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 written narrative form as well as a diagram (if possible).  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 presentation, a professional and ethical stance should be demonstrated.  References and awareness of relevant literature generally accurate but limited.  Adheres to time limit.

As in Assessment and Formulation Case Presentation and additionally:

The interventions should be clearly described, have clear rationale and flow logically from formulation and goals.  Outcome of the intervention should be described and evaluated.


Adheres to word count.

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.


The intervention work must be completed.

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.  Severe departures from APA referencing. 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. This should be pre-recorded and submitted, along with the slides/resources.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 recording and submitting a formative group presentation on the assessment, formulation and intervention plan of a specific client one of the group members is working with.  The cases used for the formative and summative case presentations need to be different.  Markers will give formative feedback on these presentations to the wider group, to help trainees prepare for the summative case presentations in term 2.  It is recommended that trainees familiarise themselves with the case presentation guidance in the handbook and follow a similar structure to that which will be used for the summative case presentations.

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 - no identifiable information should be presented on the client or the service. 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 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 (all possible diagnoses which were considered/ruled out for this client based on their symptoms, experiences and measures).
  • 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.
  • Issues of diversity and difference (or similarity) between client and therapist and its impact on the therapeutic relationship.
  • 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 accurately described including an accurate description of the theory underpinning the model.
  • There should also be a description of the case conceptualisation and clarified by a diagrammatic representation of the conceptualisation. The diagrammatic representation can be provided on a separate handout or included in the slides.
  • 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, a reflective model, 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.  Diagrams of the case conceptualisation can be provided on a separate handout or included in the slides.

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 before you record it where possible. 
References should be given throughout the presentation slides and provided in a reference section at the end. References should conform to APA (7th Edition) - see University guidance.  Please check references in terms of accuracy and consistency and ensure that all citations in the slides are referred to in the reference section.  Minor errors with referencing will not impact on the overall mark, however disregard for APA referencing, or severe departures from APA, may impact the overall mark.
Spelling, grammar, typographical errors
The information in your slides should be comprehensible and so please check for typographical, grammatical and spelling errors.  Where possible ask someone else to proof read your slides before submitting. If you need support in this area please use the study skills department.
Length of Presentation
The case presentation should be a maximum of 20 minutes’ duration. Marking will stop 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.

** Confidentiality breaches in case presentations:

  1. With Case Presentations, no identifiable information shuold be presented on the Client or the Service.
  2. A minor breach in Case Presentations, where confidentiality/anonymisation has occurred and been acknowledged by the author, but then a minor mistake(s) gets picked up will be returned to the author for correction. The Trainee will have 48 hours (excluding weekends) to reply and correct the errors in the presentation handouts, otherwise it will be marked as a fail. The Trainee will be notified via their University email account by the Programme Administrator. If the breach occurs during a vacation period, then they will also receive an alert to their work and personal email addresses (where these have been provided) asking them to urgently check their University accounts.
  3. When major breaches are present or anonymisation has not occurred and/or been made explicit, this will be an automatic fail and the Trainee would need to resubmit a second submission correcting the error (and making any other changes if there are any other resubmission criteria). 


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