Approximately two million people in the UK suffer experiences which can be diagnosed as personality disorder, the most common being anti-social and borderline. The diagnosis can often carry with it the assumption that personality presentations are untreatable, but this is untrue.
Aims and Objectives
Having successfully completed this module you will be able to:
- Have practised assessing, formulating and treating personality presentations and complex problems making use of experiential teaching techniques e.g. role plays
- Be able to implement evidence based CBT interventions with people experiencing personality presentations and complex problems
- Be able to critically evaluate the empirical status of models and theories of personality presentations, and the treatments derived from them
- Be able to construct comprehensive formulations for people with personality presentations and complex problems, and to derive evidence-based treatment plans from these
The module comprises the following topics:
- Phenomenology of personality presentations
- Theories and development of personality presentations
- Characteristics of CBT for personality presentations
- Formulation and treatment planning
- Working with core beliefs and schema modes
- Working with complex trauma
- Imagery work
- Working with self harm
Learning and Teaching
Teaching and learning methods
This module will be assessed by a combination of formative and summative methods:
- Peer reviewed role play in assessing, formulating and treating problems related to personality presentations
- Peer reviewed oral case report to detail assessment, formulation, treatment planning and critical reflection on case material
- An essay of 4,000 words to evidence critical evaluation of the empirical status of models and theories of personality presentations, and the treatments derived from them.
|Total study time||200|
Resources & Reading list
Davidson, K. (2008). Cognitive therapy for personality disorders. Routledge.
Beck, J.S. (2005). Cognitive therapy for challenging problems. London: Guilford Press.
Young J., Klosko J. & Weishaar M (2003). Schema Therapy: a practitioners Guide.. Guilford.
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Coursework
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