The University of Southampton
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PSYC6107 Evidence-Based Treatments for Anxiety Disorders

Module Overview

This module profile describes two different versions of the anxiety disorders’ module, which can be taken for different credit values, 10 and 20 CATS points respectively. Both modules have the same aims and learning outcomes but PSYC 6106 only covers three specific anxiety disorders, whereas PSYC- 6107 covers seven. Both versions of the module do the same core teaching on the phenomenology and diagnosis of anxiety disorders and on the principles of assessment. If you take PSYC-6106 (10CATS) you may choose which three anxiety disorders’ workshops you attend. PSYC-6106 also does a shortened version of the summative assessment. Anxiety disorders have a significant impact on an individual’s social and occupational functioning and these disorders frequently become chronic conditions if they are not treated. However, at the moment fewer than a quarter of the people who are suffering from a diagnosable anxiety disorder are in treatment and even those who are receiving treatment are not necessarily receiving empirically-validated therapies. The aim of the anxiety disorders’ module is to give you a comprehensive understanding of the phenomenology and diagnosis of anxiety disorder and to introduce the current evidence base for the disorder-specific models that underpin current treatments. The module covers the following disorders: specific phobias, panic disorder, social anxiety disorder, obsessional-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), generalised anxiety disorder (GAD), and health anxiety. During the module, you will learn how to interrogate this evidence base in order to select and evaluate the merits of different treatments and you will have the opportunity to practise specific therapeutic skills (for example, using imaginal reliving in the treatment of PTSD) that are needed to effectively implement treatment. If you take the short module (PSYC-106), you may choose which three anxiety disorders you wish to study. HOWEVER, it is not recommended that students without CBT experience choose PTSD or Social Phobia as these are more complex models to understand. It should also be noted that some disorders teaching may run over 2 weeks. The timetable of disorder specific teaching is subject to change and will be available on University Blackboard at least 10 weeks prior to the start of the module. Final choices for which disorder specific teaching you wish to attend should be made at least 4 weeks prior to the start of the module to cbtadmin@soton.ac.uk.

Aims and Objectives

Module Aims

The aim of the anxiety disorders' modules (PSYC6106 and PSYC6107) is to give you a comprehensive understanding of the phenomenology and diagnosis of anxiety disorder and to introduce the current evidence base for the disorder-specific models that underpin current treatments.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Accurately identify and diagnose different anxiety disorders
  • Construct a model-specific formulation and devise an evidence-based treatment plan
  • Know how to assess anxiety disorders
  • Demonstrate problem-specific CBT skills
  • Critically evaluate the empirical status of models of the anxiety disorders and the treatments derived from them
  • Have a systematic set of principles to guide interventions for people with co-morbid conditions

Syllabus

• Phenomenology and diagnosis of anxiety disorders • CBT assessment and formulation of anxiety disorders • Style of working with anxiety • CBT models of anxiety disorders including evidence base for the models and treatment protocols based on the models • The module will cover the following anxiety disorders: specific phobias, panic disorder, social anxiety disorder, obsessional compulsive disorder, post-traumatic stress disorder, generalised anxiety disorder, and health anxiety. • Working with co-morbidity

Learning and Teaching

Teaching and learning methods

Teaching will comprise a number of different methods including lectures, seminars, experiential workshops, problem-based learning, e-learning, directed reading, and independent study. Skills-based competencies will be taught through demonstrations, simulated role plays, small group work, and multi-media resources.

TypeHours
Independent Study140
Lecture60
Total study time200

Resources & Reading list

Hawton, K., Salkovskis, P.M., Kirk, J. & Clark, D.M. (Eds.) (in press).. Cognitive behaviour therapy: A practical guide. 

Learning Resources. A library of therapeutic excerpts will be provided. These will illustrate stylistic issues and specific therapeutic techniques, and will be available via the intranet to be viewed at times convenient to the students. The University Library holds CBT texts (both journal papers and books) from beginners to competent therapists. Most academic papers are available as electronic copies that can be downloaded from a University computer.

Beck, J.S. (1995). Cognitive Therapy: Basics and Beyond. 

Bennett-Levy, J., Butler, G., Fennell, M. & Hackmann, A. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. 

Dugas, M. J. & Koerner, N. (2005). The cognitive-behavioral treatment for generalized anxiety disorder: Current status and future directions.. Journal of Cognitive Psychotherapy: An International Quarterly. ,19 , pp. 61-81.

Resick, P.A. & Schnicke, M.K. (1996). Cognitive processing therapy for rape victims. 

Wells, A., (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide.. 

Resick P.A., Monson C.M. & Chard K.M. (2007). Cognitive processing therapy: Veteran/military version.. 

Bernstein, D.A., Borkovec, T.D., & Hazlett-Stevens, H. (2000). New directions in progressive relaxation training: A guidebook for helping professionals.. 

Clark, D.M., (in press).. Cognitive therapy for social phobia. 

Kuyken, W., Padesky, P.A. & Dudley, R. (2009). Collaborative case conceptualisation. 

Foa, E.B., & Rothbaum, B.A., (1998). Treating the trauma of rape: Cognitive behavioral therapy for PTSD. 

Ehlers, A., & Clark, D.M. (2000). A cognitive model of post traumatic stress disorder. Behaviour Research and Therapy. ,38 , pp. 319-345.

Hope, D.A., Heimberg, R.G., & Turk, C.L. (2006). Managing social anxiety: A cognitivebehavioural approach. 

Kozak, M.J. & Foa, E.B., (1997). Mastery of obsessive compulsive disorder: A cognitive behavioural approach. (Therapist guide).. 

Borkovec, T.D., & Sharpless, B. (2004). Generalized anxiety disorder: Bringing cognitive behavioral therapy into the valued present. In S. Hayes, V. Follette & M. Linehan (Eds.). New directions in behavior therapy (pp. 209-242).. 

Clark, D.M. & Salkovskis, P.M. (in press).. Panic disorder. In K. Hawton, P.M. Salkovskis, J. Kirk. & D.M. Clark (Eds.). Cognitive behaviour therapy: A practical guide. 

Steketee, G.S., (1993). Treatment of obsessive compulsive disorder. 

Ehlers, A., Clark, D.M., Hackmann, A., McManus, F., & Fennell, M. (2005). Cognitive therapy for PTSD: Development and evaluation.. Behaviour Research and Therapy. ,43 , pp. 413-431.

Butler, G., Fennell, M. & Hackmann, A. (2008). Cognitive-behavioural therapy for anxiety disorders. 

Zinbarg, R.E., Craske, M.G. & Barlow, D.H. (2006). Mastery of your anxiety and worry. 

Wells, A. (1997). Cognitive therapy of anxiety disorders. 

Dugas, M.J. (2004). CBT for GAD: Learning to tolerate uncertainty and emotional arousal. In Manual to accompany workshop at 34th European Association for Behavioural and Cognitive Therapies (EABCT) Conference. 

Clark, D.M., (2005). A cognitive perspective on social phobia. In R.W. Crozier & L.L. Alden (Eds.). International handbook of social anxiety for clinicians (pp 405-430).. 

Craske, M.G. & Barlow, D.H. (2007). Mastery of your anxiety and panic. (Therapist guide). 

Wells, A., (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide. 

Brown, T.A., O’Leary, T. & Barlow, D.H. (2001). Generalized anxiety disorder. In D.H. Barlow (Ed.). Clinical handbook of psychological disorders; a step by step manual (pp. 154- 208). 

Heimberg R.G. & Becker, R.E. (2002). Cognitive-behavioral group therapy for social phobia. 

Assessment

Formative

Role-played CBT assessment

Summative

MethodPercentage contribution
Essay  (4000 words) 100%

Referral

MethodPercentage contribution
Essay 100%

Repeat Information

Repeat type: Internal & External

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