School of Applied Sciences MSc Cognitive Behaviour Therapy Course Handbook 2011 Table of Contents Welcome 2 1. Course Aims and Objectives 2 2. The Staff Team 2 Course Leaders 2 Personal Tutors 2 Administrative Support 2 Technical Support 2 Student Support Officer 2 3. Fee Structure 2 4. Admissions Criteria 2 Formal Entry Requirements 2 Non-standard Entry 2 5. Course Structure 2 Content of the Course 2 Teaching and Learning Methods 2 6. Programme Learning Outcomes 2 Knowledge and understanding 2 Practical, professional and research skills 2 Intellectual skills 2 Postgraduate generic skills 2 7. Assessment 2 Methods of Assessment 2 8. Supervision 2 9. Learning Resources 2 Departmental Facilities 2 Harrison Learning Centre 3 10. Collaboration and Inter-Professional Working 3 11. Award Management 3 APPENDICES 3 Appendix 1 - Timetable, Modules and Assessments (provisional)3 Appendix 2 - Guidelines for Assessment 3 Guidelines for the Presentation of Client Studies 3 Guidelines for Presentation of Process Reports 3 Guidelines for Oral Presentations 3 Appendix 3 - Ethical Issues Involved in Taping Therapeutic Sessions 3 Appendix 4 - Audio-taping Consent Form 3 Video/audio-taping of sessions - Consent Form 3 Appendix 5 - Postgraduate Taught Programmes - assessment grade scheme 3 Appendix 6 - Extenuating Circumstances and Requests for Coursework Extensions 3 Appendix 7 - BABCP Guidelines 3 Appendix 8 - Psychology Staff Interests 3 Appendix 9 - Academic Calendar 2011/2012 3 Appendix 10 - BPS Referencing Format 3 BPS Referencing Format 3 Appendix 11 - Cognitive Therapy Rating Scale 3 Welcome A warm welcome to the University of Wolverhampton and especially to our training in Cognitive Behaviour Therapy. We do hope that the course will be useful to your future career, and that your time here will be enjoyable and productive. The University of Wolverhampton has a long history and a strong reputation in providing training to mental health professionals. This course aims to provide specialist training in Cognitive Behaviour Therapy and to apply for accreditation with the British Association of Behavioural and Cognitive Psychotherapies. Please take some time to read this handbook it is essential you understand the details of the structure and regulations of the programme. This document should answer many of your questions about the course, but should you have any further queries the course team will be happy to help. - Dr. Nicola Hart & The Psychology Division Team 1. Course Aims and Objectives The course aims to provide specialist post-qualification training in the practice of CBT and is designed to meet the needs of the local workforce and contribute towards individual accreditation with the BABCP. The course aims to provide an opportunity for students to develop critical knowledge and understanding in the theory and research underlying CBT and to provide training that equips students with competencies and skills in the clinical application of CBT in working with a range of mental health problems. Specifically the programme seeks to: Provide the students with the knowledge and skills to equip them to work competently as highly skilled CBT therapists with experience of a range of client presentations. To develop the students‟ knowledge and understanding in the theoretical and research foundations of CBT. Develop the students' competence in the clinical practice of CBT. Develop the critical and analytical powers of the student in relation to the development and evaluation of CBT theory, research and practice. Develop the students' self-knowledge, personal and interpersonal skills and their capacity to work as a reflective practitioner. Train students in research methods and in the application of research to their professional practice. Develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for their role as a CBT therapist. Provide education and training that is accredited by the British Association of Behavioural and Cognitive Psychotherapies. In order to achieve these aims, the programme offers a combination of CBT theory, skills and research training along with clinical supervision. The course emphasises an integration of the scientist practitioner model with reflective practice. The course integrates theory and practice within its teaching methods along with providing clinical supervision. Teaching methods include; experiential learning, demonstrations of CBT practice and skills workshops. We are aware that students will enter the course with pre-existing knowledge and experience of CBT and general therapeutic work, and that students‟ professional backgrounds and orientations will vary. However we see this as a great strength to the course, creating a rich learning environment. The students will possess a vast body of knowledge and experience and all share an interest and motivation to learn more about CBT. We expect students to take an active role in learning from each other and welcome your contributions to the course. 2. The Staff Team Course Leaders Dr Nicola Hart is the Psychology Subject Group leader, Principal lecturer, and Postgraduate Programmes Manager. Room MC109 Ext 1349 (email@example.com) Garrett Kennedy is the Course Director for the Cognitive Behavioural Therapy Training and a Chartered Counselling Psychologist, teaching on the University‟s professional training programmes. Room MC131. Ext 1339. (firstname.lastname@example.org) Module Leaders A tutor is named as Module Leader for each module of the course. She or he will be responsible for the effective operation of the module. This will involve teaching on the module, organising guest lecturers if appropriate, up-dating module guides and developing the module as appropriate, setting and marking assignments and presenting marks to the Award Board. Any queries relating to a particular module should be addressed to the Module Leader in the first instance. Clinical Supervisors Clinical supervisors facilitate the monthly supervision groups. All of our supervisors are BABCP / BPS accredited therapists and have extensive experience of providing CBT supervision. Post-Graduate Demonstrator Debbie-Stevens-Gill is the post-graduate demonstrator and oversees the post-graduate resources, including the test library. Debbie also offers teaching and support on the research module and facilitates the research support group. External Associate Lecturers Other members of the Psychology Division contribute to the course by offering guest lectures in specialist areas and by providing research supervision. Visiting lecturers from local NHS Trusts are also employed to give students access to as wide a range as possible of specialist knowledge and expertise. Personal Tutors Every student is allocated a personal tutor from within the staff team. The tutor provides support for the student and also monitors their progress throughout the course by meeting with them regularly. A log of meetings will be kept by the Personal Tutor. Allocation lists will be displayed on notice boards at the start of term. Tutors availability is accessed on the intranet via the office hours booking system (SAMS). Appointments must be made in advance. Tutors may also be willing to be approached via email. All students should meet with their personal tutor at the beginning and end of each academic year. Administrative Support Mandy Sarai is the full-time Administrator employed to deal with the administrative demands of the course. The administration of the course is her main responsibility and she reports directly to the Course Leader. Trainees may initially contact the Administrator who will refer them to the appropriate member of staff. Room MC103 Ext. 1379 (Mandysarai@wlv.ac.uk) Technical Support Psychology technicians (four in total) are responsible for providing technical support to students. This includes setting up equipment used in skills workshops and providing support for research methodology sessions conducted in the computer laboratories and supporting students individually in the use of technical equipment and computer software. Room MC129 Ext.1385/1386 Ian Jukes - BSc (Hons) MSc Counselling Psychology Laboratory Manager email@example.com Philip Oates-BA (Hons) Media & Communication, Studies and Popular Music Senior Technician P.Oates@wlv.ac.uk Louise Davies - BSc (Hons) Multimedia Systems Technician firstname.lastname@example.org Student Support Officer Obviously even in a document like this we have not covered every query and problem that you might have about the course. If you find that there is something you need to know, please do not hesitate to approach the School of Applied Sciences Student Support Office, in MA104. You can also consult the University‟s Student Support and Guidance Services as appropriate. We are pleased to hear your views and welcome suggestions for ways of improving the operation of the Course. For general enquiries, please contact: Student Support Receptionist The Student Support Office in 01902 322129 MA104 is open 9.30am - 5pm, SASStudentsupport@wlv.ac.uk Monday - Friday Student Support Administrator: 01902 32 3353 SASStudentsupport@wlv.ac.uk Contacting Staff For contacting academic staff, we operate an electronic booking system, „SAMS‟, you will be fully introduced to this during Induction Week, and it can be accessed at the following address: http://sams.wlv.ac.uk Student Office („Here to Help‟) is situated in MD Building (in the main courtyard) next to the learning centre Finance Department is situated in MX Building, Camp Street, North Campus, (opposite the back of the Molineux football ground and near Asda) Student Office/Finance Issues Congregation information Enrols if you miss your mass enrolment session Term Dates Academic Regulations Finance information If you need to change your personal details (eg addresses, telephone numbers). However, please let the course administrator know first and then the student office („Here to Help‟) If you want to amend your modules on your programme of study If you need to request extenuating circumstances If you have fee queries If you intend to pay your fees by standing order If you plan to change course, both internally or externally If you wish to withdraw from the University If you want to make a complaint It is important that you visit the Student Office frequently to check the notice boards for items of possible interest. Useful Departments and Contact Numbers: School of Applied Sciences 01902 322129 (MA104) School of Health (Health Studies) 01902 321151 (MH Block) – Mary Seacole Building International Students Unit 01902 322474 (MB Block) Student Financial Support Unit 01902 321070 Finance Department 01902 518525 Accommodation Fees 01902 321331 Tuition Fees 01902 321216/321218 Other Fees 01902 321217/321256 Student Union 01902 322021 Counselling and Guidance Unit 01902 321020 Careers Service 01902 321413 3. Fee Structure Fees information will have been provided by department administration separately. Should you have any queries, please contact Mr Ian Jukes (Psychology Technical Lab Manager) Mr Ian Jukes: e-mail: email@example.com 4. Admissions Criteria Formal Entry Requirements Applicants must fulfil the following requirements to be accepted onto the MSc CBT: A Have a good Honours Undergraduate degree B Be qualified members of one of the main recognised mental health professionals (e.g. clinical/counselling/health psychologists, psychiatrists, counsellors, nurses, social workers). C Work in an environment that enables them to practice mental health therapies, where CBT skills can be practised and enhanced on a regular basis. Additional information that will be used to consider the eligibility and suitability of applicants will include: 1. Be competent in general therapeutic skills (e.g. forming a therapeutic relationship, effective communication). This is because the course provides specialised training, rather than the basics of good therapeutic practice. 2. Be “psychologically minded”, i.e. familiar with working within the framework of psychological explanations of behaviour and using psychological treatment methods to achieve change. 3. Demonstrate commitment to developing CBT skills for use in clinical practice. 4. Be able to obtain the time and money for the course. 5. Evidence of ability to study at Masters level. Non-standard Entry The Course Team must make all decisions relating to non-standard entry. The criteria will include a need to demonstrate: Appropriate psychotherapeutic training and experience. Formal training should be a minimum of 2 years and applicants would need 2 years post-qualification experience of clinical practice. Appropriate academic ability equivalent to degree standard. Satisfaction of the University English language requirements for overseas students. Equal opportunities practices are observed in relation to the selection procedure for all applicants in accordance with University policy. As a result of the geographical location of the course we are privileged by a wide cultural, racial and religious mix in our student group. 5. Course Structure The Course Structure The course provides a full time professional training in Cognitive Behaviour Therapy. The MSc is studied full-time over three semesters (approx 18 months), and the PG Diploma is completed over two semesters (one year) of full-time study. The course is modular, with a total of 7 modules. Both semesters 1 and 2 contain a 15 credit Clinical Supervision module along with a 30 credit taught module covering the theory and practice of CBT. Semester 1 also contains a 15 credit independent study module. Table 1: Programme Structure Semester 1 Jan 2012 - May 2012 PS4051 Fundamentals in CBT (30credits) PS4048 Group Supervision 1 (15credits) PS4050 Personal & Professional Development (15credits) Total 60credits [Exit with PGCert] Semester 2 May 2012 – Sept 2012 PS4047 Advanced CBT Approaches & Skills (30credits) PS4049 Group Supervision 2 (15credits) PS4046 Literature Review (15credits) Total 60credits [Exit with PGDip] Semester 3 Sep – Jan 2011 PS4012 Applied Research Methods* (15credits) PS4491 Masters Research Report (60credits) Total 60credits [Exit with MSc] * Students aiming to complete the MSc route must complete PS4012 ** Students who have completed the PGDip and wish to re-enter the programme to complete the MSc award, must complete PS4012 if they have not already done so During semester 3, students studying for the MSc must complete the Applied Research Module. Students studying for the PG Diploma will instead complete the 15 credit independent study module. In addition students completing the MSc must complete the Master Research Project, which is a 60 credit independent study module. This is completed under the guidance of a research supervisor during Semester 2 and 3. Each taught module involves a specified number of contact hours and self-directed study over the semester and further details are available in the individual module guides. Students completing the PGDip will be expected to attend the university one day per week over the two semesters, participating in the taught modules and supervision groups. Students completing the MSc will be required to attend the University for a minimum of one day per week in semester 1 and two days per week in semester 3. All students should also expect to allocate a minimum of one day per week for independent study. Content of the Course In general teaching sessions run from 9:30am to 5pm with lunch and coffee breaks. These sessions will usually take place in MC123 or MC124. Supervision groups run between 4.30pm and 6.30pm once a month in the basement counselling rooms. The first semester aims to provide students will a solid understanding of the foundations of CBT theory, research and practice. It will cover the core generic competencies of CBT and provide a thorough understanding of using CBT in working with depression and anxiety disorders. The second semester‟s teaching focuses on developing an understanding of advanced CBT theory and concepts and developing skills in working with more complex cases. Topics will include working with specific problems (e.g. PTSD, Eating Disorders, Personality Disorders) along with developing more advanced CBT practices (e.g. meta cognitive approaches). Supervision of clinical practice will form a significant part of the programme. This supervision will occur monthly in groups of five students that are facilitated by suitably trained and experienced supervisors (this may include members of the programme team as well as Visiting Staff). Developing and enhancing reflective practice will be achieved through the Professional and Personal Development module. Through self-directed learning methods students will be required to consider the nature of reflective practice, personal and professional development in the context of their CBT training and practice. Students completing the MSc will have the opportunity to enhance their expertise and develop specialist competencies in a chosen area of CBT. They will receive teaching in research methods and have the opportunity to conduct a Masters Level research project. Under the supervision of a member of the psychology team, they will formulate a research project, collect and analyse data and write up their findings. They will be strongly encouraged to publish their research findings in internationally recognised journals and will receive support from their research supervisor and/or the team in doing so. Modules tend to follow a standard format of lecture plus seminar or workshop in each session. The atmosphere is informal and students are expected to contribute and prepare themselves through background reading and literature searching around the relevant topics. Most modules include a series of student presentations which are co-ordinated and delivered by the students at specified times within the programme. A weekly programme is provided within the module guide for each module. It is the student‟s responsibility to attend all sessions and arrive on time. Tutors must be informed of absence or lateness. There is an 80% attendance requirement for all modules. Registers are kept and attendance forms part of the assessment criteria. Teaching and Learning Methods The course aims to cover a wide range of skills (e.g. knowledge of CBT theory and concepts, techniques of research, CBT clinical competencies, ethical practice, autonomy and self- reflection), therefore a variety of teaching and learning strategies will be employed to promote student learning and achievement of the course aims and learning outcomes, these include: Teaching sessions: The teaching sessions will combine didactic and experiential learning activities. The didactic teaching will provide up-to-date information on CBT theory, research and clinical practice, ensuring that students are familiar with established CBT theories and treatment protocols. Discussion and elaboration of difficult or controversial issues will be encouraged, to enhance critical thinking and problem solving skills. Experiential learning activities will include structured practical exercises to illustrate concepts and enhance students‟ ability to apply CBT principles in practice. There will also be student led presentations providing demonstrations of and discussion of clinical work. Skills Workshops: These will promote the students‟ knowledge and skills in the application of CBT theory and research to clinical practice. The workshops will provide students with a forum in which they can practice and refine their clinical skills and competencies in CBT and receive direct and constructive feedback on their performance. These will also help facilitate the development of self-reflective practice. Clinical Supervision: Group supervision will aim to help students develop skills in applying CBT theory and research to their clinical practice. It will also focus on helping students to refine their skills in developing effective therapeutic relationships. It will involve case presentation and discussion to help students develop their competencies in CBT conceptualisation and treatment. Supervisor review of audio or video tapes of clinical practice, will allow for constructive feedback on clinical practice. Guided Reading and Independent Study: To enable students to make the most of teaching and supervision, students will be provided with guidance on focused reading. Independent study activities will help encourage students‟ autonomy, self direction and problem solving skills. Students will also be regularly informed of relevant conferences and external training events, e.g. BABCP annual conference and workshops. Feedback We welcome any feedback that you might have on any aspect of the course. We will routinely invite you to provide feedback on the teaching and supervision sessions. This feedback is very important to us, and we will take your opinions on board in developing the course. If you have any problems with the course, please do approach the relevant module leader in the first instance. If the issues are not resolved you and/or the module leader can approach the Course Director 6. Programme Learning Outcomes Knowledge and understanding Students will demonstrate knowledge and understanding of CBT which is at, or informed by, the forefront of CBT theory, research and practice Demonstrate knowledge of the theoretical basis of CBT. Demonstrate knowledge of CBT therapy for more specialist disorders. Display knowledge of supervision theory and different models of supervision practice. To critically evaluate current research and advanced scholarship in CBT and related literature (e.g. psychology, psychiatry, sociology). Masters Level Knowledge Acquisition of knowledge, most of which is at the forefront of the relevant aspects of the subject, and is derived from current research or other advanced scholarship. Some creation or development of new knowledge. Understanding Conceptual understanding that enables the student to evaluate critically current research, or equivalent advanced scholarship, in the subject. Ability to evaluate hypotheses, and to propose alternatives to them. Ability to advance knowledge and understanding in the discipline through the use of established techniques of research and enquiry. Practical, professional and research skills On completion of the programme, a student will have demonstrated the following practical, professional and/or research skills: Students will demonstrate the effective, ethical and professional application of relevant techniques and skills. Demonstrate how theory, research and clinical principles are applied to CBT practice. To practice CBT responsibly and ethically, working in response to client need. To construct CBT conceptualisation of problems and to develop treatment plans. To apply CBT interventions in working with common uncomplicated mental heath problems, such as depression and anxiety. Demonstrate the ability to develop and maintain a strong therapeutic alliance. The ability to work with structure within therapy (e.g. using goal-setting, agendas, summaries and feedback). To appropriately use a variety of methods to assess client presentation and to evaluate treatment progress and outcome. Demonstrate an ability to construct CBT conceptualisations and develop specialist treatment plans in working with complex issues. Demonstrate the effective application of advanced CBT interventions. Ability to sensitively and effectively manage difficulties with the therapeutic relationship using CBT concepts. To present clinical cases demonstrating the effective application of CBT formulation for a range of problem areas. To present clinical cases demonstrating the effective application of CBT interventions in working with common mental health problems. To demonstrate skills in establishing and maintaining effective therapeutic relationships using a CBT conceptual framework. To present clinical cases demonstrating the ability to develop CBT conceptualisations in working with complex mental health problems. To present clinical cases demonstrating skills in the application of CBT interventions in working with complex mental health problems. To refine skills in establishing and maintaining therapeutic relationships and to manage difficulties in the therapeutic process using a CBT conceptual framework. To evaluate research methodologies and develop critiques of them and, where appropriate to propose new or original hypothesis. Interpret and evaluate theoretical and research literature relevant to CBT. Conduct research and apply research methodologies appropriately. Understand and demonstrate the implications of ethical issues involved in counselling psychology or psychotherapeutic research. Demonstrate an ability to formulate and explore research questions. Demonstrate the ability to reflect upon the experience of being a researcher. Intellectual skills On completion of the pathway, a student will have demonstrated the following intellectual abilities: Students will demonstrate the ability to master and manage complex issues, and to critically evaluate psychological theory, research and practice. Demonstrate a capacity for critical and constructive self-reflection regarding their professional and personal development. Demonstrate a critical understanding of the theoretical and research evidence for CBT theories and treatments in working with complex problems and an ability to evaluate the evidence. Be able to discuss the limitations and implications of their research for professional practice. Demonstrate a critical understanding of research methodologies relevant to counselling psychology or therapeutic practice. Postgraduate generic skills On completion of the programme, a student will have demonstrated the following postgraduate generic skills: Students will demonstrate the ability to direct their own learning, work autonomously and communicate ideas/information to specialist and non-specialist audiences. To provide evidence of the ability to communicate clinical material in a structured and coherent format. The ability to respond sensitively to the learning needs of others. Demonstrate skills in decision making in complex and unpredictable clinical situations. The discipline of independent study and research. To demonstrate an understanding of the nature and role of self-reflection and personal development in CBT training and practice. Demonstrate initiative and personal responsibility for professional development. Demonstrate skills in self-reflection, self-monitoring, personal goal setting and self- development. Critically evaluate CBT‟s evidence base in experimental and clinical outcome research. Evaluate the various sources of information available, conduct effective searches and critically appraise the value of the material. Demonstrate the ability to structure thoughts and arguments using appropriate introductions, subheadings, conclusions and references. Demonstrate the ability to reflect upon the experience of being a researcher. 7. Assessment All written assignments are assessed using the approved assessment grade scheme – see Appendix 2. Please note that all learning outcomes identified on the module guide must be passed for the assignment to achieve a pass grade. Specific dates for submission will be provided at the beginning of term 1. Methods of Assessment A variety of assessment methods are employed to assess the different components of the course and more details pertaining to style and format of these are provided by the relevant module leaders at the outset of the module. Client studies: These are based on students‟ clinical work and assess students‟ understanding of and ability to effectively integrate CBT theory and practice and demonstrate the CBT competences. Students will need to complete two case studies, one in semester 1 and one in semester 2. Extended Essay: This will demonstrate students‟ ability to critically appraise the theoretical and research literature related to the practice of CBT. Students are required to complete one extended essay, to be submitted at the end of semester 2. Evaluations of tapes of clinical sessions: Taped therapy sessions will be evaluated by your clinical supervisor. Your supervisor will assess competent and ethical clinical practice and appropriate application of CBT theory in actual practice. You will be required to submit two therapy tapes in each semester 1 and 2. Supervisor’s Reports: A supervisor evaluation will be performed to assess competent and ethical clinical practice and effective integration of CBT theory in clinical practice. This will also assess self-direction, problem solving skills and decision making skills. You must pass a supervisors report at the end of both semester 1 and 2. Learning Log: This allows students to record and reflect on all their learning activities (e.g. teaching, research, supervision, client contact). The log will assess self-reflective practice, autonomy, self-direction and planning. A summary of your learning log will be submitted at the end of semester 2. Reflective Essay: This essay will demonstrate an understanding of the role of self- awareness and the reflective practitioner model within a CBT conceptual framework. It should draw on all aspects of your training, clinical practice, learning log, professional and personal development. This is submitted at the end of semester 2. Research Report: This is an assessment criterion of the MSc and will assess students‟ ability to design, carry-out, analyse and discuss a research project. This should be submitted at the end of semester 3. Attendance Requirements Attendance is compulsory on all components of the course. A minimum of 80% attendance on each component is required to pass all modules. If you are unable to attend a teaching session, please contact the Course Administrator who will make a note of your situation and pass it on to the Module Leader, Personal Tutor or Course Leader as appropriate. A decision will then be made as to whether this will be recorded as an absence or not. The only acceptable reason for absence is genuine illness – the Course Administrator does not make this decision and a doctor‟s note must be submitted in order to be logged as ill. If you know in advance that you cannot attend a session, you must discuss the situation with the Module Leader who will advise you. If you have mitigating circumstances, assignment extensions can usually be arranged, and The Award Board will take into consideration attendance which falls below the requirement of 80%. Presentation Standards All assessments must reach appropriate professional and academic standards. This includes: Work must comply with ethical guidelines. Written work must be word-processed, grammatically correct and appropriately structured. All audio or video taped material must be clearly audible. Levels of Assessment The coursework submitted for the award is assessed at level four or Masters Level. (Source: QAA,2000) Retrieval Where the learning outcomes for an assignment are not met at the first attempt, the assignment (or other assessment component) may be repeated once only. If on reassessment the outcomes are still not met, the student may retake the relevant module in full, and will then be assessed again (for each component) on one occasion only. If the student fails to meet the outcomes on repetition of the module, and extenuating circumstances have not been accepted, an Award/Progression Board may then determine that the student should not proceed and, where appropriate, may confer an intermediate stage award. Repetition of the module will be permitted to a maximum of 60 credits only. Referral on learning objectives of individual modules may be retrieved by re-submitting the relevant assignment at the next Award Board. Referral on attendance criteria may be retrieved by re-attending the module. PLEASE NOTE: Online information resources, including access to full text articles, can be found on the Learning Centre‟s Web pages. To find these pages: 1. Place lib and the end of the University of Wolverhampton‟s internet home page: http://www.wlv.ac.uk/lib 2. On the Learning Centre‟s web page select „Subject Starting Point‟, 3. found in the list on the left of the web page. 4. Select „Applied Science‟ 5. Select „Psychology‟ 6. Any of the databases under the heading „Finding Journal Articles‟ 7. will provide articles related to subject area of counselling. A Keyword search on the OPAC catalogue is a useful way of locating information concerned with counselling. Journals recommended on the course will be available in the Learning Centre. Please contact the Resource Librarians Vince McNutt/Jo Smith if you have any problems. 8. Supervision Group supervision is provided throughout the course. We encourage you to take personal responsibility for ensuring an active and productive role in your supervision, to help maximise the benefits for your development as a CBT practitioner but also for the benefits to your clients. We hope these guidelines will provide information to help you prepare for and get the most out of your supervision. Objectives The broad aim of supervision is to provide support to students in the integration of CBT theory and practice. Supervision aims to help students in the application of CBT formulation and intervention skills and ensured that they are working competently and ethically as a CBT therapist. There are two main functions to supervision: to improve outcomes for clients and to improve the performance of practitioners. This module will support these by providing a structure which can help identify effective CBT practice and can also allow identification and remediation of sub-optimal practice. Minimum requirements Regular attendance and presentation of clients at supervision is important and a minimum attendance of 80% is required. You must receive supervision for a minimum of two CBT clients per semester. However we strongly recommend that you are practicing your CBT skills with as many clients as possible throughout the course, this is to ensure that you are able to meet the requirements of the course (e.g. evaluation of taped sessions, client studies) and to broaden your range of experience. You will need to be routinely taping session with your CBT clients. You will be required to submit two tapes of therapy sessions each semester to be evaluated by your supervisor. We recommend that you submit one early in the semester, so that you have time to receive and act on feedback. The second tape must be submitted before the last week of the semester. Clinical Responsibility Your supervisor has a responsibility to ensure that you are working competently and ethically with your clients, and that you are offering your clients the best possible care. Although the main focus of the supervision provided on the course is to help facilitate the development of your CBT skills, these broader clinical and ethical issues must also be considered. However, clinical responsibility and duty of care lies with you and your line manager, as arranged by your place of employment. At the beginning of the course written confirmation must be provided by your line manger confirming this arrangement. Confidentiality Client confidentiality must be respected within the supervision groups. Please ensure that you take appropriate steps to ensure that any personal details or information that might identify the client is not disclosed. Also student material presented or discussed during supervision can sometimes be of a sensitive nature. All students should be respectful of this and treat the general content of supervision as confidential. Further issues around confidentiality and boundaries will be discussed at the onset of the supervision groups. Audio/Videotaping Please ensure that all audio or video tapes are of a high quality and are audible. We strongly recommend that to make time to listen to your tapes of you clinical work. This is an extremely valuable learning experience. Tapes of sessions should be routinely brought to supervision. See Appendix 5 for guidelines on the ethical practice of taping client sessions. Evaluation Your supervisor will use the CTRS (see Appendix 11) to evaluate your submitted therapy tapes. Each semester you must submit two mid-therapy tapes, both of which will be evaluated using the CTRS. The first tape does not require a “pass” grade and so can be useful in helping to identify objectives and problem areas. The second tape must receive a “pass” grade, in order to pass the module. Also at the end of the semester you will receive a Supervisor‟s Evaluation which will contain detailed feedback on your clinical skills; highlighting your strengths and making suggestions for further development. You must also receive a “pass” grade on the Supervisor‟s Evaluation to pass both the supervision modules. At the end of the modules, we will also invite you to provide feedback on the supervision. We are interested in your feedback on the positives as well as any possible unhelpful aspects of supervision. If there are any aspects of supervision that you are not happy with, we strongly recommend that you discuss these with your supervisor in the first instance. If they can not be resolved then you and/or your supervisor may approach the course director. 9. Learning Resources Departmental Facilities The postgraduate psychology courses have exclusive access to a suite of purpose built rooms within the Psychology Division‟s occupation of the University‟s new „Millennium‟ building, MC Block, on the City campus. The accommodation comprises two large teaching rooms and three smaller rooms for individual group-work and tutorials. These rooms are situated on the 1st and basement floors respectively. Students also have access to the Social Psychology suite which is equipped with a one-way mirror for observations and video recording and editing facilities. Students wishing to have access to computing and printing facilities, have access to the Division‟s laboratory provision. All staff offices are on the 1st floor of MC Block close to the teaching rooms so that students have easy access to staff. The Course Administrator is located on this floor also. The University‟s Learning Centre which has recently been expanded is also on the City campus adjacent to the counselling rooms. Trainees have access to a wide range of technical resources within the Psychology Department. In addition to the large cameras in the training rooms, students are able to borrow portable camcorders and professional audio recording equipment for off-site use. This enables them to make tapes within their clinical setting. All audio and DV tapes and DVDs, that are used in the process of teaching are supplied free of charge. Digital tape-to- DVD and digital editing facilities are available for student use and technicians offer technical support to students wishing to edit taped material. Dictation and transcription machines are also available for student use. There are two large computer laboratories within the department, which provide access to the internet and the University‟s Homepage, where students can access the universities on- line learning resource WOLF. The Department has access to a wide range of software packages including SPSS, Nudist, NVIVO and the Observer System. A number of on-line databases and electronic resources, SWETSWISE, ScienceDirect, PsychINFO, MEDLINE etc can also be accessed from the departmental computers. Students are encouraged to make use of the Psychology Test Library, which contains a wide range of psychological tests for research and clinical purposes. The Psychology Media Library contains specialist videos and DVDs including a range of specialist CBT resources which can be borrowed by students. Students should be able to access the University Homepage and library facilities from home computers. Harrison Learning Centre The Learning Centre offers much more than book-lending facilities and aims to provide total support for the student learning process. Facilities include private study rooms, computer room, photocopy machines, OPAC online catalogue system and inter-library loans. The needs of postgraduate students are particularly well catered for an all students receive a Learning Centre induction session in the first week of the course, which aims to provide them with the information they need to make efficient use of the facilities. The session is tailored specifically to the needs of students on the MSc CBT. Further specialised sessions on the Internet and other electronic sources are offered throughout the year. In addition to a large book and journal stock in psychology, health counselling and psychotherapy, students have access to a wide range of databases, including PsycInfo, ScienceDirect, Ebsco and Swetswise. The counselling and psychotherapy section in the Learning Centre has over 200 recently published texts, most of which are multiple copies. Relevant Books are also found in the nursing and health sections, social work and the main psychology section. The Learning Centre operates a number of short loan systems which enables books which are much in demand to be shared around more fairly. A significant sum form from the CBT budget, in addition to the main Psychology fund, is allocated to the Learning Centre every year to support journal subscriptions and update the book collection. The journal stock in CBT and psychotherapy has been increased in the past two years. Subscriptions are reviewed on an annual basis and new journals are added as required. In addition to the Psychology journals, the library also subscribes to a large number of nursing, health, sociology and medical journals, which are relevant to the course syllabus. The Learning Centre Information Helpdesk is situated on the 2nd Floor of the Harrison Learning Centre. The contact Resource Librarians is Vince McNutt and Jo Smith Tel: 01902 322385 (V.L.Mcnutt@wlv.ac.uk/Jo.Smith@wlv.ac.uk) Relevant Psychology Journal Stock includes: American Journal of Psychology Counselling Psychology Quarterly Journal of Social and Personal Relationships Applied Psychology: an Health Psychology Journal of Social Psychology international review Archives of General Psychiatry Human Factors Mind Behavioural and Cognitive Human Relations Journal of Organisation Organisational Psychotherapy Abnormal Psychology Behaviour and Human Performance British Journal of Clinical Journal of Applied Psychology Organisational Studies Psychology British Journal of Development Journal of Applied Social Pastoral Psychology Psychology Psychology British Journal of Guidance and Journal of Behavioural Medicine Personality and Social Psychology Counselling Bulletin British Journal of Medical Journal of Child Psychology and Psychological Abstracts Psychology Psychiatry British Journal of Psychiatry Journal of Clinical Psychology Psychology Medicine British Journal of Psychology Journal of Community Psychology Psychological Review British Journal of Social Psychology Journal of Consulting and Clinical Psychology and Health Psychology British Medical Journal Journal of Personality and Social Psychology of Women Quarterly Changes Journal of Health and Social Psychotherapy Behaviour Child Development Journal of Family Therapy Qualitative Research in Psychology Clinical Psychology Forum Journal of Mental Health Small Group Research Counselling Journal of Occupational and The Counselling Psychologist Organisational Psychology 10. Collaboration and Inter-Professional Working The course values an understanding and appreciation of diversity and the value of working together at a number of levels: Multi-cultural Based in a multi-cultural community the course has the privilege of a wide cultural mix within both the trainee and the client population. This provides an opportunity to learn about a wide range of cultures and to adapt therapeutic practice to the needs of the whole population. As a student group it allows a sharing of belief and culture that informs and enhances understanding of others. Collaboration with agencies representing local community groups offers continuing dialogue and co-operation between the course and our immediate community. As a result of discussions with staff and students we are hoping to move toward increasing our cultural diversity in both our student and staff groups and incorporate more specific workshops on transcultural issues into the programme. We are currently developing a short course in diversity issues that will be available from next year. Professional The spirit of co-operation has been fostered within mental health professionals in the local community and a growing awareness of the complementarity of the different professions is changing the nature of mental health provision. Students often work as members of multi- disciplinary teams, learning from the approaches of other professions and offering a perspective based on respect for each other and a desire to collaborate and work with clients rather than diagnose, label and promote a medical model that is increasingly out- dated. The work of CBT therapists is not just about the provision of individual therapeutic intervention but also about consultation and working with staff teams and groups, understanding the work context and the „pathology‟ of organisations. Over the years the range of settings in which CBT therapists pursue their clinical work has also diversified, this provides an extremely rich wealth of experiences that students bring to the learning experience and class discussions are wide-ranging. Local community The University Mission Statement pledges a commitment to meet the needs of the local community. There is currently a severe shortage of mental health professionals, particularly professional who can offer specialist CBT treatments, in the West Midlands area. This has resulted in extremely long waiting lists and a difficulty in providing CBT services to those who need them when they need them most. The University is keen to meet this need through the training of CBT therapists. Both the Dean of School and Head of Psychology represent the University on local NHS committees and have encouraged collaborative practices at many levels. Our students work predominantly within various NHS settings, but also work in a variety of other settings, e.g. employment services, education, prison services. We hope that these links will allow us to promote CBT within a clinical context to introduce a new accessibility and perspectives to mental health provision. Research As psychotherapists, the importance of research-based practice is emphasised at all levels of the course. Through the use of case studies, students integrate research literature and professional practice for all taught modules. Both quantitative and qualitative methods are taught and students are encouraged to use both paradigms within their own research in a complementary manner. CBT research is a growth area within the Psychology Department with many members of the psychology team actively involved in research and publication. A Two-Way Contract The Award Management Team and staff will try to give you the support and advice you will need to complete your studies successfully, and will endeavour to lend a sympathetic ear when necessary. It is, however, important that you realise that you are entering into a form of contract or agreement and that you too have certain responsibilities. You will have to make a number of decisions affecting your study. Only you can make these decisions. In particular you will be expected to ensure that: • You enrol with the University for each year in which you expect to submit work, including your portfolio, and you register for each module that you are required to study. • You attend for academic counselling to plan and register your programme of study according to the guidelines laid down by the Award Management Team by the relevant deadlines. Failure to register correctly could mean that you are unable to follow your preferred programme of study. • You make any necessary amendments to your programme in accordance with award regulations and advice from the Award Team. Again, failure to do so could mean you cannot follow the programme of your choice. • You are expected to attend classes at all times unless circumstances prevent you from so doing. • You complete and submit all elements and components of coursework in accordance with the requirements of the module in question. • You complete all the modules on which you are registered. • You complete all the modules necessary for your programme. • You inform the Award Leader of any circumstances likely to affect your academic performance. • You inform your campus office of any change of address or period of absence from the University. • You check the Award and Subject notice boards at least once a week. • You respond without delay to notices from the Award Management Team or Module. Leaders. • You are responsible for having read this handbook thoroughly, if you do not understand any aspect of it, ask! Professional Behaviour Students must be aware that they are expected to be available to attend the University for a minimum of one whole day per week. It is expected that students will also need to allocate one day per week for independent study. When teaching sessions are not timetabled academic staff will be available for individual appointments. Professional standards of behaviour apply to all aspects of the course: Relationships with the Course Team, visiting lecturers, other students must be conducted with respect and integrity. Any student failing to act in a professional manner will be reported to the course leader and disciplinary procedures will be instigated. 11. Award Management The course is managed through a number of committees, some informal and others as part of the University quality management system. Team meetings The Staff Team involved in the teaching of the course and the Course Administrator meet every month on an informal basis to discuss all aspects of the course from student progress, course development, staff development and curriculum changes. These meetings are held in the spirit of the course philosophy and with a view to allowing the course to evolve and become adapted to meeting its goals. Decisions regarding the course are taken collectively. Course Committee Meetings As part of the University quality management structure, all courses are required to hold a Course Committee meeting each semester. These meetings are minuted and passed through to School and University Quality Committees. The composition of this committee is: • Head of Psychology. • Course Leader. • All staff teaching on the course. • Two elected student representatives per year of course. • Supervisor representatives. • The Course Committee has the power to co-opt other members as necessary. The terms of reference of the Course Committee are: • to meet once each semester. • to review the curriculum and, if necessary, initiate revisions to be submitted to the School Quality Committee. • to liaise with the British Psychological Society and other appropriate professional bodies to maintain professional status for the course. Staff-Student Liaison Meetings As part of the University quality management structure, all courses are required to hold a Staff-student liaison meeting each semester. This is an open forum for all staff and students involved in the course. This committee deals with issues arising from the operation of the course and professional issues to do with CBT and psychotherapy. In the ethos of collaboration this is considered a very important aspect of the management of the course and students are strongly encouraged to participate and take some degree of ownership of their course. As this is considered to be an informal meeting and the student group comprises a maximum of 15 students, it has been decided by the Course Team that the Staff/Student Liaison meetings will not be minuted. The rationale behind this decision is that over the years, these meetings have provided an excellent opportunity for trainees to express their views in a relaxed and informal way and for staff and students to engage in honest and meaningful discussion. It is felt that formal minute taking and the presence of a secretary would formalise the occasion and discourage free speech. Informal notes are taken by the Course Leader and the Student Representatives to the Course Committee as an aide memoire and issues which are unresolved at the SSL meeting are carried forward to the formal Course Committee where they are minuted. Review Courses are normally validated for a five-year period. At the end of this time they are presented for formal review to the University Academic Planning Committee. Any major developments can then be validated. The Award Leader has to submit a monitoring review of the course annually. The course was last reviewed and validated in 2008. Academic Regulations This course adheres to the University‟s academic regulations for students undertaking a Postgraduate degree, commencing after October 2002. A full version of these regulations for Professional Doctorates can be found at http://www.wlv.ac.uk/PDF/aca-prof-doc- regs.pdf and for the MSc at http://www.wlv.ac.uk/PDF/aca-pg-regs-07.pdf These regulations govern your course and will be binding on you. It is, therefore, important that you read and become familiar with them. Award Boards The Award Board functions in accordance with University policy. Its main purpose is to consider the grades awarded to students for all assessed work, including attendance record and make recommendations in line with the award regulations. In addition the Board must be assured that the student has met all the ethical requirements of the Professional Body. Any student alleged to be acting in breach of ethical codes would be asked to leave the course. Any dispute between internal and external examiners will be referred to the Academic Board. The Board meets bi-annually in June and December. The Re-sit Board meets in July The Board is composed of: • Chair: Dean of School or nominee • Course Leader • All Internal Examiners • External Examiner • Additional members may be co-opted as required Academic Appeals Appeals will be governed by the current University Academic Regulations. Information on this process is made available to students during induction. Student Voice and Feedback to the Course The involvement of students in the assessment of course quality is an established part of the University's procedures. The Students' Union will be able to tell you about the representative roles available to students and the communication processes in the School. These are important roles that benefit you and other students. Further information about student representation and the Student Voice is available at the Students' Union website: www.wolvesunion.org/main/studentvoice Trainee feedback in the form of course evaluations are an important source of information for course maintenance and development and you will be asked to complete feedback sheets at the end of each module. Staff-Student Liaison Meetings – Please see Award Management section Each semester a staff-student liaison meeting is scheduled in order for staff and trainees to discuss how the course is going and any particularly positive or negative issues that have arisen. All trainees are expected to attend this meeting. Course Committee Meetings – Please see Award Management section Issues raised at the staff-student liaison meeting that require further discussion are raised by the student representative from each year at the Course Committee meeting. This meeting is minuted and sent to the Dean of the School. If the representative is unable to attend it is his/her responsibility to secure a deputy. Student Representatives Please ensure that you have nominated a representative by the end of October. It is preferable to change representative each year. APPENDICES Appendix 1 - Timetable, Modules and Assessments (provisional) Specific Dates to Follow Jan to May 2012 Module Words for Module Title Day / Time Type of Assessment Code Assignment Fundamentals in Wed Client study 3000 words PS4051 Cognitive Behaviour 10am to 5pm Presentation 20min Therapies Wed Therapy Tapes x2 PS4048 Group Supervision 1 9am to 10am Brief Case Study 2000 words 1x per month Supervisor’s Report 2x Custom workshops (early Personal and Jan) Reflective Essay PS4050 Professional 2000 words Learning Log Development Tutorials (booked with supervisor) May to Sept 2012 Module Module Title Month / Day Type of Assessment Code Advanced Cognitive Wed 3000 words PS4047 Behavioural Approaches Client study Presentation 10am to 5pm 20min & Skills Wed Therapy Tapes x2 PS4049 Group Supervision 2 9am to 10am Brief Case Study 2000 words Once per month Supervisor’s Report Research Question 5min TBC Presentation PS4046 Literature Review Seminars / Self Extended essay 3-5000 Study Group Presentation 15min Sept to Dec 2012 Module Module Title Month / Day Type of Assessment Code TBC Applied Research PS4012 Seminars / Self Class test group Project TBC Methods Study TBC PS4491 Masters Research Report Seminars / Self Research Report TBC Study Appendix 2 - Guidelines for Assessment Each piece of work submitted is assessed against the learning outcomes identified in the module guide. For an assignment to pass it must meet all the learning outcomes identified. Specific Assignment guidance will be provided in class time. Guidelines for the Presentation of Client Studies The focus of the client study is work with one particular client. It should provide enough information for the reader to gain an understanding of the counsellor‟s interaction with the client, how the counsellor learned from the experience and made sense of the therapeutic process. Trainees are expected to demonstrate scientist-practitioner skills throughout and all work should demonstrate academic skills appropriate to post-graduate work. Therefore, assignments should not be merely descriptive, but critical, evaluative and creative with clear foundations in the academic literature. Ideas should be expressed clearly and should be relevant to the title of the assignment. There should be a clear structure to the piece of work, where arguments are developed and supported, themes are apparent and there is an internal consistency to the work. All assignments should be word-processed or typed and spelling and grammar corrected. All sources must be appropriately referenced (see Style Guide, 1989). The following (from BPS guidelines) should be included in the report: • background, biographical information on the client. • presenting problem and the nature of the counselling contract. • content of sessions. • analysis and understanding of client problem. • techniques and approach used to work with client. • how psychological knowledge was applied in working with this client. • discussion of difficulties encountered and strategies used to overcome them. • discussion of the development of the therapeutic relationship. • a critical assessment of the effectiveness of the counsellor‟s interventions. • self-evaluation. • professional dilemmas. • use of supervision. This is not a definitive list and there are many other relevant issues which may be included. The assignment will be marked according to the learning objectives of the particular module being assessed so make sure that you are familiar with these before you start. Maximum length 3,000 words. Guidelines for Presentation of Process Reports The aim of the process report is to assess the trainee‟s sensitivity within the counselling process and their awareness of what was occurring within the therapy. It is not an evaluation of the „success‟ of the session but rather an exploration of the learning process. There are four components to a process report: 1. The written report (3,000 words). 2. A video or audio tape of a 50 minute session, which must be fully audible. 3. A 20-minute transcript of the session with speaker turns numbered so that they can be referred to in the body of the report. 4. Signed consent form from the client agreeing to the use of the material for assessment purposes. Guidelines for Oral Presentations Aims: The oral presentation provides an opportunity to choose a topic that you are particularly interested in and carry out some independent research. This should be related to the learning objectives and the subject matter of the module. Presenters have the chance to practise their presentation skills in a supportive and non-threatening context. When preparing your oral presentation or when you listen to a peer presenting his or her work, you may wish to consider the following organising framework: • Search the literature around a chosen topic. • Integrate the information in a coherent way. • Present the topic concisely and clearly. • Communicate effectively. It is advisable not to read your presentation, instead – narrate to your audience. • Respond to your audience‟ needs – check with them during your presentation whether they are following you. Suggested format: You are encouraged to experiment with audio-visual resources. Psychology technicians are happy to provide you with any assistance required should you inform them one week in advance. Reading lists are particularly welcome as they provide direction for further study. Give hand-outs if you think they will facilitate the presentation. You are encouraged to be creative in your planning and presentation. Length of presentation varies, please see relevant module guide. Feedback: This piece of work will not be formally assessed. After each presentation a period of 20 minutes will be allowed for discussion and informal feedback. It is important that this feedback should be relevant, supportive and constructive, and should address both positive and negative aspects of the presentation. Within the course philosophy, it is understood that this should be a positive learning experience from which the whole group can benefit. Tutors are available for consultation as required. Appendix 3 - Ethical Issues Involved in Taping Therapeutic Sessions It is essential for the assessment process that we are able to hear or see your work with a real client and literature on therapeutic training recommends that students be assessed in this way. However, it is important to be aware of the implications for the client of having their therapy session recorded. To minimise any potential distress or disruption to the client, you must adhere to the following recommendations: - Inform the client in detail about how and why the session will be recorded. Assure that client that it is purely voluntary and that their decision will in no way impact on their therapy sessions. Make clear to the client that you will only proceed if they agree to consent. Go through the consent form with the client before asking them to sign and make sure they have a copy. Emphasise that you will check again at the end of the session and if they wish to withdraw consent then that is fine. When using a video camera, position the camera behind the client so that the client does not appear on the film. Emphasise to the client that the tape will always be kept securely under lock and key at the placement agency or at the University. Following the assessment process, the tape must be returned to the client if they wish, or be destroyed. Appendix 4 - Audio-taping Consent Form Video/audio-taping of sessions - Consent Form As part of post-graduate training at the University of Wolverhampton, I will be audio or videotaping some of my therapy sessions. The purpose of this is to help facilitate my training as a therapist and any assessment does not relate to the client. For all clients who choose to take part in this process, there are clear safeguards: • Audio or videotaping is purely voluntary and will only take place with your prior consent. • All tapes will be destroyed after use and will not be part of your records. • The tape-recorder may be switched off at any point during a session. • You may decide during or after a session that you wish the tape to be erased • The video or audiotapes will be confidential. They may be viewed by a psychologist colleague working at the University of Wolverhampton or by my supervisor, but your personal identity will not be disclosed and they will adhere to strict confidentiality policies. • Your decision to tape will have not impact on your entitlement to therapy. Therapist Name Therapist Signature Date Client Initial Date Appendix 5 - Postgraduate Taught Programmes - assessment grade scheme The University of Wolverhampton utilises a six-point assessment grade scheme for its modular taught postgraduate programmes. The scheme recognises four pass grades (A, B, C and D) and two other grades: E (indicating retrievable fail) and F (Fail). University transcripts will show alphabetical module grades only. The A grade is equivalent to a Distinction grade and B, C and D reflect grades of performance within the overall Pass grade, indicating the achievement of learning outcomes. Please note that in order to pass the module all learning outcomes must be achieved in the assignment. Work that narrowly fails to achieve the learning outcomes will receive an E grade. On resubmission and following reassessment, the maximum grade available will be D. For the purposes of University transcripts, where modules are validated as in section 5, “Distinction” appears as an A grade, “Pass” as a C grade, a pass on resubmission as a D grade, a “Retrievable Fail” as an E grade, and a “Fail” as an F grade. Module teams will determine the means of ensuring adequate feedback to students. As a minimum students should receive (provisional) grades accompanied by written feedback on their performance in each assessment task or assignment. Modules will frequently be validated with two assessment components (up to three components in 30 credit modules). If a single component determines all the module learning outcomes, the grade awarded for this component will determine the module grade. Any assignment not submitted by the due date, without prior agreement, will be subject to the normal arrangements for retrieval of “failed” assignments. If the assignment is submitted and meets the learning outcomes, the maximum grade to be awarded will be D. Module grades will be confirmed at Subject Assessment Boards and will subsequently be considered at Award Boards for the purpose of determining eligibility for a Practitioner Doctorate award, Postgraduate Certificate, Postgraduate Diploma, Masters degree, Masters degree with Distinction or Post Masters Diploma. Interim awards (see above) can be awarded in cases where eligibility for the practitioner doctorate is not met, but none of these will confer eligibility for chartered status. Re-assessment A module failed with an E grade may be re-assessed once. Failure in the re-assessment will require the student to retake all assessment in that module. A module failed with an F grade must be retaken. Assessment submitted late, without just cause, will be awarded an F grade. Appendix 6 - Extenuating Circumstances and Requests for Coursework Extensions 7.1 Clear instruction on what action a student should take if s/he experiences illness or personal difficulty will be published and made available to students. 7.2 Where a student has experienced illness or other serious personal difficulty which has affected his/her performance in assessment, or ability to undertake assessment, an Award Board, or Extenuating Circumstances Board, may recommend that this be taken into consideration. Requests must be submitted at least one week in advance of the meeting and this date will be published to students. Extenuating Circumstances Boards will assess requests for extenuating circumstances to be taken into consideration by Award Boards using the same University criteria. 7.3 If a student believes s/he has a valid reason for not completing an assignment s/he must complete a University form in order that each case may be assessed fairly. 7.4 If it is established to the satisfaction of an Award Board that a student's absence, failure to submit work, or poor performance in assessment was due to illness or other valid cause (proven by acceptable evidence) the Board may either 7.4.1 permit the student to be reassessed as if for the first time, in any or all of the elements affected; or 7.4.2 where it is satisfied that there is sufficient evidence of the student's achievement, or where this evidence is subsequently obtained, exceptionally recommend the student for the award for which s/he is a candidate, with or without Honours classification, or Distinction, as appropriate. The Board may assess the candidate by whatever means it considers appropriate, including a viva voce examination, in order to reach a decision, but should ensure the student is assessed on equal terms with other students; or 7.4.3 where there is insufficient evidence of the student's performance to recommend either the award for which the student is a candidate or an intermediate award and the Board is satisfied that but for the illness or other valid cause, the student would have reached the standard required, recommend an Aegrotat award. Such a recommendation should only be made, however, if the student chooses not to be reassessed, or if reassessment is not possible. 7.5 Requests for extensions to assignment deadlines should normally be submitted at least one week before the submission deadline and may be granted for a maximum of seven days (one calendar week). The University will not accept retrospective requests for extensions or for circumstances to be taken into consideration by an Award Board. Only exceptionally will the University consider claims which are not submitted at the appropriate time. 7.6 Where a student‟s claim for extenuating circumstances is accepted as valid the student will normally be offered the opportunity to take assessment, not submitted, as if for the first time and without penalty. Only exceptionally, will the Award Board exercise its discretion to review the student‟s overall result, rather than offer the student a „first sit‟ in these circumstances. If assessment is not taken at the next opportunity the student will be required to resit the assessment and the grade will be restricted to D / D5. 7.7 The normal rules for compensation do not apply to assessment affected by valid extenuating circumstances. A student who has gained an E grade will have the right to take assessment as if for the first time at the next opportunity. This will be denoted by changing the E to M. Where a successful claim relates to re-assessment the student will normally have the right to take the re-assessment at the next opportunity. 7.8 Where a student‟s claim for extenuating circumstances is accepted as valid but the student has passed all modules affected the Award Board will take the evidence into account when determining rights of progression or Award classification and only in exceptional circumstances will the student be offered a further right of assessment. 7.9 Where an Award Board accepts a student‟s claim for extenuating circumstances and recommends that the student be permitted to retake a year of study the student will only be permitted to re-enrol if he/she can provide evidence that he/she is likely to successfully complete his/her award on resumption of studies. Appendix 7 - BABCP Guidelines BABCP GUIDELINES FOR GOOD PRACTICE OF BEHAVIOURAL AND COGNITIVE PSYCHOTHERAPY INTRODUCTORY STATEMENT 1. All members of the BABCP are required to endeavour to adhere to these guidelines. 2. Most BABCP members will already be members of the helping professions and hold appropriate qualifications. They should, therefore, be bound by a code of practice by virtue of their belonging to a profession and so a detailed statement of general ethical/legal principles is not included in these guidelines. It is expected that all members of BABCP approach their work with the aim of resolving problems and promoting the well-being of service users and will endeavour to use their ability and skills to their best advantage without prejudice and with due recognition of the value and dignity of every human being. 3. The term "worker" and "service user" are used throughout to designate the person responsible for helping and the person being helped respectively and should be taken to subsume similar relationships, e.g. doctor/patient, therapist/client, teacher/student etc. as appropriate. Similarly "assessments/ interventions" is used to subsume training, treatment, programme etc. 1 ASSESSMENT AND BEHAVIOUR/COGNITIVE CHANGE PROCEDURES (i) The worker will ensure that any intervention procedures adopted will be based upon evaluation and assessment of the service user and the environment. The worker will also strive to ensure that any assessments/interventions will be in the best interests of the service user, minimising any possible harm and maximising benefits over both the short and long term whilst at the same time balancing these against any possible harmful effects to others. (ii) Assessments/interventions will always be justified by the available public evidence taking into account all possible alternatives, the degree of demonstrated efficacy, discomfort, intervention time and cost of alternatives. (iii) Assessments/interventions will be planned and implemented in such a way that effectiveness can be evaluated. (iv) The aims and goals of assessments/interventions will be discussed and agreed with service users at the outset and may be renegotiated, terminated or a referral made to another worker at the request of either party if the goals are not being met after a reasonable period of time or if they later appear to be inappropriate. (v) On both ethical and empirical grounds assessments/interventions used will be of demonstrable benefit to the service users both short and long term and will not involve any avoidable loss, deprivation, pain or other source of suffering. It is recognised, however, that circumstances might exist where long term benefits could only be achieved by interventions which involve relatively minor and transient deprivation. Workers will ensure that no such assessments/interventions are used where effective alternatives exist or where long term benefit does not clearly outweigh the short term loss. The design of such assessments/interventions by virtue of the aims would minimise any suffering involved and ensure that dangerous or long term deprivation will not occur. Whenever there is room for doubt about justifying the use of such interventions, workers will always seek advice from an appropriately qualified and experienced colleague who is in a position to give an independent and objective opinion. 2 CONSENT (i) It is understood that consent to particular assessments/interventions is an ongoing process which places emphasis upon the service user's role in the continual evaluation of the assessments/interventions. (ii) Where a worker sees a service user only for evaluative or diagnostic procedures, this will be explained clearly to them. (iii) Upon team agreement regarding the best procedures to implement, the aims, rationale and alternatives of assessments/interventions will be explained to the service user at the start as explicitly and as fully as is consistent with therapeutic effectiveness and the person's best interests. If the assessments/interventions are experimental rather than established and proven, this will be communicated to the service user. If this has been fulfilled, the service user gives consent to the intervention and this is recorded. (iv) For people unable to give informed voluntary consent, written consent will be obtained from a relative after informing them as described above. If no relative is available, consent will be obtained from an advocate or other responsible professional. (v) Retroactive consent will only be considered sufficient in emergency situations such that any delay in intervention would lead to permanent and irreversible harm to the person' well being. (vi) If a service user, when capable of informed consent, or other appropriate person when 2(iv) applies, chooses to withold consent, the intervention does not proceed. This applies equally to involuntary service users or those referred from the courts. (vii) Where a service user is within an institution, whether voluntary or otherwise, interventions may take the form of institutional management or specific programmes in which all members take part In these circumstances informed consent may be difficult to achieve but the conditions of 1(iv) are taken as minimum requirement. People are informed of the extent to which they are free to withdraw from any aspect of assessments/ interventions. In addition, those responsible for the procedures have the responsibility for collecting objective evidence for their continuing efficacy. 3 QUALIFICATION AND TRAINING (i) No workers represent themselves as having qualifications or skills they do not possess. (ii) Workers recognise the boundaries to their competence both from formal training and from work experience and if faced with a situation outside their competence, either refer the person to a colleague who has the required skills or, if taking on the situation themselves, ensure that they receive supervision and training from a competent other. (iii) Workers expect to continue to develop expertise after formal training has finished and take reasonable steps to keep up-to-date with current research and practice, e.g. reading current research, by attending appropriate courses and receiving regular practice supervision from an appropriately qualified and experienced person. 4 INTERPROFESSIONAL RELATIONSHIPS (i) Workers in a multi-disciplinary setting keep their colleagues informed of their decisions, consult with them when appropriate and establish clearly the limits of their involvement with a particular service user. (ii) Where workers have in practice overall responsibility for service users, they recognise aspects where their own professional competence ends and consult other professionals as appropriate. 5 CONFIDENTIALITY (i) Information acquired by a worker is confidential within their understanding of the best interest of the service user and the law of the land. Written and oral reports of relevant material are made available to other persons directly involved. (ii) The service user's consent is required where information is passed beyond the normal limits of persons concerned or made available for the purpose of research. (iii) The service user's consent is required if they are presented to an individual or group for teaching purposes and it is made clear that refusal would have no implication for intervention. (iv) If an intervention is being published, personal details are restricted to the minimum required for describing the intervention. (v) If a video tape, film or other recording is made, consent in writing is required specifying whether the recording may be shown to; (a) other professionals; (b) students; (c) the lay public. 6 RESEARCH (i) If a service user is asked to be tested or interviewed as part of a research project, it is made explicit when the procedures used are not of direct therapeutic benefit to that individual and formal consent is obtained. (ii) When service users are in a research project where interventions are being compared or a control condition included, if one intervention or condition emerges as the most effective it is subsequently made available to those in the less effective control groups. 7 EXPLOITATION OF SERVICE USERS (i) Workers have a clear responsibility not to exploit service users in financial, sexual or other ways. Though some interventions entail workers and service users socialising together, a clear distinction between personal and professional relationships is still made. 8 PRIORITIES (i) Workers will often have to decide areas in which to specialise and this choice is made with due regard to the priorities involved taking into account the known efficacies of interventions available and the overall benefit conferred on service users in general. 9 ADVERTISING (i) Membership of BABCP does not confer any professional status or qualification. Workers will not refer to their membership of BABCP in advertising or elsewhere to imply any such professional status or qualification. (ii) Workers accredited by BABCP as Behavioural and/or Cognitive Psychotherapists to meet the criteria for registration with the Behavioural & Cognitive Psychotherapy Section of the United Kingdom Council for Psychotherapy, are free to advertise or otherwise announce that fact. Appendix 8 - Psychology Staff Interests JOHN BERGIN, PhD (Room MC134) Senior Lecturer Specialisms: Organisation theory Critical management studies Entrepreneurship Critical psychology. ANKE BUTTNER, PhD (Room MC118) Senior Lecturer Specialisms: Cognitive psychology especially language and memory Semantics and pragmatics Semantic illusions. JANE CARSTAIRS, PhD (Room MC104) Reader/Senior Lecturer Specialisms: Individual differences Selection and assessment Career progression of women and minority groups Psychometrics Occupational stress. JOSEPHINE CHEN-WILSON, PhD (Room MC116) Senior Lecturer Specialisms: Language development, development of children‟s narratives and literacy Cross linguistic studies. ANNE CRAWFORD-DOCHERTY BSc (Hons) MSc, MSc, CPsychol, completing a PhD Visiting Senior Lecturer (Room MC131) Specialisms: Organisational change in the NHS Narrative therapy Service user involvement in mental health services Ethics and power in clinical case-notes RICHARD DARBY, PhD, CPsychol (Room MC110) Principal Lecturer Specialisms: Experimental psychology, learning and memory Comparative psychology Learning processes in the elderly Theory of mind. ROS DYER, PhD, CPsychol (Room MC107) Principal Lecturer. Specialisms: Occupational Psychology Attitudes to: work, redundancy, absenteeism Human : Animal Interactions, Value of Companion Animals, Sports Psychology – particularly motivation. CHRISTOPHER FULLWOOD, BSc (Hons) PhD (Room MC133) Senior Lecturer Specialisms: Internet Psychology Media Psychology. NIALL GALBRAITH, BSc (Hons) MSc, PhD (Room MC131) Senior Lecturer Specialisms Cognitions underlying delusional ideation and belief Attitudes towards mental illness Cognition and attitudes in health professionals Psychological factors in Internet use NICOLA HART, BSc (Hons) MA, PsychD, CPsychol (Room MC109) Psychology Subject Group Leader Principal Lecturer, Postgraduate Programmes Manager Specialisms: Psychotherapy and morality Psychotherapy and language Deconstruction of therapeutic discourse Power and Psychotherapy Ethics Spirituality. LEE HULBERT-WILLIAMS, BSc (Hons), MSc, PhD (Room MC118) Lecturer Specialisms Clinical and health psychology especially in regard to stress and trauma Acceptance and commitment therapy, and mindfulness Personality and individual differences JANE KEETON, BSc (Hons), MSc, Post-MSc Dip., CPsychol (Room MC134) Senior Lecturer and Professional Tutor in Counselling Psychology Specialisms: Counselling Teenagers Theories of adolescents and adolescence The interface between cognitive psychology and therapeutic process; Counselling Psychology YVETTE LEWIS, BA (Hons), PsychD, C.Psychol (Room MC131) Senior Lecturer, Course Director, Postgraduate Counselling Psychology Specialisms: Personal Development in Counselling Psychology Social constructionism and „The Self‟ KENNETH MANKTELOW, PhD (Room MC106) Professor Specialisms: Cognitive psychology especially thinking, decision making and reasoning Cognitive development of thinking and reasoning skills Culture and cognition Reasoning and sub-clinical thinking disorders. NEIL MORRIS, PhD, CPsychol, CSci (Room MC133) Senior Lecturer. Specialisms: Psychological well-being Cognitive ergonomics Blood sugar and cognition Mood enhancement Psycho-aromatherapy. WENDY NICHOLLS, PhD (Room MC136) Senior Lecturer Specialisms: Experimental social psychology Health psychology Online counselling Internet use, Attachment, Depression. MOIRA OWENS, PhD, CPsychol (Room MC105) Principal Lecturer Specialisms: Organisational analysis Qualitative methods of enquiry: discourse analysis, grounded theory Health psychology Social construction of disability e-Inclusion. DAVE PACKWOOD, BSc (Hons), MSc, Post-MSc, CPsychol (Room MC134) Senior Lecturer Specialisms Counselling psychology Psychodynamic theory & practice Clinical supervision The use of fairy tales in therapy. MARIA THOMPSON, BSc (Hons), MSc, Post-MSc, PsychD, CPsychol (Room MC131) Senior Lecturer, Course Director, MSc/PGDip in Cognitive Behaviour Therapies Specialisms Counselling Psychology Psychology of Religion Theory & Clinical Practice with Forensic and Older Adult populations Service Development Positive Psychology CAROLINE WESSON, PhD (Room MC111) Senior Lecturer Specialisms: Social Psychology Communication of confidence Eyewitness confidence. Appendix 9 - Academic Calendar 2011/2012 Semester 1 Week Date (w/c Monday) Programme 12 September Induction/Welcome Week 1 UW4 19 September Residential/Teaching Week 2 UW5 26 September Teaching Week year 1 placement induction 3 UW6 03 October Teaching Week year 1 placement induction 4 UW7 10 October Teaching Week 5 UW8 17 October Teaching Week 6 UW9 24 October Teaching Week 7 UW10 31 October Teaching Week 8 UW11 07 November Teaching Week 9 UW12 14 November Reading Week 10 UW13 21 November Teaching Week Staff Student Liaison Meetings 11 UW14 28 November Teaching Week Course Committee Meeting 12 UW15 05 December Teaching Week 13 UW16 12 December Teaching Week 19 December – 02 January Student Christmas Vacation 14 UW20 9 January Assignment submission and module review Semester 2 Week Date Programme 1 UW22 23 January Teaching Week 2 UW23 30 January Teaching Week 3 UW24 06 February Teaching Week 4 UW25 13 February Teaching Week 5 UW26 20 February Teaching Week 6 UW27 27 February Teaching Week 7 UW28 05 March Reading Week 8 UW29 12 March Teaching Week 9 UW30 19 March Teaching week Staff Student Liaison Meetings 10 UW31 26 March Teaching week Course Committee 02 April – 13 April Easter Vacation 12 UW34 16 April Teaching Week 13 UW35 23 April Teaching Week 14 UW36 30 April Assignment submission and Module Review NOTE: This calendar is subject to change. The Dates given are shown for the Monday of each week unless otherwise specified. Appendix 10 - BPS Referencing Format BPS Referencing Format 3.19 References Society journals use the author-date method of citation that is the surname of the author and the year of publication are inserted in the text at the appropriate point, e.g. Rabbitt (1980) compared reaction time . . . or In a recent study of reaction times, Rabbitt (1980) found . . . or In 1980, Rabbitt compared . . . These methods enable the reader to locate easily the citation in the reference list given at the end of the article. If a work has two authors cite both names in the text every time and link them with an ampersand (&) thus: Smith & Jones (1984). If a work has three or more authors spell out all the names when the reference is first cited and use et al. form thereafter. E.g. Hunt et al. (1980) found . . . If the abbreviation et al. leads to a confusion between two groups of authors, e.g. Hunt, Hartley & Davies (1983) and Hunt, Davies and Baker (1983),then cite all the authors at every mention. If a reference list includes publications by two or more authors with the same surname, then give the initials of these authors in the text citations to avoid confusion. Give multiple citations chronologically for a single author (Smith, 1978, 1980, 1988a, b), but in alphabetical order for a multi-author list (Hartley 1984; Jones, 1980; Smith,1980,1982). Make citations of a particular page, figure, table, etc., at the appropriate point in the text rather than in the reference list. Such a precise indication helps the reader to locate this material more easily. When such citations are made in parentheses, use commas and not brackets to set the date, e.g. (Skinner,1982, ch.5), (Hunt, 1987.pp.251-253). References cited in the text must appear in the reference list at the end of the article. Take care to check that all the references cited are included, that the spelling of authors' names is consistent in the text and the list, and that dates as cited in the text correspond with those given in the list. The purpose of the reference list is to allow readers (or librarians) to locate the original material. Because this material may be unfamiliar to the searcher it is essential to include the following items of information: For articles: Authors' names(s);authors' initial(s); date of publication; title of article; full journal title; journal volume number; inclusive page numbers. For books: Authors' name(s); authors' initial(s); date of publication; title of book; place of publication; name of publisher. For articles or chapters in books: Authors' name(s); date of publication; initial(s) of editor(s); editors' name(s); date of publication (if different); title of book; inclusive page numbers; place of publication; name of publisher. For unpublished articles: Authors' name(s);authors' initial(s); date of article; place where copy of the article can be located. Example 3.19 the typing of references 3.19.1 Articles Petrie, K., Chamberlain, K.& Clarke, D.(1988). Psychological predictors of future suicide behaviour in hospitalized suicide attempts. British Journal of Clinical Psychology, 27, 247- 257. Wilcox, R.R. (1988). A new alternative to the ANOVA F and new results on James's second-order method. British Journal of Mathematical and Statistical Psychology, 41, 109- 117. Authors' name(s) are given lower-case lettering. The date (in parentheses) is followed by a full stop. The first word only of the title is capitalized (except for proper names, etc.). Article titles are followed by a full stop. Journal titles are given in full, underlined and followed by a comma. Volume titles are underlined and followed by a comma. Page numbers are followed by a full stop. 3.19.2 Books Berkowitz, L.(1980). A Survey of Social Psychology, 2nd ed. New York: Holt, Rhinehart & Winston. Dohrenwend, B.S. & Dohrenwend, B.P. (1981). Life stress and illness: Formulation of the issue. In B.S. Dohrenwend (Eds), Stressful Life Events and their Context' pp. nnn-nnn. New York: Prodist. Edwards, H.(1987). Psychological Problems: Who Can Help? London: Methuen; Leicester: The British Psychological Society. Wall, T.D., Clegg, C.W. & Kemp, N.J. (Eds) (1987). The Human Side of Manufacturing Technology. Chichester: Wiley. Authors' name(s) are given in lower-case lettering. If the book is edited, the abbreviation (Ed.) or the contraction (Eds) appears in parentheses before the date. The date (in parentheses) is followed by a full stop. Each key word in the title starts with a capital letter. Book titles are underlined and followed by a full stop. The abbreviations rev. ed. or 2nd ed. For revised edition and second edition are used where appropriate: these should be placed after the book title and preceded by a comma. The place of publication is followed by a colon. The publisher's name is followed by a full stop. Articles in books Kohlberg, L. (1986). A current statement on some theoretical issues. In S. Modgill & C. Modgill (Eds). Lawrence Kohlberg: Consensus and Controversy, pp.nnn-nnn Philadelphia: Falmer Press. Authors' name(s). date and title of article are all followed by full stops. Editors' initials and surname(s) are preceded by the word 'In'. The abbreviation (ed.) or contraction (Eds) then follows as appropriate. The date of the edited book is also given if it is different from the date of the article. Inclusive page numbers are given for the chapter or article being cited. The book reference is then given n the standard way. Unpublished articles Brown, J.(in preparation). Handedness measured by finger tapping. Burnhill, P., Hartley, J. & Young, M. (1990). Tables in text. Applied Ergonomies (in press). Smith, J. (1980) Social psychology and programmed instruction. (Paper available from the author: Department of Psychology, Some town University.) Wolff, J.G. (1985). The acquisition of linguistic structures. Unpublished PhD thesis. University of Wales. The key issue in the case of unpublished articles is to indicate to the reader where the material may be obtained. 3.20 Alphabetization in references Alphabetize the list letter by letter. However, remember the rule 'nothing precedes something'; Smith, T.R. precedes Smith son, A.D., even though s precedes t in the alphabet. If an author has two or more articles published in the same year, cite them in the text and list them in the references by using the convention 1978a, 1978b,etc. Smith, B. & Jones, R. (1878a). Cases in Psychodynamic Therapy. London: Sage. Smith, B.& Jones, R. (1978b). Psychodynamic Theory. New York: Wiley. Alphabetize the prefixes 'M', Mc and Mac as if they were all spelled Mac. When a prefix is part of a surname (e.g. de Gaulle), alphabetize by prefix and ensure that the Prefix is also included in the text citation. If the authors are corporate bodies, then alphabetize by the first significant word of the name, e.g. The British Psychological Society is alphabetized under b. If an entry is anonymous, use the first significant word of the title in the author position. If an entry is signed 'anonymous' or 'anon', alphabetize as though 'anon' were a true name. Appendix 11 - Cognitive Therapy Rating Scale A copy of the Cognitive Therapy Scale (Revised) will be placed online on the WOLF topic. The purpose of the tool is to evaluate the practise of cognitive therapies, and provide feedback to colleagues.
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