Cognitive Behavioural Therapy (CBT) for Psychosis and Bipolar Disorder
|Module title||Cognitive Behavioural Therapy (CBT) for Psychosis and Bipolar Disorder|
Dr Kate Chapman (Convenor)
Dr Wendy Turton (Convenor)
|Number students taking module (anticipated)|
Description - summary of the module content
This module will focus on psychosis and bipolar disorder. The module will provide a strong foundation in the evidence base for working with CBT and for psychosis and bipolar disorder and address the most up-to date research developments. Workshops and clinical skills tutorials will cover specific cognitive and behavioural models of psychosis and bipolar, evidence base, assessment and specialist treatment strategies. The clinical workshops will provide you with a strong foundation in the evidence base and address the most up-to date research developments. The module will be underpinned by training in knowledge and skills in a therapist stance, values and style that is consistent with good practice in the implementation of CBT with people with psychosis and bipolar.
The module also aims to develop clinical skills in Cognitive Behavioural Therapy (CBT), improving proficiency in the fundamental techniques of CBT, and developing competencies in the specialist techniques applied to psychosis and bipolar disorder. These competencies include many of the specific competencies set out in the Roth and Pilling (2013) framework.
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 for psychosis and bipolar. You will be provided with supervision of your clinical practice in the treatment of psychosis and bipolar disorder.
The module is taught/supervised by experienced CBT research active therapists and supervisors, experienced in working with psychosis and bipolar disorder, and the content is updated regularly in line with the emerging evidence-base. The module will include relevant published research carried out by the academic team into Bipolar Disorder and Psychosis.
Module aims - intentions of the module
The aim of this module is to enable you to:
- Develop practical competency in CBT for psychosis and bipolar disorder
- Develop critical knowledge of the theoretical and research literature of CBT for psychosis and bipolar disorder
Through attending the related workshops 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).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand and critically evaluate theories and models of psychosis
- 2. Articulate the cognitive behavioural rationale for interventions offered for the clients lived experience of psychosis and bipolar disorder
- 3. Collaboratively and skilfully work with clients living with psychosis or bipolar disorder, and with their families, using CBTp to reduce distress, enhance understanding, engender change, and reduce the impact of the experience on the persons life course and their valued relationships
- 4. Work collaboratively with clients living with psychosis or bipolar disorder on a CBTp therapy journey from engagement to ending
- 5. Formulate client lived experience, and their potential vulnerability factors and maintenance factors, within a recognised CBTp formulation/ model, and equally to evidence the ability to work with idiosyncratic formulations that are theoretical congruent with CBTp
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Understand, interpret, critically evaluate, and apply theoretical ideas and evidence in clinical practice, supervision, and within peer learning and CPD
- 7. Analyse personal competencies and address these in relation to theoretical models of change
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Select, organise and evaluate material to produce a coherent argument
- 9. Reflect on personal practice, to set personal learning goals and evaluate progress
- 10. 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:
- Psychological modelling of Psychosis and Bipolar Disorder
- The phenomenology of Psychosis and Bipolar Disorder including lived experience
- What is CBTp, its developmental history, and its evidence-base
- Theories and models of Psychosis and Bipolar Disorder
- CBTp assessment and formulation
- CBTp skill development across the therapy journey from engagement to ending
- Working with ’Negative Symptoms’
- Understanding Thought Disorder
- Using Imagery and Metaphor effectively in CBTp
- Working with emotional avoidance
- Psychosis and trauma
- Hearing voices
- Paranoia – living with a sense of threat
- Delusional disorder – working with the ripples, not the stone.
- Working effectively towards change through focusing on the sense of self in Psychosis and Bipolar Disorder
- CBTp: Cognitive Interventions, Behavioural Interventions, Working with Emotion
- The uses of idiosyncratic formulating of experience, CBTp models, and the use of theoretically underpinned protocol driven CBTp interventions
- Evaluation of CBTp Competency through CBTp Clinical Supervision and the use of the CTS-Psy
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. 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|
|CTS-Psy plus required documentation||1 clinical session plus 1000 words||All||Oral (Supervisors)|
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)||33||1 clinical session plus 1000 words||All||Written (Programme Team)|
|Case presentation supported by required documentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||33||30 minutes||All||Written (Academic Team)|
|Clinical portfolio (this assessment is pass/fail only and must be passed; failure in this assessment will lead to failure in the module and the programme)||34||(i) For the PGDip 400 hours (incorporates elements from the whole programme); (ii) for the PGCert 200 hours (incorporates elements from the whole programme)||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||All||Resubmission required four weeks from the date feedback was released|
|Case report||Case report||All||Resubmission required four weeks from the date feedback was released|
|Clinical portfolio||Clinical portfolio||All||As agreed with the Programme Team prior to the Exam Board|
Three 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
- Chadwick, P. (2006). Person Based Cognitive Therapy for Distressing Psychosis. Chichester, Wiley.
- Chadwick, P., et al. (1996). Cognitive Therapy for Delusions, Voices and Paranoia. Chichester, Wiley-Blackwell.
- Freeman, D. & Garety, P. (2004). Paranoia: The psychology of persecutory delusions. Hove: Psychology Press.
- Gumley, A. & Schwannauer, M. (2006) Staying well after psychosis: A cognitive interpersonal approach to recovery and relapse prevention. Chichester: Wiley.
- Kingdon, D. and D. Turkington (2005). Cognitive Therapy of Schizophrenia. New York The Guilford Press.
- Kingdon, D.G., & Turkington, D. (2002). Psychosis and cognitive-behavioral therapy: case studies and clinical experience. Chichester: Wiley.
- Larkin, W. & Morrison, A. (2006) Trauma and psychosis: New directions for theory and therapy London: Routledge
- Morrison A. (2001). A casebook of cognitive therapy for psychosis. Hove: Guilford.
- Morrison, A. P., et al. (2004). Cognitive Therapy for Psychosis: A Formulation-based Approach. Hove, Brunner – Routledge.
- 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
PYCM077 Essential Competencies for Working with People with Psychosis and Bipolar Diagnoses
|NQF level (module)|
|Available as distance learning?|
|Last revision date|