Assessment and Formulation Skills in Cognitive Behavioural Therapy
| Code | School | Level | Credits | Semesters |
| NURS4175 | Nursing | 4 | 20 | Autumn UK |
- Code
- NURS4175
- School
- Nursing
- Level
- 4
- Credits
- 20
- Semesters
- Autumn UK
Summary
The course will focus on: conducting a clinical assessment within the cognitive behavioural theoretical framework; assessment of presenting problem(s); development and maintenance of problem(s) and predisposing social and environmental factors; psychometric and idiographic measurement in the assessment process; developing problem and goal statements and developing formulation within a cognitive behavioural theoretical framework
The content will include:
- Utilising the Scientist Practitioner Model;
- Cognitive and behavioural maintenance formulations in CBT;
- Assessing the presenting problem: anxiety disorders;
- Assessing development and maintenance: anxiety disorders;
- Assessing the presenting problem: depression;
- Assessing development and maintenance: depression;
- Use of measurement in CBT assessment;
- Problem and target setting in CBT assessment;
- Longitudinal formulation in cognitive therapy and behavioural analysis in behaviour therapy;
- Skills practice of problem assessment using video feedback;
- Facilitated problem-based learning and case discussions of CBT assessments.
Target Students
Students on the PGDip Cognitive Behavioural Therapy.
Classes
Tutor led 70 hours E-learning 50 hours Self directed 80 hours
Assessment
- 20% Assessment: Students will be required to submit a digital recording of a CBT assessment session conducted in clinical practice with a consenting patient from their caseload (20% weighting).
- 80% Assignment: A written assignment of up to 2000 words critically analysing the CBT assessment session and formulate the presenting problem. The content should include self-reflection on own practice and identify areas for skill development (80% weighting).
Assessed by end of spring semester
Educational Aims
This course aims to develop the student’s ability to accurately assess three interconnected levels in the process of CBT assessment: presenting problem(s); development and maintenance of presenting problem(s); childhood and developmental factors pertinent to the presenting problems.Students are required to demonstrate the ability to ask structured questions, synthesise information to inform clinical decision making and develop hypotheses regarding psychological development and maintenance factors (formulation) to current problems as a basis for implementing CBT treatment protocols for anxiety disorders and depression. The Scientist Practitioner Model will be used as a foundation and in this context.Students will critically analyse and synthesise data to consider problem definition and differential diagnosis.Learning Outcomes
Demonstrate critical knowledge, including synthesis of clinical data to develop a comprehensive integrated understanding of CBT assessment process.
Demonstrate critical knowledge and understanding of the role of maintenance and longitudinal formulation in the CBT assessment process.
Demonstrate critical knowledge of the role of psychometric and idiographic measurement in CBT assessment.
Assimilate, critically evaluate and systematically apply knowledge obtained from clinical assessments to make evidence based CBT interventions.
Categorise and formulate the phenomenology, diagnostic classification and epidemiological characteristics of anxiety disorders and depression.
Construct, interpret and analyse from theoretical and clinical perspective both a maintenance and longitudinal formulation of disorder specific models of anxiety disorders and depression.
Formulate and justify clinical interventions using the Scientist Practitioner Model within the theory and practice of CBT assessment.
Plan, implement and critically evaluate the CBT assessment process for anxiety disorders and depression.
Develop knowledge and skills using psychometric and idiographic measures to assess problems and critically evaluate clinical outcomes.
Demonstrate critical analysis skills in identifying, synthesising and evaluating the CBT evidence base i.e. NICE Guidance in order to develop a critical understanding of the most up-to-date CBT intervention for anxiety and depression and to critically evaluate service provision and inform policy.
Question and challenge current CBT theories and clinical practice and construct, develop and defend a coherent argument using the conventions and skills of academic scholarship.