All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced,
republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria.
Programme
Specification
Final Award and Title PGDip Advanced Practice of Cognitive Behavioural Therapy Exit Award(s) and
Title(s) PGCert Evidence Based Psychological Approaches (CBT) Name of Route /
Pathway / Framework Cognitive Behavioural Therapy
Professional Qualifications
This programme complies with the British Association for Behavioural and Cognitive Psychotherapies (BABCP) minimum training standards. The PgDip partially fulfils
criteria for eligibility to apply for accreditation with the BABCP Programme
Accreditation None
Modes of Study Full time, Part-time
Delivery Sites
Carlisle and Lancaster, distance learning. Modules within the programme may be offered offsite, for example on
employers’ premises, in line with the University’s policy for offsite delivery
Programme Length 1 year Full time and 2 year Part Time (4 years maximum registration)
Work Based Learning Work based learning is integral to the programme
1. Educational Aims of the Programme The overall aims of the programme are:
1. Develop practitioners to make ethically sound, CBT informed decisions in complex
professional/clinical arenas, demonstrating mastery of knowledge, in such a way that capitalises on the underpinning evidence base involved in meeting the needs of service users; ensuring that treatment is safe, seamless and holistic and to the highest possible standard.
2. Develop advanced skills of inquiry, critical analysis and reflective methods, which
incorporate personal and work place experience, explored in the light of recent scholarship, current statutory regulations and policy.
3. Develop a comprehensive understanding of their practice and its relationship to
personal development and self reflection in a culture which respects and utilises the distinctive evidenced based principles underpinning CBT. Furthermore to promote this as a universal model for human experiences and functioning that applies equally to oneself as it does to one’s patients/clients.
2
4. Critically review, consolidate and extend an advanced body of knowledge, critically
evaluate concepts & evidence from a range of resources and transfer subject-specific skills and problem solving strategies to a range of complex situations and problems in unpredictable and continually shifting environments.
5. Develop advanced clinical skills in CBT to enable students to match set competencies
in order to practise as advanced and autonomous clinical specialists in CBT that meet BABCP minimum training standards.
2. Programme Features and Requirements
The Post Graduate Diploma (PgDip) Advanced Practice of Cognitive Behavioural Therapy programme is a masters level programme for suitably qualified individuals working within health and social care settings who are wishing to develop their practice skills in Cognitive Behavioural Therapy. The programme is grounded in the belief that theory and practice are inexorably linked to and critically inform each other; as such the programme aims to enable participants to conceptualise underpinning theories and principles with practices in their own work setting.
Applicants must have access to clients who would benefit from CBT and will also need access to a BABCP accredited supervisor. Students need to arrange their own individual supervision and practice placements. These arrangements need to be in place prior to the start of the programme. Applicants will normally hold a relevant degree (level 6) qualification or equivalent, assessed against KSA (Knowledge and Skills Assessment) standards.
This programme is mapped against the BABCP minimum training standards and
individuals who successfully complete this programme may be eligible to apply for BABCP accreditation.
3. Learning Teaching and Assessment
(i) Learning, Teaching and Assessment approaches, pedagogy and values that underpin LTA design throughout the programme
Learning Teaching and Assessment Strategy Key Principles:
The PgDip Advanced Practice of Cognitive Behavioural Therapy draws on a range of principles for learning, teaching and assessment which relate to all modules within the programme. Through this approach learners will be provided with a coherent learning experience. The following section summarises the key principles.
This programme has been designed to be flexible, utilising a full range of UoC digital resources and supported communication through learning technology where suitable –
3
for example through online and distributed places for learning – an approach that
embodies inherent (even if latent) opportunities for study across learning contexts1. Use
will be made of UoC learning technology such as Blackboard and the availability of resources suitable for mobile learning (such as use of PDF file format instead of MS Word; Downloadable podcasts).
Learning will be based in academic study. Students will be actively facilitated to use, apply and integrate their developing knowledge within their practice and to develop an enquiring, evaluative approach to their study and practice.
Learning and assessment are considered as interrelated. Everything that the student undertakes – and the products of that learning – will be couched amongst active
participation and formative opportunities for dialogue and feedback throughout. Modules include formative activity ‘specifically intended to generate feedback on performance to improve and accelerate learning’ (Nichol & McFarlane-Dick, 2006). Summative
assessment is authentic, in that assessment clearly aligns to programme and module level learning outcomes, encourages and enables progressive development through feedback, and also develops skills and capacity for a wider employability context. Through the use of patchwork texts contributing to the student’s reflection formative assessment will feed forward into the summative assessment.
Intellectual, subject specific and key transferable skills are central to learning
opportunities and assessment. Students are encouraged to critically reflect on their skills development in their learning and practice contexts in order to develop their ability to make sound professional judgments.
Students are provided educational support and guidance in how to manage the
therapeutic alliance in each of the taught modules offered on the course. Further and more detailed support is provided by students having two clinical supervisors. One is their placement supervisor, who they meet with weekly, and the other is their University supervisor who they meet with monthly.
Where possible the marking of student’s videos these will be marked by tutors not directly connected with the student’s work as clinical supervisor, to reduce supervisory bias.
The delivery of study, academic and digital skills are embedded and extend and adapt definitive resources available centrally through LISS, creating an opportunity to present parity in the student experience across standalone modules and student-owned
pathways.
1 As referred to in LTA Plan 2011-16, Contexts for learning at University of Cumbria: a)
Campus-based learning experience, enhanced through the use of technology; b)
Connected sites, Gateway and placement settings – providing more support online and distributed places for learning; c) Intensive programme attendance, backed up by online learning – for workplace learning, placement and professional learning and short course offers; d) Online, at-a-distance learning – utilising full range of UoC digital resources and supported communication though learning technology
4
Learning takes place both within the University and placement settings. Several modules offer campus based learning experience, enhanced through the use of technology. Mapping to professional body (BABCP) minimum training standards requires a more intensive programme attendance than the standard UoC model.
Practice and workplace settings are external to the University and students are supervised by suitably qualified and BABCP accredited CBT supervisors.
Summative assessments are authentic, integrally related to practice and planned to fulfil requirements of the BABCP minimum training standards.
Student learning is further enhanced by formative assignments and practice, examples of which are described below in section iv. Formative work is linked to both the
development of professional skills and to provide preparation for the summative assignments in each module.
To ensure students take full advantage of the development opportunities afforded by formative assessment any feedback from activities should be integrated within the summative assessments for each module
(iii) Learning, Teaching and Assessment Methods
Patients/clients are invited to share their experiences of therapy Reflective & theoretical essay
Reflective case study based upon a DVD submission of case work Portfolio
Presentations Peer review
(iv) Formative Assessment
All formative assessment is designed to develop both theoretical and practical clinical skills. Formative assignments prepare students for the summative assignments in each module.
Clinical supervision on a weekly basis – through contact with placement based supervisors
Clinical supervision on a monthly basis – through contact with University tutor OSCE’s
On line discussion forums Observed role plays
Peer reviews – class based and on line Patchwork text reviews
4. Programme Outcomes
This programme provides opportunities for students to develop and
demonstrate: The numbered items in i and ii below are mapped against the programme assessment map in section 7.
(i) Knowledge and Understanding
5
2. Evidence based treatment practices for anxiety and depression 3. Structure and process of delivering cognitive behavioural therapy 4. Evidence based approach to measuring clinical outcomes
5. The practice of cognitive behavioural therapy in professional settings 6. Students are trained to work with risk
(ii) Employability Skills
7. Students are trained to work within the ‘stepped care’ model
8. Students are trained to work within NICE guidelines
9. The programme is mapped to BABCP Minimum Training Standards
(iii) Qualities, Skills and Other Attributes
Work collaboratively with clients: building, maintaining and ending therapeutic
relationships; work at relational depth; work in ways appropriate to different clients.
Recognise their limitations and the need for supervision.
Make ethical decisions regarding their clients based on the BABCP Ethical Framework.
Understand and manage their own responses in relation to this work.
Be committed to self-development through self-practice
Assess and develop their own emotional robustness and capacity for reflexivity.
Demonstrate engagement with emerging developments within the profession.
Show commitment to ongoing professional development.
Show commitment to personal reflexive practice.
Key skills and graduate capabilities:
Work effectively with others in a team
Demonstrate the capacity and desire to develop as an independent, lifelong learner.
Demonstrate competence in a range of IT skills, communicate by e-mail, conduct
on-line electronic data-base searches and obtain information relevant to their studies from the internet.
Take responsibility for their own learning, effectively self manage and organise their
studies.
Communicate effectively through the development of argument and debate in essay
and report writing and oral presentations.
5. Level Descriptors
At HE Level 7 (Masters level), students will be able to demonstrate that they have the ability: to display a mastery of a complex and specialised area of knowledge and a
critical awareness of issues at the forefront of the area of study; employ advanced subject-specific and cognitive skills to enable decision-making in complex and
unpredictable situations; generate new ideas and support the achievement of desired outcomes; accept accountability for decision making including the use of supervision; analyse complex concepts and professional situations by means of synthesis of personal and work place reflection and data drawn from scholarship and research in the field.
6 6. Curriculum Map
Programme Structure Level Module
Code Module Title and Module Aims Points Credit Compulsory/ Core/ Optional/ Qualificatory * Notes (eg pre/co-requisites,’core optional’ etc) 7 HLLT7001 Fundamentals of CBT
The aims of this module are to enable students to
use a CBT model to inform their own advancing practice and provide an appropriate base on which to expand their knowledge. As an advanced practitioner in CBT
to critically evaluate the key theories and concepts underpinning therapy and focus on developing advanced and specialist skills to implement in practice.
20 Core
7 HLLT7002 CBT for Anxiety Disorders
The aim of this module is to enable students to select the most appropriate treatment methods for a range of
anxiety disorders that have adopted anxiety models, based on their assessment, knowledge and existing evidence. The emphasis of this module will be to study disorder-specific rather than generic models of CBT
20 Compulsory HLLT7001 is
pre-requisite
7 HLLT7003 CBT for Depression
The aim of this module is to develop skills in CBT for depression to an advanced level, improving proficiency in the fundamental techniques of CBT and developing
competency in the specialist techniques used in the
20 Compulsory HLLT7001 is
7 treatment of depression
Students exiting at this point with 60 credits at Level 7 would receive a PgC Evidence Based Psychological Approaches (CBT)
7 HLLT7004 Advanced Supervision of CBT Practice 1
The aim of this module is to enable the student to regularly and repeatedly engage in specialist CBT
supervision process to develop 1) conceptual integration, 2) application of change methods and 3) skills in self-reflection during therapy and supervision processes.
20 Core Co-requisite for
HLLT9001
7 HLLT7005 Advanced Supervision of CBT Practice 2
The aim of this module is to enable the student to
consolidate and develop skills from Advanced Supervision and Practice 1. During this module, the student will
continue to regularly and repeatedly engage in specialist CBT supervision process to develop 1) conceptual
integration, 2) application of change methods and 3) skills in self-reflection during therapy and supervision processes.
20 Core Co-requisite for
HLLT9001
7 HLLT7006 Anxiety Depression and Transdiagnostic Practice
The aim of this module is to enable students to develop a transdiagnostic approach to the assessment and treatment of anxiety and depression. Students will be encouraged to engage with the literature and evidence base, which
suggests clinical presentations are maintained by
transdiagnostic factors. Students will be helped to use a transdiagnostic approach to make sense of comorbidity and how to use the disorder specific evidence based models within an overarching transdiagnostic framework
20 Compulsory
8
The aim of the qualificatory practice unit is to recognise the completion of the Practice Assessment Portfolio
identifying the required practice elements in order to meet the BABCP minimum training standards required for
accreditation. The supervision linked to the portfolio is undertaken by students within their workplace and with University tutors and is identified in HLLT7004 and HLLT7005
Students and their practice supervisors will also be able to identify additional skills which will be assessed on a
formative basis and which contribute to the student’s continuing professional development and to the portfolio.
HLLT7005 are co-requisites 128 practice hours and 50 supervision hours must be completed for the student to be awarded the PgDip
Progression / Award requirements Module pass mark: 50% (Postgraduate)
(*) Note: Core Modules – must be taken and successfully passed.
Compulsory Modules – must be taken but can be carried as fails (if the award permits).
Optional Modules – students would be required to take an appropriate number of optional modules Qualificatory Unit of study – Non-credit bearing pass/fail components that are used to satisfy relevant
9 7. Programme Assessment Map
This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including knowledge and understanding, employability and academic skills, qualities and other attributes as indicated in section 4 above. List all modules and any placements/work-based learning which are not part of a module. The following letters denote the contribution of each module:
D = programme outcome is developed in this module
F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module
Module
Code Module Name
P rogr am m e out co m e 1 P rogr am m e out co m e2 P rogr am m e out co m e 3 P rogr am m e out co m e 4 P rogr am m e out co m e 5 P rogr am m e out co m e 6 P rogr am m e out co m e 7 P rogr am m e out co m e 8 P rogr am m e out co m e 9 HLLT7001 Fundamentals of CBT DS DS D D D D D D DS
HLLT7002 CBT for Anxiety Disorders DFS DFS DFS D D D D DS DS
HLLT7003 CBT for Depression DFS DFS DFS D D D D DS DS
HLLT7004 Advanced Supervision of CBT Practice 1 DFS DFS DFS DFS DFS DFS DS DFS DS
HLLT7005 Advanced Supervision of CBT Practice 2 DFS DFS DFS DFS DFS DFS DS DFS DS
HLLT7006 Anxiety Depression and Transdiagnostic Practice DFS DFS DFS D D D D DS DS
10 8. Indicative Assessment Calendar
Module
Code Module Title Method(s) of Assessment Weighting
Approx assessment
deadline (eg mid semester)
HLLT7001 Fundamentals of CBT Written assignment 100% End semester 1
HLLT7002 CBT for Anxiety Disorders Written assignment 100% Mid semester 2
HLLT7003 CBT for Depression Written assignment 100% End semester
2E
HLLT7004 Advanced Supervision of CBT Practice 1 Practical Skills Assessment 100% Mid year
HLLT7005 Advanced Supervision of CBT Practice 2 Practical Skills Assessment 100% End of
programme
HLLT7006 Anxiety Depression and Transdiagnostic
Practice Written assignment 100% End of programme
HLLT9001 QPU Advanced Practice in CBT Portfolio Pass/Fail End of
11 9. Support for Students and their Learning
Students of University of Cumbria, will have access to Library and Student Services (LiSS) facilities; careers and employability, financial help, counselling, health and wellbeing, support for disabled students and those with specific learning requirements and taught sessions to develop a high level of information fluency, digital skills and academic skills.
Students will have embedded skills interventions from LiSS as part of their induction experience and beyond. Typically the interventions have taken the form of workshops but equivalent online input could be chosen through liaison. Embedded induction input will cover IT network passwords, basic intro to Blackboard and webmail, library services and electronic resources (ebooks, ejournals, image collections etc). Later input will cover more advanced (including level 7) information fluency and critical reading and writing skills.
LiSS will provide quantitative and qualitative feedback to the faculty on the impact of the skills support offered to participants on an annual basis.
Students can access individual support from LiSS via email guidance and by face to face advice throughout their student journey. Further LiSS Learning and skills development workshops may be requested by tutors or directly by the student. These sessions focus on a range of skills including; preparing for the online TDA skills tests, using smartboards,
planning for dissertations and introducing the requirements of academic research and writing at Masters level.
In addition, students will have access to online tutorials and the skills@cumbria support area
on Blackboard and on the LiSS website: http://www.cumbria.ac.uk/SkillsatCumbria/.
Module leaders will collaborate with LiSS learning advisers to ensure reading lists are current and that ebooks and electronic journal titles have been considered. Reading lists will be made available to LiSS Learning advisers who will transform them into interactive electronic lists using the Talislist tool. The finished lists will be made available on an open access basis (for prospective students) from the LiSS website (and other appropriate platforms).
The University of Cumbria highly values the personal tutoring system, and all students are allocated a named Personal Tutor, whose role is to support individual student achievement and maximise their potential throughout their programme.
The Personal Tutor role will normally encompass:
o academic monitoring and advice
o support for personal development planning
o non-academic guidance and personal support
o communication with other programme staff concerning the student experience of
the programme
Students will have access to tutorial support from their personal Tutor on a regular basis, usually around 3 hours per academic year.
We acknowledge that students commencing masters level study may not have studied for some time and we will seek to help students to build on their existing graduate
skills. Students will engage in a series of induction activities, during which they will be
introduced to the programme team, and to peers, to university services and support systems, and given support and direction to develop confidence in accessing and using e-learning technologies and to enhance their academic and study skills.
12
studies, and Blackboard, our virtual learning environment, will be used as the main vehicle for communication.
10. Criteria for Admission
Students will require DBS (Disclosure and Barring Service) clearance – this will be
conducted in the placement area(s) in accordance with their legal requirements. Standard entry criteria as indicated in the University Admissions Policy. Standard University
practice will be followed with respect to applicants without traditional entry requirements. Non-standard entrants are required to demonstrate ability to benefit from and
successfully complete the course. All non-standard entrants are interviewed.
Advanced standing on the course will be considered in line with the University’s APL
Regulations and Procedures.
There is full commitment to equal opportunities criteria. The University is committed to widening access by taking candidates from a variety of educational backgrounds, and aims to embrace all aspects of diversity that do not compromise academic standards. This is to be made clear in all marketing of this course
Admission criteria are per the University Admissions Policy. Normally applicants will be required to hold an Honours degree classification 2ii or above in a cognate subject; of have a core professional training as specified by the BABCP. In applicants who do not meet these requirements non-standard entry criteria will apply. In such cases applicants will be
interviewed using a standard interview form. It is expected that such candidates will have evidence of successful study at level 6 (or equivalent) within the preceding 5 years.
Applications will be reviewed on an individual basis and potential students will be offered advice by an academic tutor on the suitability of the award and their module choice within the award, dependent on factors such as currency of prior learning, and their personal and
professional development needs. Students should be able to show potential benefit from studying for the award and a commitment to attempting the assessment items
Students who have completed the level 6 Fundamentals of CBT (HLLT6001) as a stand-alone module can bring this forward by APCL into the PgCert, PgDip or MSc. This takes up the permitted opportunity to carry one level 6 module in the body of a full level 7 programme and so will help previous students who completed the level 6 module and now wish to proceed to further develop their CBT studies.
International applicants will need to demonstrate evidence of study at a level equivalent to the general entry requirements. These will be in accordance with NARIC Guidelines (The British Council 2007 and revised annually) and International Qualifications for entry to Higher Education (UCAS, 2007 and revised annually) as well as satisfying the English Language requirements for admission which include any of the following:
The British Council International English Language Testing System (IELTS) with an
average score of 6.5
Cambridge Certificate in Advanced English, Grade A only.
Cambridge Certificate of Proficiency in English, Grade C or above.
Oxford – Arels examination (higher level), Credit or Distinction.
TOEFL: American Test of English as a foreign language, Minimum score of 550 (for
13
There is no limit to the amount of internal credit (i.e. those modules that have already been studied at the University of Cumbria or its legacy institution St Martin’s College prior to registering on the programme) that may be applied to this programme.
The amount of external credit (i.e. prior learning at another Higher Education Institution) is governed by the University’s regulations on the Accreditation of Prior Learning (APL). The maximum APL allowance for this award is 60 credits.
Where the credit (internal or external) is more than 5 years old, a written Statement of Currency may be requested to show how the learning has been kept up to date.
In the case of both internal and external credit, the student must be able to demonstrate that the prior learning to be accredited is equivalent to/at the standard of learning required as part of the intended programme of study in respect of skills, subject knowledge,
understanding and professional competences as appropriate. Credit judged equivalent may be general or specific.
The decision on the award of credit for purposes of exemption or transfer or admission is an academic judgement.
Specific credit requires the matching of specific learning outcomes at the appropriate level from previous certificated learning, or experience, against the learning outcomes of the module for which accreditation is being sought.
Where the majority but not all of learning outcomes have been met, a student may be required to undertake relevant bridging work.
General credit can be sought against individual modules or levels within a programme where the learning is judged appropriate at the equivalent level.
11. Methods for Evaluating and Improving the Quality and Standards of Learning and Teaching
Mechanisms for review and evaluation of LTA, the curriculum and outcome
standards
Module evaluations, AERs, peer review, external examiner reports.
Committees with responsibility for monitoring and evaluating quality and standards
Programme quality committees (PQCs), FLTQEC, LTQEC
Mechanisms for gaining (and responding to) student feedback on the quality of teaching and their learning experience
Staff/student liaison PQCs, peer review, programme/module evaluation, student programme reps, supervisors in practice settings
Staff development priorities for staff
teaching this programme i) scholarly and research activities, professional updating; (ii) staff have achieved, or are working toward Standard 2 of the National Professional Standards – either through undertaking the MA Academic Practice or
14
through completion of a professional portfolio
12. Additional Information
There is full commitment to equal opportunities criteria. The University is committed to widening access by taking candidates from a variety of educational backgrounds, without compromising academic standards.
For students with disabilities, an assessment will be made in relation to any reasonable adjustments that may be required, in line with the QAA Code of Practice – Students with Disabilities
Supervised Practice Requirements :
Students will be monitored and reviewed during the course through weekly supervised
practice with BABCP accredited supervisors in practice setting and with monthly supervision in the University setting with BABCP accredited tutors. This supervision aims to help students develop the necessary understanding of the technical and relational aspects of cognitive behavioural therapy. Students are encouraged to bring videos of their clinical work to most sessions of supervision to enable supervisors to provide the best possible feedback on the quality of the therapeutic relationship and progress of clinical work.
If health or personal incapacity impact on the ability to study, a plan to support the student’s needs will be discussed in close liaison with the student’s employer. This will be to enable a return to study and return to clinical practice, in line with the university student support procedure www.cumbria.ac.uk/studentprocedures).
Students must achieve a minimum of 128 CBT practice hours with clients on placement, and 50 non-clinical hours of supervised practice-related activities (see Supervised Practice section of the Programme Handbook and documentation on Blackboard for details/guidance on what this can consist of) in order to successfully complete the programme. The programme team will give support, information and guidance from the interview stage and throughout the programme, as appropriate, but the responsibility for gaining appropriate supervised practice opportunities, meeting the programme requirements for supervised practice and producing evidence of this lie with the individual student. Evidence of having met the professional requirements for supervised practice is demonstrated via the submission of a supervision log signed by the clinical supervisor, by supervisor’s reference and by the formal assessment of a recorded clinical session, which must be submitted and assessed as satisfactory in order to pass the course and receive the final award.
There may be occasions when due to either personal circumstances or issues (as referred to above) or limited availability of supervised practice hours beyond the individual student’s control (e.g. lack of suitable client referrals, change in placement availability), it is not possible to achieve the supervised practice requirements at the appropriate points in the programme and/or complete these within the time-frame of the programme.
Where this relates to the completion of practice-related module assessments during the programme this will be addressed within the university academic regulations and assessment processes (for example, via Extenuating Circumstances procedures or ‘deferred decision with good cause’).
15
Where a student has successfully completed all taught and assessed elements of the
programme but has not been able to complete the required practice hours by the end of the course, arrangements would be made for a ‘deferred decision with good cause’ on their final award. This would mean the student continuing in their placement until the required hours are satisfactorily completed (usually for a maximum period of one further academic year), after which their final module results would be presented at the next Assessment Board for ratification and award of the Diploma. The student would continue to be registered as an ‘external student’, with regular tutorial support/Student Progress Reviews and the
requirement for individual face-to-face supervision with their external supervisor on a weekly basis (as per training supervision requirements detailed below) along with continued BABCP Student Membership. All parties involved (placement, individual supervisor and BABCP Membership Services) would be kept informed of the situation by the course team. As this situation is not ideal, students’ progress towards meeting the supervised practice requirements will be monitored on an on-going basis during the course and where there is likely to be a large deficit in the number of practice hours completed within the timeframe of the course (e.g. due to a necessary break in practice or long delay in commencing
placement), other options such as intercalation at an earlier point in the programme will need to be considered. For students needing to intercalate (i.e. take a planned break in
studies/attendance of taught modules with an agreed date of return) it may be beneficial to continue with their supervised practice/placement in the interim; in this instance the same support/progress review arrangements and supervision/BABCP membership requirements as for students in ‘deferral’ (as above) will apply.
Students must aim to have weekly external CBT supervision. Students should have a minimum of 2 hours per calendar month while in practice.
Students must also undertake a minimum of 10 hours of personal CBT with a course peer or other qualified CBT therapist. If undertaken with a peer this must be after the peer has completed and, on initial marking, passed the first supervision module. Evidence for the completion of these hours will be in the form of a log signed by the CBT Therapist For more information, refer to the following:
QAA Quality Code – Chapter B4: Student Support, Learning Resources and Careers Education, Information and Guidance
Special Educational Needs and Disability Act (2001) (SENDA)
Techdis
13. Administrative and Supporting Information
Key sources of information about this programme and its development can be found in the following:
British Association for Behavioural and Cognitive Psychotherapies (BABCP) Minimum Training Standards (2006, updated 2011)
www.babcp.com
BABCP/IAPT Criterion Checklist for Knowledge, Skills and Attitudes In: Selection Procedure for High Intensity IAPT Training of
Individuals Without a Recognised Core Profession
NICE guidelines, www.nice.org.uk
CG24 Social Anxiety Disorder (Publication date May 2013) CG26 Post Traumatic Stress Disorder (PTSD) (Mar 2005)
16 Disorder (BDD) Nov 2005)
CG90 Depression in adults (Oct 2012)
CG113 Generalised Anxiety Disorder and Panic Disorder (with or without agoraphobia) (Jan 2011)
Quality Group: Lifelong and Interprofessional Learning Faculty Health and Wellbeing
Teaching Institution University of Cumbria
JACS code: C848 Programme code (CRS): PK-APRCBT UCAS code: (where applicable) Date of last engagement with external bodies (eg QAA, Ofsted, etc) Date of Programme Specification
validation Feb 2013
Validated period of
programme: 5 years (Sep 2013 to Jul 2018)
Date of changes to Programme
Specification:
Reason for change:
(eg minor changes) Date:
The University of Cumbria is registered under the Data Protection Act 1998 to collect and process your personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information.
About Programme Specifications
This programme specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information is provided in the Programme Handbook and associated Module Guides.
17
Programme Specifications are written with the student audience in mind and are available to students. In addition, they are used in a number of ways:
As a source of information for students and prospective students seeking an
understanding of the programme.
For the teaching team to ensure there is a common understanding about the aims and
learning outcomes for a programme.
As a reference point for audit, review and monitoring purposes
As a source of information for employers, and professional bodies to provide evidence
that required skills or abilities are developed by the programme.
For more details about Programme Specifications, refer to the QAA Quality Code, Chapter A3:
