HS933-6-AP-CA:
Evidence-based low-intensity treatment for common mental health disorders
2023/24
Health and Social Care (School of)
Colchester Campus & Apprenticeship Location
Autumn & Spring
Undergraduate: Level 6
Current
Thursday 05 October 2023
Friday 22 March 2024
20
21 February 2024
Requisites for this module
(none)
(none)
(none)
(none)
HS943
CERLB940SS Psychological Wellbeing Practice (Apprenticeship)
This module introduces students to the core interventions used by PWPs to support people experiencing mild to moderate depression or anxiety in reaching recovery.
The module allows students to learn the theory underpinning the interventions and to develop the clinical skills in collaboratively supporting the service user access and implement a treatment appropriate for their difficulty. The module encourages students to consider the challenges of delivering treatment in the real world, offering opportunity to problem solve and practice challenges that may arise in practice.
Psychological wellbeing practitioners delivering low intensity interventions assess and support people with common mental health problems in the self-management of their recovery.
This module forms the second part of the programme of study and introduces students to concepts of evidence-based interventions. Students will explore the range of treatments and the evidence supporting the use of such treatments as delivered within the IAPT’s national curriculum processes. In particular the programme includes a thorough grounding in the research base and the practice processes for a range of cognitive behavioural self-help processes and behaviour change processes designed to increase health related behaviour such as exercise and medication concordance
The module continues to build on existing ‘common factors’ competences of active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision making. Allowing student to develop the fundamental skills associated with their coaching role.
By the end of this module, students will be expected to be able to:
- Critically evaluate a range of evidence-based interventions and strategies to assist patients in managing their emotional distress and disturbance.
- Demonstrate knowledge 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.
- Demonstrate competence in planning a collaborative low-intensity psychological treatment programme for common mental health problems, including appropriate frequency of contacts, managing the ending of contact and development of relapse prevention strategies.
- Demonstrate understanding of and competence in selection of appropriate cases for low-intensity treatment, aligned to NICE guidance and the IAPT Manual. For example, people whose primary problem is social anxiety disorder or PTSD should only be offered a high intensity intervention.
- Demonstrate in-depth understanding of, and competence in, a range of low-intensity, evidence-based guided self-help psychological interventions where these are NICE recommended for anxiety disorders and depression, selecting one or more of these intervention strands delivered in an adequate dose for work with patients, linked to their goals:
- Behavioural activation
- Graded exposure
- Cognitive restructuring (including behavioural experiments)
- Worry management
- Problem-solving
- Promoting good Sleep
- Promoting physical activity
- Medication support
- Demonstrate knowledge and understanding of, and competence in using the COM-B behaviour change model and strategies in the delivery of low-intensity interventions.
- 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.
- Demonstrate knowledge of, and competence in supporting people with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects.
- Demonstrate competence in delivering low-intensity interventions using a range of methods including one-to-one treatment (in person, via video consultation, via telephone, interactive text or computerised cognitive behavioural therapy (cCBT)) and guided self-help groups (in person and via video).
- Demonstrate competence in selecting and revising mode of delivery, as necessary on an ongoing basis depending on patient choice, suitability, etc.
- Demonstrate knowledge and understanding to map core skills into text-based interventions.
- Demonstrate competence in succinct and accurate note-taking skills.
Practice Outcomes:
- Demonstrate experience and competence in the selection and delivery of treatment of a range of presenting problems using evidence-based low- intensity interventions across a range of problem descriptors, including depression and two or more anxiety disorders, and across all modes of intervention (in person, telephone, video platform).
- Demonstrate an understanding of problems that should not be treated at Step 2, and where and how appropriate treatment should be accessed for these.
- Demonstrate the ability to use common factor competencies to manage emotional distress and maintain therapeutic alliances to support patients using low-intensity interventions.
- Demonstrate competence in delivering low-intensity interventions using a range of methods including one-to-one treatment (in person, via video consultation, via telephone, interactive text or computerised cognitive behavioural therapy (cCBT) and where possible guided self - help groups (in person and via video).
- Demonstrate competence in selecting and revising mode of delivery, as necessary on an ongoing basis depending on patient choice, suitability, etc.
- Demonstrate knowledge and understanding to map core skills into text-based interventions.
- Demonstrate high quality clinical note keeping and effective use of clinical outcome measures to shape and adapt low intensity interventions.
This module will be taught by clinical practitioners in the field of Cognitive Behavioural Practice and Psychological Wellbeing Practice. Where appropriate, outside speakers with specific skills will be utilised.
The basic structure of this module is a 50:50 split between lectures and practical skills development. Role plays are extensively used as the main tool for skills development. Skills staffing is at a minimum 1:8 level to allow ample feedback and developmental process during the 50% skills allocation and to meet BPS expectations.
Overview:
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.
There is a heavy focus on practical skills development within this module. Each session is roughly split in a 50% lecture to 50% skills practice ratio. Generally students will receive a one hour lecture followed by 2 hours skills development, which focuses on the learning from the earlier teaching. Skills staffing is at a minimum 1:8 level to allow ample feedback and developmental process during the 50% skills allocation and to meet BPS expectations.
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Papworth, M. and Marrinan, T. (2018)
Low intensity cognitive behaviour therapy: a practitioner’s guide. Second edition. Los Angeles: SAGE. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/299594.
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Richards, D. and Whyte, M. (no date a) ‘Reach Out - National Programme Student Materials to Support the Delivery of Training for Psychological Wellbeing Practitioners Delivering Low Intensity Interventions.’ Rethink Mental Illness. Available at:
https://www.rethink.org/media/2693/reach_out_3rd_edition.pdf.
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Haarhoff, B., Thwaites, R. and Bennett-Levy, J. (2016)
Reflection in CBT. London: SAGE. Available at:
https://sk-sagepub-com.uniessexlib.idm.oclc.org/books/reflection-in-cbt?utm_source=ss360.
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Marrinan, T. (2019)
Low intensity cognitive behaviour therapy: a practitioner’s guide. 2nd edition. Edited by M. Papworth. London: SAGE. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/299594.
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Bennett-Levy, J. (2010b)
Oxford guide to low intensity CBT interventions. Oxford: Oxford University Press. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=694167&site=ehost-live.
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Richards, D. and Whyte, M. (no date b) ‘Reach Out - National Programme Student Materials to Support the Delivery of Training for Psychological Wellbeing Practitioners Delivering Low Intensity Interventions’ (3rd Edition).’ Rethink Mental Illness. Available at:
https://www.rethink.org/media/2693/reach_out_3rd_edition.pdf.
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Roth, A. and Pilling, S. (no date) ‘The competences required to deliver effective cognitive and behavioural therapy for people with depression and with anxiety disorders’.’ Department of Health. Available at:
http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_078535.pdf.
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Clark, D.M.
et al. (2009b) ‘Improving access to psychological therapy: Initial evaluation of two UK demonstration sites’,
Behaviour Research and Therapy, 47(11), pp. 910–920. Available at:
https://doi.org/10.1016/j.brat.2009.07.010.
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Richards, D. and Suckling, R. (2008) ‘Improving access to psychological therapy: The Doncaster demonstration site organisational model’,
Clinical Psychology Forum, 181, pp. 9–16. Available at:
https://ore.exeter.ac.uk/repository/handle/10036/42082.
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Cuijpers, P., van Straten, A. and Warmerdam, L. (2007) ‘Behavioral activation treatments of depression: A meta-analysis’,
Clinical Psychology Review, 27(3), pp. 318–326. Available at:
https://doi.org/10.1016/j.cpr.2006.11.001.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
HS933 Portfolio |
|
|
| Practical |
HS933 Clinical Recording |
|
|
| Written Exam |
HS933 Exam |
|
100% |
Additional coursework information
Clinical Recording (Pass/Fail) and Portfolio (Pass/Fail) components must be passed
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Ms Julie Puttock, email: jputto@essex.ac.uk.
Rachael Parsons, Julie Puttock, Katalin Abdul Hamid, Bryony Nicholas, Harriet Nairn
Email: hhsiapt@essex.ac.uk
Admin: Catarina Cosstick-Wright
No
No
No
Mrs Jennie Hague
University of Sheffield
IAPT Programme Director
Available via Moodle
Of 114 hours, 109 (95.6%) hours available to students:
5 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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