Postgraduate Diploma Cognitive Behavioural Psychotherapy
Academic Year 2017/18
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.
Programme Title |
Postgraduate Diploma Cognitive Behavioural Psychotherapy |
Final Award |
Postgraduate Diploma |
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Programme Code |
NAM-PD-CB |
UCAS Code |
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JACS Code |
B700 (DESCR) 100 |
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Criteria for Admissions A second class honours degree in a cognate area or equivalent professional qualification[s), and |
INSTITUTE INFORMATION
Awarding Institution/Body |
Queen's University Belfast |
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Teaching Institution |
Queen's University Belfast |
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School/Department |
Nursing & Midwifery |
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Framework for Higher Education Qualification Level |
Level 7 |
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QAA Benchmark Group |
Counselling and psychotherapy |
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Accreditations (PSRB) |
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British Association for Behavioural and Cognitive Psychotherapies |
Date of most recent Accreditation Visit 16-09-14 |
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REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations N/A |
Programme Specific Regulations The British Association of Behavioural and Cognitive Psychotherapists have produced Minimum Training Standards (MTS). The MTS require students to have 450 hours of study, of which 200 hours should be provided directly by recognised trainers. In addition students should have conducted a minimum of 200 hours of supervised assessment and therapy to progress to accreditation. A minimum of eight clients will have been assessed and treated under direct supervision totalling a minimum of five hours per case. Supervised practice will have been subjected to formal assessment by written critiques of six case studies. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) Yes |
EDUCATIONAL AIMS OF PROGRAMME
AIM:
This interdisciplinary programme aims to deliver a transformational learning experience that will enhance, extend and embed the student’s knowledge, skills and attitudes in the competent application of cognitive and behavioural psychotherapies.
OBJECTIVES:
Critically understand the theoretical basis of human development from developmental, psychological and social perspectives.
Comprehensively understand the phenomenological and diagnostic classification of common mental disorders.
Demonstrate advanced knowledge in the scientific and theoretical underpinnings of behavioural and cognitive psychotherapies.
Demonstrate a critical appreciation of the scientist-practitioner model in conducting empirically grounded interventions in clinical practice.
Demonstrate conceptual understanding of the core competencies for cognitive behaviour psychotherapy.
Articulate and critically evaluate distinct ethical perspectives on concrete dilemmas.
Critically appraise and interpret the research regarding the effectiveness of treatment for common mental disorders.
Demonstrate a conceptual understanding of how clinical supervision provides a positive space for compassion, inquiry, reflection, and practice development.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Develop the ability to reflect in critical and constructive ways on their own learning. |
Teaching/Learning Methods and Strategies Lecture, tutorials, independent study. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Coherently debate the merits of competing psychological theories of wellbeing, illness and treatment. |
Teaching/Learning Methods and Strategies Lecture, tutorials, independent study. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Evaluate critically the intricacy and diversity of the experiences of common mental disorders, how they present and respond to treatment. |
Teaching/Learning Methods and Strategies Lecture, tutorial, clinical supervision. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Comprehensively understand and interpret quantitative and qualitative data. |
Teaching/Learning Methods and Strategies E-learning, tutorials, discussion groups. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Creatively evaluate evidence and make reasoned arguments. |
Teaching/Learning Methods and Strategies Analysing patient/client (simulated) material. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Critically explore how knowledge translates into policy and policy into practice. |
Teaching/Learning Methods and Strategies Analysing patient/client (simulated) material. Methods of Assessment Practical, written assessment, clinical portfolio. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Demonstrate self-direction and originality in problem solving, and acting autonomously in management of time, planning, goal setting, implementation and evaluation. |
Teaching/Learning Methods and Strategies Group problem-solving, including attention to the group dynamics of teamwork. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Demonstrate a critical awareness of working collaboratively with patients, families, practitioners and agencies. |
Teaching/Learning Methods and Strategies Observation/role-play/simulated practice. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Use computer based technologies. |
Teaching/Learning Methods and Strategies Workshops. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Work productively in a group; group facilitation skills. |
Teaching/Learning Methods and Strategies Group problem-solving, including attention to the group dynamics of teamwork. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Lead, take initiative, demonstrate flexibility and adaptability, work in actual and virtual teams, delegate. |
Teaching/Learning Methods and Strategies Observation/role-play/simulated practice. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Comprehensively understand own learning preferences and have a strategic view of learning needs. |
Teaching/Learning Methods and Strategies Clinical supervision. Methods of Assessment Practical, written assessment, clinical portfolio. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Assess evidence critically, synthesise data from digital and printed sources, particularly online catalogues and databases, research library catalogues, archival inventories, and other traditional and digital resources relevant to the subject area. |
Teaching/Learning Methods and Strategies Clinical supervision, tutorials. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Solve problems of conflicting sources and conflicting interpretations. |
Teaching/Learning Methods and Strategies Clinical supervision. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Question interpretations, however authoritative, and reassess evidence for themselves. |
Teaching/Learning Methods and Strategies Tutorial, seminars, workshops. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Listen and discuss ideas introduced during seminars. |
Teaching/Learning Methods and Strategies Clinical supervision. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Make original contributions to the subject. |
Teaching/Learning Methods and Strategies Tutorial, seminars, workshop. Methods of Assessment Practical, written assessment, clinical portfolio. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Demonstrate originality on the practical understanding of |
Teaching/Learning Methods and Strategies Seminars, observation, role play/simulated practice. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Engage in, develop and disengage from therapeutic relationships through the use of appropriate interpersonal skills. |
Teaching/Learning Methods and Strategies Observation/role-play/simulated practice. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Critically explore psychological and social theories and concepts of cognitive behavioural therapy for common mental disorders. |
Teaching/Learning Methods and Strategies Seminars, tutorials. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Demonstrate originality in the selection and application of appropriate cognitive behavioural interventions for specific mental disorders. |
Teaching/Learning Methods and Strategies Clinical supervision. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Creatively analyse empirical evidence on cognitive behavioural therapy for common mental disorders to evaluate. |
Teaching/Learning Methods and Strategies E-learning, tutorials, seminars. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Coherently debate a range of related ethical issues. |
Teaching/Learning Methods and Strategies Snowballing activities which begin with pair-based work with the groups progressively combining to produce a larger group response to a challenge set. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Critically explore cognitive behavioural therapy professional and therapeutic competences. |
Teaching/Learning Methods and Strategies Lectures, workshop. Methods of Assessment Practical, written assessment, clinical portfolio. |
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Deal with complex issues both systematically and creatively through effective clinical supervision. |
Teaching/Learning Methods and Strategies Observation/role-play/simulated practice, clinical supervision. Methods of Assessment Practical, written assessment, clinical portfolio. |
MODULE INFORMATION
Programme Requirements
Module Title |
Module Code |
Level/ stage |
Credits |
Availability |
Duration |
Pre-requisite |
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Assessment |
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S1 |
S2 |
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Core |
Option |
Coursework % |
Practical % |
Examination % |
Clinical Inquiry & Applied Practice Based Research |
HSN7035 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Fundamentals CBP Assessment |
NUR7024 |
7 |
20 |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
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CBP Supervised Practice 1 |
NUR7025 |
7 |
10 |
YES |
YES |
24 weeks |
N |
YES |
50% |
50% |
0% |
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CBP for Anxiety Disorders |
NUR7026 |
7 |
20 |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
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CBP for Depression |
NUR7027 |
7 |
20 |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
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CBP for Complex conditions |
NUR7028 |
7 |
20 |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
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CBP Supervised Practice 2 |
NUR7029 |
7 |
10 |
YES |
YES |
24 weeks |
N |
YES |
50% |
50% |
0% |
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Notes
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