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PSYC6107 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 PSYC-6106 (10CATS) you may choose which three anxiety disorders’ workshops you attend. PSYC-6106 also does a shortened version of the summative assessment. 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 (PSYC-106), you may choose which three anxiety disorders you wish to study. HOWEVER, it is not recommended that students without CBT experience choose PTSD or Social Phobia 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

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 disorder 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:

  • Construct a model-specific formulation and devise an evidence-based treatment plan
  • Accurately identify and diagnose different anxiety disorders
  • Know how to assess 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


• 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, 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.

Independent Study140
Total study time200

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). 

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.

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.

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).. 

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

Craske, M.G. & Barlow, D.H. (2007). Mastery of your anxiety and panic. (Therapist 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. & Schnicke, M.K. (1996). Cognitive processing therapy for rape victims. 

Beck, J.S. (1995). Cognitive Therapy: Basics and Beyond. 

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

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

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

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

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. 

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

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

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. 

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

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

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

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

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

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).. 

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

Bennett-Levy, J., Butler, G., Fennell, M. & Hackmann, A. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. 

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

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

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


Assessment Strategy

Formative Assessment: - Evaluation of clinical skills through observed role plays. Summative Assessment: - A 4,000 word essay that examines the comparative merits of two or models for a particular disorder OR which critically evaluates the application of an evidence based treatment to a particular clinical case.


Role-played CBT assessment


MethodPercentage contribution
Essay  (4000 words) 100%


MethodPercentage contribution
Essay 100%

Repeat Information

Repeat type: Internal


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) IAPT

Module Fee (UK/EU) Standard

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

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