Module Directory

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:

1. Critically evaluate a range of evidence-based interventions and strategies to assist patients in managing their emotional distress and disturbance.


2. 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.


3. 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.


4. 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.


5. 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

6. Demonstrate knowledge and understanding of, and competence in using the COM-B behaviour change model and strategies in the delivery of low-intensity interventions.


7. 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.


8. 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.


9. 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).


10. Demonstrate competence in selecting and revising mode of delivery, as necessary on an ongoing basis depending on patient choice, suitability, etc.


11. Demonstrate knowledge and understanding to map core skills into text-based interventions.


12. Demonstrate competence in succinct and accurate note-taking skills.

Practice Outcomes:

1. 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).


2. Demonstrate an understanding of problems that should not be treated at Step 2, and where and how appropriate treatment should be accessed for these.


3. Demonstrate the ability to use common factor competencies to manage emotional distress and maintain therapeutic alliances to support patients using low-intensity interventions.


4. 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).


5. Demonstrate competence in selecting and revising mode of delivery, as necessary on an ongoing basis depending on patient choice, suitability, etc.


6. Demonstrate knowledge and understanding to map core skills into text-based interventions.


7. 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.