Cognitive Behavioural Therapy for Long Term Conditions and Medically Unexplained Symptoms

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Demonstrate CBT clinical skills and competencies as applied to anxiety and depression in the context of LTC and MUS
• Demonstrate an understanding of CBT models and methods of assessment, formulation and treatment for anxiety and depression in the context of LTC and MUS, and how this knowledge can be applied in clinical practice
• Demonstrate an ability to appraise critically the evidence base regarding CBT models and methods for anxiety and depression in the context of LTC and MUS

The curriculum will follow the national curriculum recommended in the IAPT LTC / MUS guidelines (2017) as follows:

Underpinning competences for work with people with long-term health conditions: Therapists’ beliefs, values and assumptions about people with Long Term Health Conditions; knowledge of physical health conditions and their presentation and impact on the person; psychological processes associated with distress, depression and anxiety in the context of Long Term Health Conditions; comprehensive biopsychosocial assessment, formulation and treatment planning; and working within and across organisations.

Generic intervention skills for work with people with long term health conditions: Adapting CBT for clients with anxiety and depression which present in the context of long term health conditions; promoting cognitive and behaviour change and self-management and including the partner in assessment and treatment.

Evidence-based interventions for specific health conditions: Working with people with conditions currently labelled “Medically Unexplained Symptoms” or “Persistent and distressing physical symptoms”; Irritable Bowel Syndrome (IBS); Chronic Fatigue Syndrome (CFS) / Myalgic Encephalopathy (ME); Chronic Pain; Psychological Interventions for type 1 and type 2 Diabetes; Chronic Obstructive Pulmonary Disease (COPD); Coronary Heart Disease (CHD) and Cancer.

NHS England & Health Education England (2017). Improving Access to Psychological Therapies: National Curriculum for CBT in the context of Long term persistent and distressing Health Conditions, version 2.0. Available from: https://www.hee.nhs.uk/sites/default/files/documents/CBT%20LTC%20MUS%20curriculum.pdf

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.

Resources & Reading list

Internet Resources

IAPT Long term conditions positive practice guide.

Journal Articles

Copeland, C., Joekes, K. & Ayers, S. (2011). Anxiety and post-traumatic stress disorder in cardiac patients. British Journal of Wellbeing, (2(1)), pp. 15-19.

Textbooks

White, C. (2001). Cognitive behaviour therapy for chronic medical problems. Chichester: Wiley.

Sage, N., Sowden, M., Chorlton, E., & Edeleanu, A. (2013). Cognitive behavioural therapy for chronic illness and palliative care: A workbook and toolkit. Chichester: Wiley.

Williams, C., Carson, A., Smith, S., Sharpe, M., Cavanagh, J. & Kent, C. (2011). Overcoming functional neurological symptoms: A five areas approach. London: Taylor and Francis.

Willson, R., & Veale, D. (2009). Overcoming Health Anxiety. London: Robinson Publishing.

Assessment strategy

Option 1: Continuing professional development

Requires students to submit evidence (via a log book) of:

a. At least two assessment and therapy cases completed (and a total of at least 10 sessions of therapy), where CBT has been delivered in the context of a long term physical health condition or persistent and distressing physical symptoms (preferably one case of each).

b. Reflection and learning from the training applied to these cases.

c. Live supervision of practice by an appropriately qualified supervisor and sign off of competence by this supervisor.

Option 2: Academic credit

Requires students to submit summative assessments of:

a. A therapy session assessed by a University assessor using the CTS-R. You must obtain a score of 36 (out of a total score of 72) to pass. You will be required to self-rate the recording and submit these ratings together with a single sheet case summary and diagrammatical formulation (50%).

b. A 4000 word written case presentation to detail assessment, formulation, treatment, outcome and critical reflection (50%).

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat Information

Repeat type: Internal