PWPs 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 than traditional psychological treatments.
Aims and Objectives
Having successfully completed this module you will be able to:
- Critically evaluate a range of evidence-based interventions and strategies to assist patients manage their emotional distress and disturbance.
- Demonstrate competence in planning a collaborative low-intensity psychological or pharmacological treatment programme for common mental health problems, including managing the ending of contact.
- Demonstrate in-depth understanding of, and competence in the use of, a range of low-intensity, evidence-based psychological interventions for common mental health problems.
- Demonstrate competency in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication.
- Demonstrate knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.
- Demonstrates experience and competence in the selection and delivery of treatment of a range of presenting problems using evidence based low intensity interventions across a range of problem descriptor including depression and two or more anxiety disorders.
- Demonstrates the ability to use common factor competencies to manage emotional distress and maintain therapeutic alliances to support patients using low-intensity interventions.
- Demonstrate knowledge of, and competence in developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance.
- Demonstrates high quality case recording and systematic evaluation of the process and outcomes of mental health interventions, adapting care on the basis of these evaluations
- Critically evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols.
- Demonstrate knowledge of, and competence in supporting people with medication for common mental disorders to help them optimise their use of pharmacological treatment and minimise any adverse effects.
- Developing skills in behaviour change models to deliver and monitor interventions for patients with common mental health problems.
- Behavioural activation.
- Exposure therapy.
- Cognitive restructuring.
- Worry management for GAD, including problem solving.
- Panic management.
- CBT-informed sleep management.
- Physical activity interventions.
- Consideration of long term conditions.
- Advanced risk management for PWP’s.
- Assessing attitudes to treatments including medication and psychological interventions.
- Accurate recording of information.
Learning and Teaching
Teaching and learning methods
Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback and supervised practice through supervised direct contact with patients in the workplace.
Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study.
|Wider reading or practice||100|
|Supervised time in studio/workshop||35|
|Preparation for scheduled sessions||35|
|Total study time||205|
Resources & Reading list
Richards, D. & Suckling, R. (2008). Improving access to psychological therapy: the Doncaster demonstration site organisational model. Clinical Psychology Forum, 181(916).
Richards, D. et al., (2008). Collaborative care for depression in UK primary care: a randomized controlled trial. Psychological Medicine, 38, pp. 279287.
Rogers, A., Oliver, D., Bower, P., Lovell, K. & Richards, D. (2004). Peoples’ understanding of a primary carebased mental health selfhelp clinic. Patient Education and Counselling, 53, pp. 4146.
Gilbody, S. et al. (2006). Collaborative care for depression in primary care: making sense of a complex intervention: systematic review and metaregression.. British Journal of Psychiatry, 189, pp. 484493.
Bower, P., Richards, D. & Lovell, K. (2001). The clinical and cost effectiveness of self-help treatments for anxiety and depressive disorders in primary care: A systematic review.. British Journal of General Practice, 51, pp. 838845.
Hunkeler, E. et al (2000). Efficacy of nurse tele healthcare and peer support in augmenting treatment of depression in primary care. Archives of Family Medicine, 9, pp. 700708.
BennettLevy J., Lee, N., Travers, K., Pohlman, S. and Hamernik, E. (2003). Cognitive therapy from the inside: enhancing therapist skills through practising what we preach. Behavioural and Cognitive Psychotherapy, 31, pp. 143–158.
Norfolk, T., Birdi, K. & Walsh, D. (2007). The role of empathy in establishing rapport in the consultation :a new model. Medical Education, 41, pp. 690–697.
Chambless, D. L. and Hollon, S. D. (1998). Defining Empirically Supported Therapies. Journal of Consulting and Clinical Psychology, 66(718).
Richards, D., et al. (2002). PUBLIC HEALTHASE: a 'health technology' approach to psychological treatment in primary mental health care. Primary Health Care Research and Development, 3, pp. 159168.
Gellatly, J., Bower, P., Hennessy, S., Richards, D., Giboldy, S. & Lovell, K. (2007). What makes self-help interventions effective in the management of depressive symptoms? Meta-analysis and meta-regression. Psychological Medicine, 11(124).
Richards, D. & Whyte, M. (2008). Stepped care for common mental health problems: a handbook for low intensity workers. Oxford: Wiley (in press).
Pryzwansky, W.B. and Wendt, R.N. (1999). Professional and Ethical Issues in Psychology: Foundations of Practice. London: WW Norton.
Roth A.D. and Pilling S. (2007). The competences required to deliver effective cognitive and behavioural therapy for people with depression and with anxiety disorders. London: DoH.
Lovell, K. & Richards, D. (2008). A recovery programme for depression. London: Rethink.
France, R. and Robson, M. (1997). Cognitive Behaviour Therapy in Primary Care. London: Jessica Kingsley.
National Institute for Clinical Excellence (2007b). Depression (amended): management of depression in primary and secondary care.. London: National Institute for Clinical Excellence.
NIMHE National Workforce Programme (2008). Medicines management: everybody’s business. a guide for service users, carers and health and social care practitioners.. York: NIMHE.
Silverman, J., Kurtz, S. & Draper, J. (2005). Skills for communicating with patients. Oxford: Radcliffe Publishing.
Westbrook, D., Kennerley, H. and Kirk, J. (2007). An Introduction to Cognitive Behavioural Therapy: Skills and Applications. London: Sage.
Schon, D.A. (1991). The Reflective Practitioner: How Professionals Think in Action.. London: Basic.
Bazire, S. (2003). Psychotropic drug directory2003/2004: the professionals’ pocket handbook and aide memoire.. Salisbury: Five pin Publishing.
Myles, P. & Rushforth, D. (2007). A complete guide to primary care mental health.. 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..
FT Healthcare (2001). The Health Address Book – A Directory of Health Support Groups. London: FT Healthcare.
Gilbert, P. and Leahy, R.L. (eds) (2007). The Therapeutic Relationship in the Cognitive Behavioural Psychotherapies. London: Routledge.
Egger, M., Smith, G. & Altman, D. (2001). Systematic reviews in health care: meta analysis in context. London: BMJ Publications.
Method of repeat year: 2x failure of assessment 1 leads to immediate withdraw from programme as specified in national curriculum.
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Audio or Video Recording
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External