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:
- 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 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 supporting people with medication for common mental disorders to help them optimise their use of pharmacological treatment and minimise any adverse effects.
- 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
- Demonstrate competency in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication.
- Critically evaluate a range of evidence-based interventions and strategies to assist patients manage their emotional distress and disturbance.
- 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 knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.
- Demonstrate competence in planning a collaborative low-intensity psychological or pharmacological treatment programme for common mental health problems, including managing the ending of contact.
- 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.
- 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|
|Preparation for scheduled sessions||35|
|Supervised time in studio/workshop||35|
|Total study time||205|
Resources & Reading list
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.
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.
Richards, D. et al., (2008). Collaborative care for depression in UK primary care: a randomized controlled trial. Psychological Medicine, 38, pp. 279287.
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.
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.
Richards, D. & Suckling, R. (2008). Improving access to psychological therapy: the Doncaster demonstration site organisational model. Clinical Psychology Forum, 181(916).
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).
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.
Chambless, D. L. and Hollon, S. D. (1998). Defining Empirically Supported Therapies. Journal of Consulting and Clinical Psychology, 66(718).
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.
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.
France, R. and Robson, M. (1997). Cognitive Behaviour Therapy in Primary Care. London: Jessica Kingsley.
FT Healthcare (2001). The Health Address Book – A Directory of Health Support Groups. London: FT Healthcare.
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..
Egger, M., Smith, G. & Altman, D. (2001). Systematic reviews in health care: meta analysis in context. London: BMJ Publications.
National Institute for Clinical Excellence (2007b). Depression (amended): management of depression in primary and secondary care.. London: National Institute for Clinical Excellence.
Richards, D. & Whyte, M. (2008). Stepped care for common mental health problems: a handbook for low intensity workers. Oxford: Wiley (in press).
Lovell, K. & Richards, D. (2008). A recovery programme for depression. London: Rethink.
Schon, D.A. (1991). The Reflective Practitioner: How Professionals Think in Action.. London: Basic.
NIMHE National Workforce Programme (2008). Medicines management: everybody’s business. a guide for service users, carers and health and social care practitioners.. York: NIMHE.
Pryzwansky, W.B. and Wendt, R.N. (1999). Professional and Ethical Issues in Psychology: Foundations of Practice. London: WW Norton.
Gilbert, P. and Leahy, R.L. (eds) (2007). The Therapeutic Relationship in the Cognitive Behavioural Psychotherapies. London: Routledge.
Silverman, J., Kurtz, S. & Draper, J. (2005). Skills for communicating with patients. Oxford: Radcliffe Publishing.
Myles, P. & Rushforth, D. (2007). A complete guide to primary care mental health.. London: Robinson.
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.
Bazire, S. (2003). Psychotropic drug directory2003/2004: the professionals’ pocket handbook and aide memoire.. Salisbury: Five pin Publishing.
Westbrook, D., Kennerley, H. and Kirk, J. (2007). An Introduction to Cognitive Behavioural Therapy: Skills and Applications. London: Sage.
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.Completion of practice outcomes
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