The University of Southampton
Courses

PSYC8037 Transdiagnostic Processes

Module Overview

The development of CBT models focusing on specific disorders led to significant advances in treatment through the specification and targeting of specific maintaining processes within each specific disorder. However, this, in turn led to the realization that there are many common, or trans-diagnostic’, processes that contribute to the maintenance of mental health problems. This module focuses on these transdiagnostic processes. It will provide you with knowledge about these processes and their relevance to disorders. You will develop your skills in assessment and formulation of transdiagnostic processes in a CBT framework, and will prepare you to conduct transdiagnostic interventions.

Aims and Objectives

Module Aims

To examine how a number of normal psychological processes become problematic and contribute to the maintenance of mental ill-health. Students will learn how to target and change these processes in treatment, and how to use information about trans-diagnostic processes to work with issues such as co-morbidity.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • critically evaluate the evidence for transdiagnostic processes in mental health problems
  • incorporate transdiagnostic processes in CBT assessments and formulations
  • implement relevant transdiagnostic interventions
  • monitor and evaluate the impact of these interventions

Syllabus

• The role of transdiagnostic processes in the maintenance of mental health problems. • Selective attention • Memory • Imagery • Worry and rumination • Avoidance (cognitive, behavioural and emotional), including dissociation • Transdiagnostic processes and co-morbidity. - Introduction to transdiagnostic therapies

Learning and Teaching

Teaching and learning methods

You will experience a number of different teaching and learning activities. These may include lectures, seminars, experiential workshops, modelling and observation, simulated role plays, small group work and multi-media resources. There may also be problem-based learning, directed reading and independent study.

TypeHours
Independent Study20
Teaching30
Total study time50

Resources & Reading list

Harvey, A.G., Watkins, E., Mansell, W., & Shafran, R. (2004). Cognitive Behavioural processes across Psychological disorders: A Transdiagnostic Approach to Research and Treatment. 

Farchione, T. J., Fairholme, C. P., Ellard, K. K., Boisseau, C. L., Thompson-Hollands, J., Carl, J. R., ... & Barlow, D. H (2012). Unified protocol for transdiagnostic treatment of emotional disorders: a randomized controlled trial. Behavior Therapy. ,43 , pp. 666-678.

Hackmann, A., Bennett-Levy, J., & Holmes, E. A. (2011). Oxford Guide to Imagery in Cognitive Therapy. 

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 (journal papers and books) from beginner level to competent therapist. Most academic papers are available as electronic copies that can be downloaded from a University computer

Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D. (2004). Oxford guide to behavioural experiments in cognitive therapy. 

Barlow, D. H., Allen, L. B., & Choate, M. L. (2004). Toward a unified treatment for emotional disorders. Behavior Therapy. ,35 , pp. 205-230.

Stopa, L. (2009). Imagery and the Threatened Self : Perspectives on mental Imagery and the Self in Cognitive Therapy. 

Assessment

Formative

Evaluation

Summative

MethodPercentage contribution
Exercise 100%

Repeat Information

Repeat type: Internal

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