Case Presentation and Case Report Marking Criteria

Please also refer to University guidelines on written material.

RangeAssessment and Formulation Case PresentationAnxiety and Depression Case ReportsExtended Case Report
Work of exceptional standard reflecting outstanding competence/knowledge of material and critical ability above and beyond those required for a pass mark. As in Assessment and Formulation Case Presentation As in previous Case Reports
Work with a well-defined focus, reflecting a good working competence/knowledge of material and a good level of competence in its critical assessments and beyond those required for a pass mark. As in Assessment and Formulation Case Presentation As in previous Case Reports
Work demonstrating adequate competence/working knowledge of material and evidence of some analysis. Work adheres to the relevant NICE guideline.

A piece of work in this category should include the following (unless a clear rationale for exceptions is given):

Reason for selecting this case, the presenting problems should be clearly identified and described with goals for therapy included.  Where available an appropriate model should be used.  The assessment should include factors relevant to the development and maintenance of the difficulties. Where appropriate the relevant disorder specific assessment and outcome tools should be used as well as IAPT required measures.  A formulation should be present in diagrammatic and written form.  This formulation should flow logically from assessment and include precipitating and maintaining factors and where appropriate predisposing/developmental factors.  The intervention plan should be clearly described and flow logically from formulation.

There should be some critical analysis and reflection on the work and the therapeutic alliance.  Throughout the report, a professional and ethical stance should be demonstrated.  References and awareness of relevant literature generally accurate but limited.  Adheres to word count.
As in Assessment and Formulation Case Presentation and additionally:

The interventions should be clearly described, have clear rationale and flow logically from formulation.  Outcome of the intervention should be described and evaluated.
As in previous Case Reports and additionally:

You will need to clearly identify and reflect on one or two key themes or issues that were apparent or relevant to this case and discuss these with reference to relevant research/literature.

It should demonstrate clear understanding of evidence base practice and provide a critical discussion of the research evidence base in relation to both the work carried out and the specific theme(s) chosen for the reflective analysis.
Limited competence/knowledge of core material and limited critical ability.  Poorly written and presented/structured piece of work.  Rationale and arguments are absent or problematic.  Inappropriate application of theory to practice.  References may not have conformed to University guidelines. As in Assessment and Formulation Case Presentation As in previous Case Reports
Lacking in basic competence/knowledge of core material and absence or major flaws in critical analysis. 
Unethical practice, breaches in confidentiality.
As in Assessment and Formulation Case Presentation As in previous Case Reports

Assessment and Formulation Case Presentation

Trainees give one summative case presentation. The case presentation can be of a client with either anxiety or depression and should be a non-closely supervised client.  The presentation needs to be of the same client being used for the formative competencies assessment (CTS-R) submission at the end of term 1.  Please note trainees should not use this case presentation client for any other formative or summative assignment. This means that this client cannot be used for any of the summative case reports.

Trainees also have the opportunity to practise giving a case presentation prior to this, by going into groups and giving a formative case presentation. The cases used for the formative and summative case presentations need to be different.

The purpose of the case presentation is to demonstrate trainees’ grasp of the application of cognitive theory to clinical practice and to demonstrate their skills in assessment and formulation.

Trainees need to use anonymised biographical data throughout the presentation, i.e. change any names and identifying information.

Trainees are marked on the content of their case presentation rather than on their presentation skills.

Trainees are required to bring in two paper copies of their PowerPoint handouts to give to both markers on the day.



Trainees will be assessed on the following dimensions:


Should include:

  • Reason for referral and for seeking treatment at this point.
  • Presenting problem(s), diagnosis and co-morbidity including presentation of DSM criteria and full consideration of differential diagnosis.
  • Relevant background/personal information, including development of the problem, predisposing, precipitating, perpetuating, protective factors and current social circumstances.
  • Risk assessment.
  • Identified treatment goals for therapy (focus on SMART goals).
  • Issues relating to engagement and the therapeutic alliance.
  • Use of the relevant model to guide assessment, formulation and intervention (if it is not used, reasons for this should be given).
  • A cognitive behavioural assessment of the presenting problem(s), including a description of identified situations/triggers, cognitions, emotions, physical symptoms and behaviours.
  • Socialisation to the model and suitability for CBT.
  • Scores on IAPT service outcome and assessment measures.
  • Relevant disorder specific assessment questionnaires (if not a reason should be given).
*Conceptualisation / Formulation
  • Where a particular model has been used to guide formulation this should be referenced and accurately described including an accurate description of the theory underpinning the model.
  • There should be a description of the case conceptualisation and clarified, where possible, by a diagrammatic representation of the conceptualisation.
  • Ensure that the arrows on any diagrammatic formulations should make sense, flow accurately and reflect both the theory and actual experience of the client.
  • The formulation should link and explain the presence of maintenance factors of the presenting problem(s) and where relevant the development of the problem.
  • The formulation should relate to the client’s goals and flow from the assessment.
  • Ensure a focus on collaboration with explicit client contribution.
*Intervention Plan
The intervention plan should:
  • Relate to the client’s identified goals.
  • Directly relate to and flow from the case conceptualisation.
  • Include reference to relevant NICE guideline(s).
  • Identify anticipated difficulties, guided by the assessment and formulation process.
*Link of theory to practice

This is covered to some extent in previous areas. 

Within the presentation you will need to evidence a satisfactory understanding of the relevant cognitive-behavioural theory and disorder specific model.  This should be described in sufficient detail prior to presenting the idiosyncratic formulation and planned intervention.

Throughout the presentation you need to:

  • Relate the clinical work carried out to relevant cognitive-behavioural theory and relevant models.
  • Use theory to guide your assessment, formulation and intervention plan and guide your thinking about this case.
  • Refer to and make use of the relevant literature pertaining to this case.
Self reflectivity
Throughout the presentation you should demonstrate a reflective approach to the work you carried out and the use of methods/tools to aid this process. For example we would expect you to provide a rationale for the work carried out that draws on your ability to reflect on theory/therapeutic alliance/socio/political/organisational/professional and ethical factors. Reflection may involve demonstrating an awareness of the way that your own assumptions/beliefs might impact on the process and outcome of therapy with due consideration of how this may shape and develop your practice in the future. You may find it helpful to provide an outline of any tools or mechanisms that you used in order to aid this process (e.g. supervision discussion, protected preparation time for therapy & supervision sessions, thought records, listening to session recordings etc.). 
Awareness of professional issues (including confidentiality)
Your work should demonstrate good professional awareness, e.g. awareness of:
  • Issues of risk
  • Ethical issues
  • Power dynamics
  • Issues of diversity and difference and its impact on the therapeutic relationship.
  • Client confidentiality - anonymised biographical data must be used throughout the presentation, i.e. you need to change any names and identifying information and make it clear that this has been done.
Structure and style of presentation
Marks will be awarded for a well-structured and well-presented case presentation.  Use of PowerPoint is encouraged. The case presentation should flow in a logical manner and any slides/hand-outs provided should be relevant and aid the marker.  Be mindful of your use of language, both regarding the use of colloquialisms and jargon. Where appropriate you may make use of diagrams, tables and bullet points in the presentation to clarify information.

A possible structure could be based on the marking criteria e.g.: Introduction to the presentation, reason for referral, presenting problem(s), assessment, formulation, intervention plan and critical evaluation/discussion.  Theory to practice links, self-reflectivity and professional issues could be covered throughout the presentation. An introduction should be included, clearly outlining the structure of the case presentation and material to be covered.

Your case presentation should be clearly presented and you may wish to consider practising your presentation beforehand where possible. 
References should be given throughout the presentation and provided on a slide at the end. For simplicity of visual presentation, references in the presentation slides can be shortened to ‘et al.’. Reference section at the end MUST conform to APA guidelines.  Please check and double check references in terms of accuracy, consistency and ensuring that all references in the presentation slides/text are referred to in the reference section.
Spelling, grammar, typographical errors
You will be marked down for typographical, grammatical and spelling errors on any slides/hand-outs you provide.  If you have problems in this area please use the study skills department.
Length of Presentation
The case presentation should be a maximum of 20 minutes’ duration. A further 5 minutes can be spent on questions by the panel for clarification purposes only. No follow-on questions will be permitted; therefore all relevant clinical information will be required within the case presentation. The presentation will be halted at 20 minutes and information not presented will not receive credit.

* Indicates a key area; failure on more than one of these areas is likely to result in an overall fail.

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