolio including supervisor reports.CBT competencies (CTS-R and Reflection) assessment of three full video recorded therapy sessions. C Personal/ Transferable/ Employment skills knowledge and experience9. Take personal responsibility for clinical decision making in straightforward and more complex situations.10. Tackle and solve therapeutic problems with self-direction and originality.11. Adapt CBT with sensitivity, ensuring equitable access to diverse cultures and values.Learning/ Teaching strategies (in/out of class)Group supervision and tutorials. Practice-based peer review and self-directed learning. Clinical practice placement.Assessment Methods 20 minute assessment and formulation case presentation.4000 word depression case report.4000 word anxiety case report.7000 word extended case report.500 word self-practice self-reflection summary.Clinical practice portfolio including supervisor reports.CBT competencies (CTS-R and Reflection) assessment of three full video recorded therapy sessions.7Programme RegulationsFull details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.Programme-specific Progression Rules You must pass all the modules in the table above. The pass mark for these modules is 50% with an additional requirement to pass all individual assessments within individual modules. If you fail any modules you will not be permitted to continue with the programme and your registration as a student will be terminated with immediate effect.Clinical skills/CBT competencies are assessed using the Cognitive Therapy Scale Revised (CTS-R; Blackburn et al, 2001). The CTS-R comprises of twelve items, each outlining criteria for demonstrating levels of competence, ranging from 0 – 6 (Dreyfus, 1989). The CBT Competencies assessment must achieve a minimum mark of 36/72 overall and with a minimum mark of 2 on each of the 12 items); failure in this assessment will result in a maximum fail mark of 49 and lead to failure in the module and the programme).Following successful completion of the PGDip, you will be permitted to progress onto the MSc Psychological Therapies Practice and Research (High Intensity Cognitive Behavioural Therapy). For progression to the MSc component there is an additional requirement to pass the module PYCM002 Methodological Approaches in Psychological Therapies Research. If successful, the marks will not be included in the MSc award calculation.Programme-specific Award RulesYou are not permitted to exit with a PGCert on passing 60 credits.8College Support for Students and Students’ LearningWithin Psychology there is a well-equipped suite of PCs dedicated for postgraduate use, with further support provided by a dedicated IT and statistics helpdesk.A range of services is available to support your study both from within Psychology. These include: Team development programme.Personal and professional development planning.Student handbooks and programme guides.Range of specialist advisors, including for: women students, non-school leavers, and overseas students. Computing and Statistics Help Desk.Virtual Resource Room and other web-based learning materials. Clinically focused seminars, the ‘Think Tank’, provided by the Mood Disorders Centre.9University Support for Students and Students’ LearningPlease refer to the University Academic Policy and Standards guidelines regarding support for students and students’ learning.10Admission CriteriaUndergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages. Applicants must normally have completed a recognised professional clinical training or relevant undergraduate degree. Non-standard applications will be considered where applicants can demonstrate the required academic ability alongside existing knowledge, experience and skills developed in the workplace, relevant to this programme. Please contact the Programme Director if you would like to explore whether your prior learning, experience and skills would be acceptable. Candidates will need to undertake an interview and confirmation of appropriate registration to practice (eg Health Professions or Nursing and Midwifery Council Registration) and evidence of a satisfactory Disclosure and Barring Service (DBS) check. Candidates must also be able to fulfil the BABCP accreditation standards for cognitive behaviour therapists following training and continued supervised practice. Candidates should therefore meet the following criteria:Have a relevant professional training to degree level or equivalent (clinical psychology, educational psychology, social work, nursing, psychiatry, counselling, medicine, teaching) whose current professional practice involves working with individuals, families and/or couples;In most cases applicants will have to already possess an undergraduate qualification and a professional qualification relevant to their profession;In exceptional circumstances, unqualified candidates, through an APEL procedure (Knowledge, Skills and Attitudes, KSA), who can demonstrate the equivalent of such can be considered. Specific admission criteria that should be met by applicants include the following:Successful completion of a foundation level course or equivalent in CBT;Regular and ongoing participation in clinical work involving the practice of a cognitive behaviour therapy.11Regulation of Assessment and Academic StandardsEach academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details. 12Indicators of Quality and StandardsOn successful completion of this programme you may be able to submit your practice portfolio and other assignments towards accreditation by the British Association of Behavioural and Cognitive Psychotherapies (BABCP), subject to additional requirements as necessary.13Methods for Evaluating and Improving Quality and StandardsThe University and its constituent Colleges draw on a range of data in their regular review of the quality of provision. The College will document, on an annual basis through the Annual Programme Monitoring cycle, the performance in each of its programmes, against a range of quality parameters: Admissions, progression and completion data In Year Analysis data Previous monitoring report Monitoring of core (and optional) modules External examiner’s reports and University and College responses (reported to Staff-Student Liaison Committee)Any Professional, Statutory and Regulatory Body/accrediting body or other external reports Consultation with employers and former students Staff evaluation Student evaluation Programme aims Subject areas are reviewed every five years through a periodic subject review scheme that includes external contributions. 14Awarding InstitutionUniversity of Exeter15Lead College/Teaching InstitutionCollege of Life and Environmental Sciences/Psychology16Partner College(s)/ institutionNot applicable17Programme accredited/validated byNot applicable18Final Award(s)Postgraduate Diploma/PGDip 19UCAS Code (UG programmes)Not applicable20NQF Level of Final Award(s):721Credit (CATS and ECTS)120 (60 ECTS)22QAA Subject Benchmarking Group (UG and PGT programmes)Not applicable23Origin Date:25/11/2014Last Date of Revision:03/01/2018 ................
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