CG2011 SAS MSc Cognitive Behaviour Therapy by qi8v8Z


									 School of Applied Sciences

MSc Cognitive Behaviour

    Course Handbook

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
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
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
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 (
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. (
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
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
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   
Philip Oates-BA (Hons) Media & Communication, Studies and Popular Music
Senior Technician    
Louise Davies - BSc (Hons) Multimedia Systems
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
                                                Student Support Receptionist

         The Student Support Office in                    01902 322129
         MA104 is open 9.30am - 5pm,
               Monday - Friday
                                               Student Support Administrator:
                                                         01902 32 3353

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
Student Office
 („Here to Help‟) is situated in MD Building (in the main courtyard) next to the learning
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
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
Mr Ian Jukes:
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
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
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
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
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.
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
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.
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
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
Be able to discuss the limitations and implications of their research for professional
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-
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
Work must comply with ethical guidelines.
Written work must be word-processed, grammatically correct and appropriately
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)
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.

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:
      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
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.
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.
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.
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.
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
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
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 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

Relevant Psychology Journal Stock includes:
American Journal of Psychology      Counselling Psychology Quarterly      Journal of Social and Personal

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

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

British Medical Journal             Journal of Personality and Social     Psychology of Women Quarterly

Changes                             Journal of Health and Social          Psychotherapy

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:
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.
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
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
• 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
• You inform your campus office of any change of address or period of absence from the
• 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.
• 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
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

•   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.
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
regs.pdf and for the MSc at
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:
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.
Appendix 1 - Timetable, Modules and Assessments
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

                                      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
                                Tutorials (booked
                                 with supervisor)

                                 May to Sept 2012
             Module Title         Month / Day        Type of Assessment
         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
PS4046     Literature Review    Seminars / Self
                                                       Extended essay             3-5000
                                                      Group Presentation          15min

                                  Sept to Dec 2012
             Module Title         Month / Day        Type of Assessment
           Applied Research
PS4012                          Seminars / Self     Class test group Project       TBC

PS4491 Masters Research Report Seminars / Self         Research Report             TBC
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
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
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
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
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.

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
• 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
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.
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


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.


(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

(iii) Assessments/interventions will be planned and implemented in such a way that effectiveness can be

(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

(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.

(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.


(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.


(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.


(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.


(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.


(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.


(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.


(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

(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
Organisation theory
Critical management studies
Critical psychology.

ANKE BUTTNER, PhD               (Room MC118)
Senior Lecturer
Cognitive psychology especially language and memory
Semantics and pragmatics
Semantic illusions.

JANE CARSTAIRS, PhD             (Room MC104)
Reader/Senior Lecturer
Individual differences
Selection and assessment
Career progression of women and minority groups
Occupational stress.

JOSEPHINE CHEN-WILSON, PhD                 (Room MC116)
Senior Lecturer
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)
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
Experimental psychology, learning and memory
Comparative psychology
Learning processes in the elderly
Theory of mind.

ROS DYER, PhD, CPsychol              (Room MC107)
Principal Lecturer.
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
Internet Psychology
Media Psychology.

NIALL GALBRAITH, BSc (Hons) MSc, PhD (Room MC131)
Senior Lecturer
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
Psychotherapy and morality
Psychotherapy and language
Deconstruction of therapeutic discourse
Power and Psychotherapy

LEE HULBERT-WILLIAMS, BSc (Hons), MSc, PhD                     (Room MC118)
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
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
Personal Development in Counselling Psychology
Social constructionism and „The Self‟

KENNETH MANKTELOW, PhD                      (Room MC106)
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.
Psychological well-being
Cognitive ergonomics
Blood sugar and cognition
Mood enhancement

WENDY NICHOLLS, PhD               (Room MC136)
Senior Lecturer
Experimental social psychology
Health psychology
Online counselling
Internet use, Attachment, Depression.

MOIRA OWENS, PhD, CPsychol              (Room MC105)
Principal Lecturer
   Organisational analysis
Qualitative methods of enquiry: discourse analysis, grounded theory
   Health psychology
Social construction of disability

DAVE PACKWOOD, BSc (Hons), MSc, Post-MSc, CPsychol                    (Room MC134)
Senior Lecturer
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
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
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

     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

      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 . . .
In a recent study of reaction times, Rabbitt (1980) found . . .
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;

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-

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-

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 &
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
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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