Cognitive Behavioural Therapy (CBT) for Psychosis and Bipolar Disorder - Theory
|Module title||Cognitive Behavioural Therapy (CBT) for Psychosis and Bipolar Disorder - Theory|
Miss Katy Chapman (Convenor)
Ms Eleanor Spare (Lecturer)
8 and 8 in Term 1 Year 2
|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 is underpinned by the Roth and Pilling (2013) CBT psychosis and bipolar Disorder Competency Framework and by the National Curriculum for CBT for SMHP (NHS England and NHS Improvement, 2019).
The module is taught 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:
This component aims to develop your:
- Critical knowledge of the theory, research and practice relevant to cognitive behavioural assessment and intervention with people with psychosis and bipolar disorder.
- Practical competencies and clinical skills required to deliver CBT with people with psychosis, including
- CBT for delusions;
- CBT for persecutory delusions specifically, including interventions targeting contributory factors such as worry, sleep difficulties and safety-seeking behaviours;
- CBT for grandiose beliefs, the function of such beliefs and how to work on these beliefs when they are activated and in between episodes;
- CBT for distressing voices and other hallucinations, including working with harmful compliance to command hallucinations, with ‘negative symptoms’ and cognitive disorganisation, including social withdrawal, motivational problems and difficulties in thinking;
- individual CBT for bipolar disorder including work with appraisals, underlying assumptions and core beliefs about mood experiences and bipolar experiences;
- group CBT informed interventions for bipolar disorder, common core issues around perfectionism, autonomy, guilt and shame with people with bipolar experiences;
- stage specific interventions and adjustments for age and ability;
- co-occurring difficulties, including anxiety, depression, trauma, PTSD and emotion dysregulation, in the context of psychosis and bipolar disorder.
- Practical competencies and clinical skills required to deliver CBT with people with bipolar disorder, including individual cognitive behavioural techniques and group-based approaches.
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. 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.
- 5. Evidence a thorough understanding of the theoretical models underpinning CBT interventions for psychosis and bipolar disorder.
- 6. Evidence competence in CBT assessment, formulation, goal setting, treatment planning and interventions, with people with severe and complex presentations, including the ability to draw on a range of models (e.g. for psychosis, bipolar disorder, depression and anxiety disorders) to develop personalised formulation and intervention plans.
- 7. Evidence competence in clinical skills required to deliver CBT with people with psychosis.
- 8. Use standard and idiosyncratic measures to monitor clinical and recovery outcomes, and inform clinical decision making over the course of therapy.
- 9. Develop collaborative CBT relapse management plans and enable the person to share these with others involved in their wellbeing.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 10. Understand, interpret, critically evaluate, and apply theoretical ideas and evidence in clinical practice, supervision, and within peer learning and CPD.
- 11. 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...
- 12. Select, organise and evaluate material to produce a coherent argument.
- 13. Reflect on personal practice, to set personal learning goals and evaluate progress.
- 14. Communicate understanding of theory and application to practice in written and verbal formats.
The teaching is delivered in terms 2 and 3 and across term 1 university year 2 (course runs across university years, January to December)
The curriculum will comprise the following:
- Assessment, formulation, treatment planning, goal setting and intervention skills for working with people with severe and complex presentations
- CBT for delusions. This should include working with people with bipolar who have residual concerns about psychotic symptoms experienced in acute mood episodes
- CBT for persecutory delusions specifically, to include working with contributory factors (such as worry, sleep difficulties and safety-seeking behaviours)
- CBT for distressing voices and other hallucinations, to include working with harmful compliance to command hallucinations
- Working with ‘negative symptoms’ and cognitive disorganisation, to include social withdrawal, motivational problems and difficulties in thinking
- Individual CBT for people presenting with bipolar disorder.
- Group based CBT approaches for people with bipolar disorder
- CBT for co-occurring difficulties, to include anxiety, depression, trauma, PTSD and emotion dysregulation, in the context of psychosis and bipolar disorder
- Use of standard and idiosyncratic measures to monitor clinical and recovery outcomes
- CBT relapse management plans
- Stage specific interventions and adjustments for age and ability
All sessions will include reference to literature, including research into outcome and processes of therapy.
Audio-visual 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||75||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.|
|Guided independent study||125||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||Participation is required throughout formal teaching||All||Oral feedback on contributions within workshops in a one-to-one session with individual 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|
|Extended case report supported by required documentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||50||7000 words||All||Written|
|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)||50||30 minutes||All||Written|
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|
|Extended case report||Extended case report||All||Four weeks from the date feedback was given|
|Case presentation||Case presentation||All||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 deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
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.
Module has an active ELE page
PYCM107 Working with Complexity: Essential Competencies for Working with People with Psychosis and Bipolar Disorder,
|NQF level (module)|
|Available as distance learning?|
|Last revision date|