The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth - as applied to psychosis.
Aims and Objectives
Having successfully completed this module you will be able to:
- Critically evaluate clinical practice and develop CBT skills to a high level - psychosis
- Have a systematic knowledge of CBT models for specific presentations - psychosis
- Know how to interrogate and critically appraise the evidence base - psychosis
- Phenomenology of psychosis
- Theory and development of cognitive models for distressing psychosis
- First person accounts and principles of recovery
- Collaborative engagement and assessment
- Situation specific and developmental formulation and treatment planning
- Current clinical treatment models and approaches to intervention
Learning and Teaching
Teaching and learning methods
Teaching and learning methods include lectures and workshops, which incorporate demonstrations, role-play, experiential learning and small group work. In addition, private study and assigned reading forms an important source of knowledge and understanding. We use a range of teaching and learning methods, and recognise that students have different preferred learning styles.
|Total study time||200|
Resources & Reading list
Larkin, W. & Morrison, A. (2006). Trauma and psychosis: New directions for theory and therapy. London: Routledge.
Chadwick, P., Birchwood, M., & Trower, P. (1996). Cognitive therapy of delusions, voices, and paranoia. New York: J. Wiley.
Freeman, D. & Garety, P. (2004). Paranoia: The psychology of persecutory delusions. Hove: Psychology Press.
Gumley, A. & Schwannauer, M. (2006). Staying well after psychosis: A cognitive interpersonal approach to recovery and relapse prevention. Chichester: Wiley.
Lam D.H., Jones, S., Hayward, P. & Bright, J. (1999). Cognitive therapy for bipolar disorder. Chichester: Wiley.
Chadwick, P. (2006). Person-based cognitive therapy for distressing psychosis. Chichester: Wiley.
Kingdon, D.G., & Turkington, D. (2002). Psychosis and cognitive-behavioral therapy: case studies and clinical experience. Chichester: Wiley.
Knowledge and skills will be assessed by a range of methods, including essays, presentations, experiential work, therapy recordings, case reports and supervisor reports. University assessors are responsible for marking all summative assessments. University assessors include academic members of the CBT team as well as CBT practitioners who have been approved by the University.
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