Essential Competencies for Working with People with Psychosis and Bipolar Diagnoses
|Module title||Essential Competencies for Working with People with Psychosis and Bipolar Diagnoses|
Dr Wendy Turton (Convenor)
Dr Kate Chapman (Convenor)
|Number students taking module (anticipated)|
Description - summary of the module content
The module will build on The Fundamentals of Cognitive Behavioural Therapy, focussing on the essential knowledge and clinical competencies (skills) required to undertake Cognitive Behavioural Therapy (CBT) with people with psychosis and bipolar disorder (CBTp) in secondary care contexts. This will include cognitive behavioural models of intervention, assessment and formulation, forming a good therapeutic alliance, dealing with emotion in sessions, managing endings and service transitions, using measures and supervision and delivering group-based interventions in psychosis and bipolar disorder.
In addition, the module will introduce the Early Intervention paradigm, and consider issues relevant to working in this service context with both FEP and ARMS.
This module will focus on developing therapist values and therapist style to establish a therapeutic stance that is associated with good practice in the implementation of interventions (with a focus on CBT-P) with people with psychosis or bipolar disorder.
Teaching sessions will address the most up-to-date evidence for the effectiveness of CBTp and training in applying CBTp in a range of care provision contexts. Clinical skills teaching will include role-play, experiential exercises and video and case demonstrations. Experiential exercises will encourage self-reflection increase in self-awareness and skill acquisition. Sessions will also incorporate a focus on therapists’ beliefs.
This module will provide you with supervision of your clinical practice in order to develop the core clinical competencies (practical skills) necessary to deliver CBT with people with psychosis and bipolar disorder legally, ethically and within context of common complexities.
The module is taught/supervised by experienced and accredited CBT therapists experienced in working with psychosis and bipolar disorder, and the content is updated regularly in line with the emerging evidence-base.
Module aims - intentions of the module
The aim of this module is to enable you to:
- Develop your knowledge of core competencies required for working with people with psychosis and bipolar disorder
- Develop and update your knowledge of the fundamental principles of CBT theory, research and practice with people with psychosis and bipolar disorder
- Develop an advanced knowledge of core clinical skills necessary for CBT practice with people with psychosis and bipolar disorder
- Develop and evidence practical competency in CBT for psychosis and bipolar disorder
Through attending the lectures, clinical skills tutorials and supervision sessions you will develop the following academic and professional skills:
- critical analysis (the ability to critically appraise research, literature and opinions of others, and your own work in the light of data tracking and analysis)
- problem formulation and problem solving (the ability to synthesise information from theory/literature with complex data from practical experience to make sense of experience and formulate solutions)
- reflective practice (the ability to reflect on theoretical knowledge and procedural experience and to learn from this and apply learning to practice)
- collaboration (working together with others to common aims)
- managing profession relationships (including building and maintaining a working alliance, clarifying expectations, setting goals, drawing appropriately on the help and support of others, working effectively with groups, confronting issues constructively and ending working relationships positively).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Explain the context for intervention in psychosis and bipolar disorder and within such context provide effective CBTp to people presenting with these problems.
- 2. Describe the UK political drivers and policies for treatment
- 3. Describe ARMS that informs appropriate NICE recommended treatment
- 4. Work with clients across the lifespan, understanding differential age-appropriate experiences, priorities for treatment and challenges to engage
- 5. Engage with young people in FEP and early course Bipolar Disorder
- 6. Assess risk factors associated with psychosis and Bipolar Disorder and integrate risk management within treatment plans
- 7. Have an awareness of the psychosocial and relational challenges experienced by people, whatever age, experiencing early course BD and FEP and more chronic presentations
- 8. Reflect on the additional ethical issues in delivering psychological therapy to young people and vulnerable people
- 9. Reflect and develop self-awareness of therapist values and beliefs in regard to young people, psychosis, bipolar disorder, substance misuse, family styles, and utilise clinical supervision effectively to explore the potential impact on the therapeutic process and relationship
- 10. Explain how to navigate the various services often involved in psychosis and bipolar disorder care, and support transition appropriately to and from other services
- 11. Articulate the phenomenology of, and specific social exclusion and stigma experienced by, people with psychosis and bipolar disorder and utilise this to inform your psycho-therapeutic stance and CBTp interventions
- 12. Understand the evidence base for CBTp and for other interventions and medication use and discuss these issues psychotherapeutically with people presenting with psychosis and bipolar disorder
- 13. Combine ILOs 3-8 to inform the development and delivery of specific CBTp skills in a secondary mental health service context
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 14. Understand, critically evaluate, and apply theoretical ideas and evidence relating to specific disorders outlined in Module Specific Skills
- 15. Reflect on therapeutic skills identifying areas for personal development in relation to theoretical models of change for specific disorders as outlined in Module Specific Skills
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 16. Select, organise and evaluate clinical material to produce a coherent formulation.
- 17. Reflect upon personal practice, set personal learning goals and monitor progress.
- 18. Apply and tailor knowledge of theory and practice to the treatment of individual patients through evidence of utilisation of formulation, intervention and evaluation.
- 19. Communicate understanding of theory and application to practice in written and verbal formats
The teaching is delivered in year 2 across terms 1,2 and 3
The content will include:
- The developmental history and evidence-base for interventions in psychosis and bipolar disorder
- The current political and national drivers for psychosis and bipolar services
- The service context of secondary care services in the UK
- Legal frameworks pertinent for psychological interventions in psychosis and bipolar disorder
- Psychopharmacology for psychosis and Bipolar Disorder
- At Risk Mental States
- First Episode Psychosis, Post-Psychotic Depression (PPD), Duration of Untreated Psychosis, Vulnerability Factors
- Early Course Bipolar Disorder
- Living with longer term Psychosis and Bipolar Disorder
- Comorbidity with common mental health problems and physical health problems
- Working across the lifespan
- Family and Social Network Contexts
- The specific challenges of working psychologically with people at risk of, developing, or living with Psychosis and Bipolar Disorder
- Therapist values and beliefs that may be activated by undertaking CBTp for psychosis and bipolar
- Recovery from Psychosis and Bipolar Disorder
- Suicidality and Psychosis and Bipolar Disorder
- Specific ethical and professional issues of delivering psychological therapy to younger people
- Psychosocial challenges, self and social stigma, social exclusion, and uncertain futures
- Re-entry, personal and clinical recovery, myth-busting, and building optimism and resilience
- Transitioning to and liaising with other services and organisations
- Substance misuse and Motivational Interviewing
All sessions will include reference to literature, including research into outcome and processes of therapy.
Formative experiences are provided through discussion and role-play throughout workshops and clinical supervision, participation is required throughout formal teaching and supervision.
Recordings of clinical sessions are made throughout the clinical work conducted in appropriate clinic settings. Codes of Ethics [e.g. BABCP Standards of Conduct, Performance and Ethics and/or workplace policies] are strictly adhered to in terms of making the recordings, seeking permission for use and storage of information. Signed consent forms are required to show clients have understood the reasons for and manner of recording
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching||80||Teaching will be a combination of whole day and half-day workshops delivered both face-to-face and using flipped-classroom online platforms. These sessions will combine didactic, experiential and discussion methods of teaching and learning aimed at the integration of theoretical and research knowledge with practice. Workshops will be led by a variety of speakers with expertise in specific problems and settings. A part of each session will be used for role-play practice of skills, practical exercises or small group discussion of issues, as appropriate. Teaching sessions will be across terms 1, 2 and 3. University clinical supervision is provided by University based accredited cognitive therapists.|
|Guided independent study||220||Reading and preparation for workshops, tutorials, treatment of patients and formative and summative assessment preparation. Self-practice and self-reflection tasks.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Formative experiences are provided through discussion and role-play throughout workshops and clinical supervision||Participation is required throughout formal teaching and supervision||All||Oral feedback on contributions within workshops, supervision, and in a one-to-one session with individual tutors|
|CTS-psy plus required documentation||1 clinical session plus 1000 words||1, 3-8, 11-19||Oral (Supervisors)|
|Clinical portfolio||As per requirements stipulated in the programme handbook||12, 16, 18||Oral (Tutors)|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|CTS-psy plus required documentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||50||1 clinical session plus 1000 words||1, 3-8, 11-19||Written (Programme Team)|
|Extended case report (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||50||7000 words||All||Written (Academic Team)|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|CTS-psy plus required documentation||CTS-psy plus required documentation||1, 3-8, 11-19||Resubmission required four weeks from the date feedback was given|
|Extended case report||Extended case report||All||Resubmission required four weeks from the date feedback was given|
Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
- Birchwood, M., Fowler, D., & Jackson, C. (2009) Early Intervention in Psychosis: A Guide to Concepts, Evidence and Interventions. Chichester: Wiley
- Chen, E., Lee, H., Chan, G., & Wong, G. (2013) Early Psychosis Intervention: A Culturally Adaptive Guide. Hong Kong : Hong Kong University Press
- French, P., Smith, J., Shiers, D., Reed, M., & Rayne, M. (Eds) Promoting Recovery in Early Psychosis. Chichester: Wiley
- Hagen, R., Turkington, D., Berge, T., & Grawe, R. (Eds) (2011) CBT for Psychosis. Hove: Routledge
- National Collaborating Centre for Mental Health, NHS England, & NICE (2016) Implementing the Early Intervention in Psychosis Access and Waiting Time Standard: Guidance.NHS England Publications
- National Collaborating Centre for Mental Health, NHS England, & NICE (2016) Implementing the Early Intervention in Psychosis Access and Waiting Time Standard: Helpful Resources.NHS England Publications
- NHS England (2015) Guidance to support the introduction of access and waiting time standards for mental health services in 2015/16 NHS England Publications
- Van der Gaag, M., Neiman, D., & van den Berb, D. (2013) CBT for Those at Risk of a First Episode Psychosis. Hove: Routledge
Indicative reading for this module will be given in lecture sessions and by the supervisors.
Module has an active ELE page
Indicative learning resources - Other resources
- Behaviour Research and Therapy
- Behavioural and Cognitive Psychotherapy
- Cognitive and Behavioural Practice
- Cognitive Therapy and Research
- International Journal of Cognitive Therapy
- Journal of Consulting and Clinical Psychology
- There are video clips of role play practice from international CBT and CBTp leaders available on YouTube, e.g Professor Doug Turkington, Aaron T. Beck, and of the lived experience of common mental health problems and of psychosis and bipolar disorder, e.g. Johnny Benjamin, Bipolar UK, Rethink, Anxiety UK. Please be discerning in your choice of publicly available video material to support your learning; if in doubt please discuss with the module convenor.
For PGDip: PYCM075 and PYCM076. For PGCert: None
PYCM078 Cognitive Behavioural Therapy (CBT) for Psychosis and Bipolar Disorder
|NQF level (module)|
|Available as distance learning?|
|Last revision date|