Cognitive & Behavioural Therapies: High Intensity Training MSc
2014 - 2015
Master of Science
Cognitive & Behavioural Therapies: High Intensity Training
Cognitive & Behavioural Therapies: High Intensity Training
University of Chester
University of Chester
Continuing Professional Development
Full-time and Part-time
Classroom / Laboratory,
2 years full time, or 3 years part-time
Annual - October
Framework for Higher Education Qualifications
Friday 1st November 2013
The course has a cognitive behavioural theoretical base with a preference for approaches with the soundest evidence and where cognitive and behavioural techniques are integrated into the therapy. In addition to providing practical, intensive and detailed skills training to facilitate skills development to a defined standard of competence, the course aims to increase students’ knowledge base of theory and research in CBT, and to promote a critical approach to the subject. It aims to equip students to become skilled and creative independent CBT practitioners, in accordance with British Association for Behavioural and Cognitive Therapies (BABCP) guidelines for good practice, and to contribute to the further development of CBT. The course provides opportunities for students to develop and demonstrate knowledge, understanding and skills as follows: 1. To develop practical skills in CBT for common psychiatric disorders such as depression and anxiety.
2. To develop critical knowledge of the theoretical and research literature relating to CBT.
3. To conduct an original piece of research
Clinical Competence: The course provides opportunities for students to develop and demonstrate clinical competence in the following domains: A. General Therapeutic CompetencesB. CBT Assessment CompetencesC. CBT Treatment Intervention Competences D. CBT Treatment Process Competences Clinical Experience: The course provides opportunities for students to achieve:· Experience of conducting 200 hours of clinical practice under clinical supervision. · The completion of assessment and treatment of a minimum of eight cases that meet criteria set out in BABCP minimum training standards and documentation for accreditation of training programmes.
Knowledge and Understanding
Demonstrate a critical knowledge of the theoretical and research literature relating to CBT
Demonstrate a systematic knowledge of the principles of CBT and the evidence base for the application of CBT techniques
Demonstrate a systematic knowledge of CBT for depression and anxiety disorders
Demonstrate knowledge of the research process
Thinking or Cognitive Skills
Demonstrate a critical understanding of the theoretical and research evidence for cognitive behavioural models and an ability to evaluate the evidence
Demonstrate an ability to adapt CBT sensitively, and to ensure equitable access for people from diverse cultures and with different values.
Practise as ‘scientist practitioners’, advancing their knowledge and understanding and develop new skills to a high level.
Demonstrate practical skills in CBT for common psychiatric disorders such as depression and anxiety.
Construct maintenance and developmental CBT conceptualisations for depression and anxiety disorders
Develop CBT-specific treatment plans
Practise CBT with depression and anxiety disorders systematically, creatively and with good clinical outcomes
Deal with complex issues arising in CBT practice
Take personal responsibility for clinical decision making in straightforward and more complex situations
Demonstrate self-direction and originality in tackling and solving therapeutic problems
Demonstrate experience of conducting 200 hours of clinical practice under clinical supervision
Demonstrate completion of the assessment and treatment of a minimum of eight cases that meet criteria set out in BABCP minimum training standards and documentation for accreditation of training programmes
Demonstrate the ability to plan, conduct, and analyse research
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
Demonstrate clinical competence in the following domains:
General Therapeutic Competences
CBT Assessment Competences
CBT Treatment Intervention Competences
CBT Treatment Process Competences
Transferable Professional Skills
Communicate with different groups using a variety of means
Monitor and practice clinical practice skills and share this with colleagues
Take responsibility for personal and professional learning and development
Manage time, prioritise workloads, and, manage stress.
The programme is a Masters Degree (180 level 7 credits) which runs over two years for full-time students and three years for part-time students. The total taught component of the programme amounts to 270 hours. The total amount of clinical supervision provided amounts to 72 hours. Hence the total directed study hours amount to 342. There is an 80% minimum attendance required on lectures, and a 100% attendance required for clinical supervision.
The course commences with an initial induction block run over 2 weeks. The induction aims to provide students with key assessment skills and an overview of the model and therapeutic methods of CBT. Following the induction block full-time students are required to attend lectures and workshops at the University on two days per week over one academic year; whereas part-time students are required to attend lectures and workshops on one day per week over two academic years. Students that successfully complete the PG Dip may go onto undertake the dissertation module, which is delivered by means of dissertation supervision.
All trainees are expected to conduct clinical practice in an IAPT service. Full time students are required to conduct a minimum of two clinical days per week over a one year period in an IAPT service. Part-time students are required to conduct a minimum of one clinical day per week over a period of two years in an IAPT service. Clinical supervision takes place within the workplace on a weekly basis throughout the training course. Trainees on the full time pathway are expected to attend two hours of clinical supervision per week over a one year period, whereas trainees on the part-time pathway are expected to attend one hour of clinical supervision per week over a two year period. In order to confirm suitability of the clinical placement, all placement line managers are required to (a) complete an IAPT service audit tool; (b) oversee the trainee learning experience; and (c) provide regular feedback to the programme team by means of written training log and other forms of liaison. All clinical supervisors are required to attend training workshops and regular supervision of supervision. In order to complete the PG Dip students are required to complete 200 hours of supervised clinical practice within their placement in an IAPT service, and a complete a minimum of eight cases which meet criteria set out by BABCP in minimum training standards and documentation for course accreditation. Students will be assessed by means of coursework including: an essay, written case studies, competency assessment of videoed therapy sessions, and a clinical practice portfolio. In order to complete the Masters of Science students must also sucessfully complete the dissertation module. The award of Master of Science Cognitive & Behavioural Therapies: High Intensity Training will be made to students who successfully complete all modules. All assessment components of each module must be passed.
Supervised Clinical Practice – Depression & Anxiety
The course comprises 180 level 7 credits. In order to be eligible for the full award students must achieve passes at a minimum of 40% on academic/written assignments. All assessments of clinical competence will be marked on a pass/fail basis. Course re-sit and resubmission regulations apply. All assessment components of each module must be passed. In order to undertake the dissertation module, individuals will already have been successful in completing the PG Dip in Cognitive & Behavioural Therapies: High Intensity Training
Have a core professional training and have at least 18 months post qualification experience; or demonstrate their eligibility through the BABCP Knowledge, Skills, & Attitude pathway by means of a portfolio (submitted in a format stipulated by the university programme team).
Have a current placement in an IAPT practice working as a trainee cognitive behaviour therapist at NICE Step 3.
Full-time entrants will maintain a minimum of two days a week in face to face therapy practice. Part-time entrants will maintain a minimum of two days a week in face to face therapy practice.
Have a sufficient level of practice that will enable them to conduct 200 hours of supervised practice and complete the assessment and treatment of at least eight therapy cases over the duration of the programme.
Be able to demonstrate evidence on ongoing CPD.
Have a good science based degree or a core professional training with research training experience.
Demonstrate suitability for the programme at a selection interview.
The design of the programme and development of learning outcomes have been informed by the Framework for Higher Education Qualifications & British Association of Behavioural & Cognitive Psychotherapies minimum training standards (2012); and documentation for accreditation of training programmes (2010). The BABCP minimum training standards have seven general criteria and are summarised here. Applicants for BABCP accreditation are required to:1. Have a basic core professional training (2 years post qualification) or equivalent; experience of working in the therapeutic role; and use CBT in a primary and systematic way.2. Have an overall length of training not normally less than 4 years that includes their core professional training.3. Have a training that included a critical understanding of theories and their therapeutic applications, skills training, a systematic recording of their training log and a critical understanding research knowledge and skills.4. Have 200 hours of supervised practice, complete 8 cases of therapy covering 3 types of problems and maintain a clinical practice training log.5. Show personal development and involvement in the practice of CBT and be able to seek appropriate support and advice.6. For accreditation, have 2 years post core professional qualification, meet MTS, maintain ongoing continuing professional development, have regular supervision, adhere to BABCP 'Guidelines for Good Practice’.7. Show critical understanding through the writing of essays, research projects or a dissertation and writing up at least 4 case studies.
The learning and teaching methods include: · Experiential and skills based workshops providing students with a strong foundation in the clinical procedures of CBT, and addressing the most up-to-date research developments · Skills-based competences will be developed through small group experiential work and role plays in workshops; group supervision provided by the University in the workplace; and individual supervision provided by the clinical service. · On-going clinical supervision. · Self-directed study to include general reading for the course and preparatory reading for each session. DVD resources will provide students the opportunity to study examples of clinical sessions and clinical demonstrations of specific techniques. · Case management and problem based learning will be facilitated through a combination of coursework and work-based supervision. · Dissertation supervision Other teaching methods used throughout the course include: Tutorials; student presentations to facilitate sharing of material and ideas; guided self-study to encourage autonomy and support independent practice.
In parallel with the learning and teaching strategy, the assessment strategy and methods focus on equipping experienced & clinically accountable professionals for careers as BABCP accredited cognitive behavioural psychotherapists. Hence the course emphasises the application of knowledge rather than pure knowledge acquisition. The assessment strategy is to ensure that students are able to acquire the necessary academic and clinical skills; and apply them in real life clinical practice. Methods of assessment include: open-book exercise; presentations of academic research and clinical material; critical essay; clinical case studies; videotaped clinical practice; continuous assessment of clinical competence and a research thesis.
The M.Sc. in Cognitive & Behavioural Therapies: High Intensity Training is designed specifically to provide graduates with the necessary academic & clinical skills, and clinical experience necessary to practice competently as a cognitive behavioural psychotherapist with patients experiencing depression and anxiety (NICE Step 3). It is anticipated that students that exit with the postgraduate award of PG Dip will be eligible to apply for BABCP accreditation. It is anticipated that the successful dissertation option will contribute to the distinctiveness of qualified cognitive behavioural therapists
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
A number of sources inform the University's approach to diversity and equality. The Department recognises its duty not to discriminate because of age, disability, gender identity or expression, race or ethnicity, religion or belief or sexual orientation in the educational opportunities it provides. The programme, as with the whole of the Department, conforms with relevant codes of practice and guidance, specifically when implementing the Race (2001), Disability (2005) and Gender (2006) Equality Duties. Guidance from the Commission for Equality and Human Rights, such as the code of practice for post-16 education, and the Equality Challenge Unit serve to inform programme developers of their duties and responsibilities. In practical terms, the Department works with colleagues from Student Support & Guidance, Learning Support Services and from Marketing Recruitment and Admissions to ensure the various agendas are taken into account. In addition, the Institution's Teaching and Learning Strategy (reflected in the Departmental and the Programme strategies) sets out specific aims as part of the diversity agenda. The programme team have little influence over who applies to the programme, but will provide support and guidance for students with for example, diverse abilities, through the formative approach to teaching and learning which is embedded in the programme.
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