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The University of Southampton
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PSYC6106 CBT for Anxiety Presentations (Short)

Module Overview

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 anxiety presentations. You may take the full module (PSYC6107) covering a full range of presentations, or the short module (PSYC6106) covering a limited range of presentations.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Have a systematic knowledge of CBT models for specific presentations - anxiety
  • Know how to interrogate and critically appraise the evidence base - anxiety
  • Critically evaluate clinical practice and develop CBT skills to a high level - anxiety

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 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.

TypeHours
Independent Study75
Lecture25
Total study time100

Resources & Reading list

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). 

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

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

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.

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

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

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

Learning Resources.  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.

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

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

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

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).. 

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. 

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

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.

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

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

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

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

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

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).. 

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. 

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. 

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

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

Assessment

Assessment Strategy

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.

Summative

MethodPercentage contribution
Critical review  (2000 words) 100%

Referral

MethodPercentage contribution
Critical review 100%

Repeat Information

Repeat type: Internal

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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