| Module Code: NURM077 |
Module Title: RECOVERY: EVIDENCE-BASED LOW INTENSITY TREATMENT FOR COMMON MENTAL HEALTH DISORDERS |
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Module Provider: Health & Social Care
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Short Name: NURM077
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Level: M
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Module Co-ordinator: RODRIGUEZ JM Miss (HSC)
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Number of credits: 15
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Number of ECTS credits: 7.5
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| Module Availability |
| Semester 1 |
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| Assessment Pattern |
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
The module will enable the student to:
Learn to deliver low intensity CBT interventions such as behavioural activation, behavioural exposure, cognitive restructuring, eCBT and guided self-help.
Psychological Wellbeing Practitioners aid clinical improvement through the provision of information and support for evidence based low intensity psychological treatments and regularly used pharmacological treatments of common mental health problems. Low intensity psychological treatments place a greater emphasis on patient self management and are designed to be less burdensome to people undertaking them then traditional psychological treatments. Examples include guided self help and computerised cognitive behavioural therapy. Support is specifically designed to enable people to optimise their use of self management recovery information and pharmacological treatments and may be delivered through face to face, telephone, email or other contact methods. Workers must also be able to manage any change in risk status. This module will, therefore, equip workers with a good understanding of the process of therapeutic support and the management of individuals and groups of patients including families, friends and carers. Skills teaching will develop workers' general and disorder defined 'specific factors' competencies in the delivery of CBT based low intensity treatment and in the support of medication concordance.
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| Learning Outcomes |
Knowledge and Understanding
• Develop a sound understanding of person-centred and CBT principles
• Have an understanding of a range of possible interventions and strategies to help patients deal with their emotional problems
• Critically evaluate the research on antidepressant and anti anxiety medication when delivered with and without therapeutic intervention
• Evaluate critically case management and the stepped care model
Cognitive Skills
• Demonstrate collaborative treatment planning
• Demonstrate the competencies required to maintain and terminate the therapeutic relationship
• Have an understanding of the limits of their own competence in implementing interventions
• Have an understanding of the nature and value of the therapeutic relationship.
Practical Skills
• Having initiated a therapeutic alliance, demonstrate knowledge of, and competence in maintaining and eventually terminating a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance
• Develop skill in using a range of methods for the delivery of mental health care provision including face to face, telephone and email contact
• Develop the ability to run groups related to guided self-help
• Develop the ability to set up eCBT services within the local community and to administer and monitor eCBT
• Develop competence in behavioural activation, behavioural exposure, hot cross bun techniques and thought records
• Demonstrate knowledge of, and competence in supporting people with medication, in particular antidepressant medication, to help them optimise their use of pharmacological treatment and minimise any adverse effects
• Develop skills in managing referrals, writing reports and liaising with other agencies
• Learn to give and receive constructive feedback to and from peers and teaching staff.
Key/Transferable Skills
• Continue to develop self-reflexivity in relation to patients within the context of supervision
• Competently and independently undertake mental health practice in primary care
• Communicate complex or contentious information clearly and effectively to the Patient group and to colleagues.
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| Module Content |
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| Methods of Teaching/Learning |
11 weeks, 15 days in total, running parallel with module 2:
• one day per week for 10 weeks, half the time to be spent in class in theoretical teaching and clinical simulation, the other half in the workplace undertaking supervised practice.
• five days of intensive skills practice workshops undertaken at the beginning of modules 1 and 2 and at the end.
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| Selected Texts/Journals |
REQUIRED READING
Myles, P. & Rushforth, D. (2007). A complete guide to primary care mental health. London: Robinson. Ch. 2.1 and 2.2.
Butler, G. and Hope, T. (2007) Manage your mind: the mental fitness guide. Oxford: Oxford University Press
Gilbert, P. (2000). Overcoming depression. London: Constable and Robinson.
Kennerley, H. (1997) Overcoming Anxiety: A self-help guide using Cognitive Behavioural Techniques. London: Robinson
National Institute for Clinical Excellence, (2007a). Anxiety (amended): management of anxiety (panic disorder with or without agoraphobia, and generalised anxiety disorder) in adults in primary, secondary and community care. London: National Institute for Clinical Excellence.
National Institute for Clinical Excellence, (2007b).Depression (amended): management of depression in primary and secondary care. London: National Institute for Clinical Excellence.
Roth, A. & Pilling, S., (2007) The competences required to deliver effective cognitive and behavioural therapy for people with depression and with anxiety disorders.
London: Department of Health.
Sanders, P. (2008) Using Counselling Skills on the Telephone and in Computer-Mediated Communication London: PCCS Books.
BACKGROUND READING
Beck, A. T., Rush, A. J., Shaw, B. E., & Emery, G. (1979). Cognitive therapy of depression. New York: Guildford Press.
Wells A (1997) Cognitive Therapy of Anxiety Disorders: A practice manual and conceptual guide. Chichester: Wiley
Prochaska, J.O., & DiClemente, C.C. (1982). Transtheoretical therapy toward a more integrative model of change. Psychotherapy: Theory, Research and Practice, 19(3), 276-287
Prochaska, J.O., Norcross, J.C., & DiClemente, C.C1994 Changing for Good. New York, NY: William Morrow.
Westbrook, Kennerley, H. & Kirk, J. (2008) An Introduction to Cognitive Behaviour Therapy: Skills and Applications. London: Sage Publications.
Williams, M., Teasdale, J. Segal. Z. and Kabat-Zinn,J. (2007) The Mindful Way through Depression: Freeing
Bennet-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M., & Westbrook, D. (Eds.). (2004). Oxford guide to behavioural experiments in Cognitive Therapy. Oxford: Oxford University Press.
Feeley, M., DeRubeis, R. J., & Gelfand, L. A. (1999). The temporal relation of adherence and alliance to symptom change in cognitive therapy for depression. Journal of Consulting and Clinical Psychology, 76(76), 574-582.
Gollan, J. K., Gortner, E. T., & Dobson, K. (2006). Predictors of depressive relapse during a two year prospective follow-up after cognitive and behavioural therapies. Behavioural and Cognitive Psychotherapy, 34, 392-412.
Hawton, K., Salkovskis, P., Kirk, I., & Clark, D. (1989). Cognitive behaviour therapy for psychiatric problems. Oxford: Oxford University Press
Segal, Z. V., Williams, J., M.G., & Teasdale, J. D. (2002). Mindfulness based cognitive therapy for depression: A new approach to preventing relapse. New York: Guildford Press
JOURNALS
Behavioural and Cognitive Psychotherapy
Journal of Consulting and Clinical Psychology
Cognitive Therapy and Research
Journal of Abnormal Psychology
USEFUL WEBSITES
www.iapt.nhs.uk
www.babcp.com
www.londondevelopmentcentre.org
www.mentalhealth.org.uk/welcome
www.scmh.org.uk
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| Last Updated |
| 3RD AUGUST 2010 |
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