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Courses

PSYC6106 Evidence-Based Treatments for Anxiety Disorders

Module Overview

This module profile describes two different versions of the anxiety disorders’ module, which can be taken for different credit values, 10 and 20 CATS points respectively. Both modules have the same aims and learning outcomes but PSYC 6106 only covers three specific anxiety disorders, whereas PSYC- 6107 covers seven. Both versions of the module do the same core teaching on the phenomenology and diagnosis of anxiety disorders and on the principles of assessment. If you take PSYC6106 (10 CATS) you may choose which three anxiety disorders’ workshops you attend. PSYC6106 also does a shortened version of the summative assessment. Students must have a basic knowledge of CBT (e.g. completing PSYC6104 Introduction to CBT theory and skills). Anxiety disorders have a significant impact on an individual’s social and occupational functioning and these disorders frequently become chronic conditions if they are not treated. However, at the moment fewer than a quarter of the people who are suffering from a diagnosable anxiety disorder are in treatment and even those who are receiving treatment are not necessarily receiving empirically-validated therapies. The aim of the anxiety disorders’ module is to give you a comprehensive understanding of the phenomenology and diagnosis of anxiety disorder and to introduce the current evidence base for the disorder-specific models that underpin current treatments. The module covers the following disorders: specific phobias, panic disorder, social anxiety disorder, obsessional-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), generalised anxiety disorder (GAD), and health anxiety. During the module, you will learn how to interrogate this evidence base in order to select and evaluate the merits of different treatments and you will have the opportunity to practise specific therapeutic skills (for example, using imaginal reliving in the treatment of PTSD) that are needed to effectively implement treatment. If you take the short module (PSYC6106), you may choose which three anxiety disorders you wish to study. HOWEVER, it is not recommended that students without significant CBT experience choose PTSD or Social Anxiety Disorder as these are more complex models to understand. It should also be noted that some disorders teaching may run over 2 weeks. The timetable of disorder specific teaching is subject to change and will be available on University Blackboard at least 10 weeks prior to the start of the module. Final choices for which disorder specific teaching you wish to attend should be made at least 4 weeks prior to the start of the module to cbtadmin@soton.ac.uk.

Aims and Objectives

Module Aims

The aim of the anxiety disorders' modules (PSYC6106 and PSYC6107) is to give you a comprehensive understanding of the phenomenology and diagnosis of anxiety disorders and to introduce the current evidence base for the disorder-specific models that underpin current treatments.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Accurately identify and diagnose different anxiety disorders
  • Demonstrate problem-specific CBT skills
  • Critically evaluate the empirical status of models of the anxiety disorders and the treatments derived from them
  • Have a systematic set of principles to guide interventions for people with co-morbid conditions
  • Construct a model-specific formulation and devise an evidence-based treatment plan
  • Know how to assess anxiety disorders

Syllabus

• Phenomenology and diagnosis of anxiety disorders • CBT assessment and formulation of anxiety disorders • Style of working with anxiety • CBT models of anxiety disorders including evidence base for the models and treatment protocols based on the models • The module will cover the following anxiety disorders: specific phobias, panic disorder and social anxiety disorder, obsessional compulsive disorder, post-traumatic stress disorder, generalised anxiety disorder, and health anxiety. • Working with co-morbidity.

Learning and Teaching

Teaching and learning methods

Teaching will comprise a number of different methods including lectures, seminars, experiential workshops, problem-based learning, e-learning, directed reading, and independent study. Skills based competencies will be taught through demonstrations, simulated role plays, small group work, and multi-media resources.

TypeHours
Lecture24
Independent Study76
Total study time100

Resources & Reading list

Wells, A., (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide. 

Kuyken, W., Padesky, P.A. & Dudley, R. (2009). Collaborative case conceptualisation. 

Ehlers, A., & Clark, D.M. (2000). A cognitive model of post traumatic stress disorder. Behaviour Research and Therapy. ,38 , pp. 319-345.

Zinbarg, R.E., Craske, M.G. & Barlow, D.H. (2006). Mastery of your anxiety and worry. 

Butler, G., Fennell, M. & Hackmann, A. (2008). Cognitive-behavioural therapy for anxiety disorders. 

Brown, T.A., O’Leary, T. & Barlow, D.H. (2001). Generalized anxiety disorder. In D.H. Barlow (Ed.). Clinical handbook of psychological disorders; a step by step manual (pp. 154- 208). 

Beck, J.S. (1995). Cognitive therapy: Basics and beyond.. 

Craske, M.G. & Barlow, D.H. (2007). Mastery of your anxiety and panic. (Therapist guide). 

Dugas, M. J. & Koerner, N. (2005). The cognitive-behavioral treatment for generalized anxiety disorder: Current status and future directions.. Journal of Cognitive Psychotherapy: An International Quarterly. ,19 , pp. 61-81.

Clark, D.M., (2005). A cognitive perspective on social phobia. In R.W. Crozier & L.L. Alden (Eds.). International handbook of social anxiety for clinicians (pp 405-430).. 

Foa, E.B., & Rothbaum, B.A., (1998). Treating the trauma of rape: Cognitive behavioral therapy for PTSD. 

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

Heimberg R.G. & Becker, R.E. (2002). Cognitive-behavioral group therapy for social phobia. 

Clark, D.M. & Salkovskis, P.M. (in press).. Panic disorder. In K. Hawton, P.M. Salkovskis, J. Kirk. & D.M. Clark (Eds.). Cognitive behaviour therapy: A practical guide. 

Dugas, M.J. (2004). CBT for GAD: Learning to tolerate uncertainty and emotional arousal. In Manual to accompany workshop at 34th European Association for Behavioural and Cognitive Therapies (EABCT) Conference. 

Resick, P.A. & Schnicke, M.K. (1996). Cognitive processing therapy for rape victims. 

Borkovec, T.D., & Sharpless, B. (2004). Generalized anxiety disorder: Bringing cognitive behavioral therapy into the valued present. In S. Hayes, V. Follette & M. Linehan (Eds.). New directions in behavior therapy (pp. 209-242).. 

Hawton, K., Salkovskis, P.M., Kirk, J. & Clark, D.M. (Eds.) (in press).. Cognitive behaviour therapy: A practical guide. 

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

Wells, A. (1997). Cognitive therapy of anxiety disorders. 

Kozak, M.J. & Foa, E.B., (1997). Mastery of obsessive compulsive disorder: A cognitive behavioural approach. (Therapist guide).. 

Steketee, G.S., (1993). Treatment of obsessive compulsive disorder. 

Clark, D.M., (in press).. Cognitive therapy for social phobia. 

Bernstein, D.A., Borkovec, T.D., & Hazlett-Stevens, H. (2000). New directions in progressive relaxation training: A guidebook for helping professionals.. 

Wells, A., (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide.. 

Ehlers, A., Clark, D.M., Hackmann, A., McManus, F., & Fennell, M. (2005). Cognitive therapy for PTSD: Development and evaluation.. Behaviour Research and Therapy. ,43 , pp. 413-431.

Resick P.A., Monson C.M. & Chard K.M. (2007). Cognitive processing therapy: Veteran/military version.. 

Hope, D.A., Heimberg, R.G., & Turk, C.L. (2006). Managing social anxiety: A cognitive behavioural approach. 

Assessment

Assessment Strategy

Summative Assessment: -A 2000 word critical review of one disorder-specific model of anxiety and the treatment derived from this model

Summative

MethodPercentage contribution
Critical review  (2000 words) 100%

Referral

MethodPercentage contribution
Critical review 100%

Repeat Information

Repeat type: Internal & External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Tuition Fees

Module Fee (UK/EU)

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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