Course Handbook - University of Central Lancashire · Congratulations on securing a place to study for a M asters of Science in Cognitive Behavioural ... UCLan and that the course

Course Handbook MSc in Cognitive Behavioural Psychotherapy

January 2019

Course Leader: Denton French School of Community Health and Midwifery

Please read this Handbook in conjunction with the University’s Student Handbook

All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

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Contents

1. Welcome to the Course

2. Structure of the Course 3. Approaches to teaching and learning 4. Student Support 5. Assessment 6. Classifications of Awards 7. Student Feedback 8. Appendices Programme Specification

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1. Welcome to the course

Congratulations on securing a place to study for a Masters of Science in Cognitive Behavioural Psychotherapy. A very warm welcome to our UCLan, the School of Community Health and Midwifery and to our course. We are a vibrant and knowledgeable team of lecturers and researchers all of whom are experienced and accredited cognitive behavioural psychotherapists who use clinical case presentations and explore their own research and publications to enhance evidence based practice

This course welcomes students from a range of disciplines. It is aimed at those working in the medical profession, social work, psychologists, counsellors’ psychotherapists and others with experience and an interest in mental health. This handbook contains important information for all students on the MSc in Cognitive Behavioural Psychotherapy and is structured in a way that it will address most of your questions. Please read it carefully in conjunction with the University’s Student Regulations for 2018/2019 as well as the School of Community Health and Midwifery Student Handbook. The information provided will be useful at various stages in your course of study. We are committed to making your study enjoyable and productive. We will provide a leaning environment in which you can develop the understanding and skills in Cognitive Behavioural Psychotherapy to meet your current and future goals. You should make the most of teaching sessions by attending and participating. It is also important you manage your time effectively and meet specified deadlines for assignments. At the beginning of the course you will be allocated an academic advisor and an initial meeting will be arranged to discuss career development goals and set clear aims in relation to what you want to achieve from this course. You should utilise the support available, guidance and feedback provided by staff to help you monitor and improve your performance.

The staff team are looking forward to working with you. We hope that you will actively engage with us, each other, service users, carers and agency staff during your learning journey.

Once again the course team would like to welcome you and we hope you enjoy your time at UCLan and that the course meets your expectations and helps you achieve your goals. Denton French – Course Leader

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1.1 Rationale, aims and learning outcomes of the course

Cognitive Behavioural Psychotherapy is recognised as the treatment of choice for a wide range of mental health issues by the National Institute for Health and Care Excellence (NICE). This programme has been designed to meet the minimum training requirements for the British Association of Behavioural and Cognitive Psychotherapies (BABCP) for training Cognitive Behavioural Psychotherapists

The MSc in Cognitive Behavioural Psychotherapy (CBP) is an advanced professional training programme which is designed to meet the needs of students who wish to undertake a Masters level programme that prepares them to practice as Cognitive Behavioural Psychotherapists

This course is aimed at developing a broad knowledge base and a range of subject specific, cognitive and key/transferable skills. You are expected to show understanding of key concepts and theories in Cognitive Behavioural Psychotherapy, the ability to evaluate different approaches to solving problems, and the presentation of knowledge to support structured arguments, to integrate theory and practice and to reflect on and take responsibility for your own learning and development. This will enable you to plan your future academic, professional and personal development.

As part of this course you will also be required to participate in small group skills exercises. You should also demonstrate the ability to communicate information and arguments in a variety of formats.

The aims of the course are

• To provide an opportunity for students to acquire systematic and critical understanding of the background, principles, models and evidence base of Cognitive Behavioural Psychotherapy (CBP)

• To enable students to develop knowledge, expertise and skills necessary to practice CBP competently and ethically.

• Prepare students to undertake independent research projects • To develop students to become autonomous theoretical and evidence informed

practitioners in CBP • To develop students understanding of research informed practice • Provide students with the skills to be reflective scientist-practitioners • Critically appraise clinical supervision and impact on practice • To provide a framework within which the curriculum meets the minimum training

standards of • the British Association of Behavioural and Cognitive Psychotherapies (BABCP)

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Learning outcomes for this MSc in Cognitive Behavioural Psychotherapy are provided in the Programme Specification (Appendix 1)

1.2 Course Team

Denton French is the Course Leader and will be supported by a number of senior lecturers. Contact details for the Course Team are provided.

Course Leader Denton French Course Leader/Lecturer

Email: [email protected] Tel: 01772895550 Office: BB330

Allison Elliott Senior Lecturer


Rick Fothergill Principal Lecturer

Email: [email protected] Tel: 01772 892736 Office: BB344

Marie Percival Senior Lecturer

Email: [email protected] Tel: 01772 893412 Office: HA256

Dr. Gillian Rayner Principal Lecturer

Email:[email protected] Tel: 01772895599 Office: BB321

Sarah Trail Principal Lecturer


mailto:[email protected]



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1.3 Expertise of Staff

The course team have a wide range of expertise and skills within Cognitive Behavioural Therapy. The team keep up to day with evidence-based practice an utilise research evidence to inform teaching. All tutors are qualified to teach in Higher Education and hold teaching qualifications

Denton French is the course leader and a Lecturer in Counselling and Psychotherapy. She is experienced in developing and teaching on a range of nationally accredited undergraduate and postgraduate programmes in counselling and psychotherapy. He is registered member of BACP and BABCP. He is a trained counsellor and clinical supervisor, with over 15 years clinical experience and training practitioners. Denton is trained in High Intensity CBT and has experience working in IAPT services. He has worked across voluntary and public sectors and has an active practice working with adults experiencing a wide range of common mental health problems, experience of abuse and trauma and providing clinical supervision for a range of statutory services supporting victims and witnesses of childhood sexual abuse and domestic violence. Alison Elliott, Senior Lecturer (Mental Health), Qualified as an RMN in 1986, spent the majority of career working in secure mental health and learning disability settings, but has also worked in community and adult and older adult in-patient settings. Course leader for the BSc Psychosocial Interventions course. Areas of professional interest include psychosocial approaches, personality disorder, self-injury and service user involvement.

Rick Fothergill is a Principle Lecturer for the Counselling and Psychological Therapies in the School of Community Health and Midwifery. Rick is also a trained counsellor, Mental Health Nurse and accredited Cognitive Behavioural Therapist. His area of expertise is in the application of Cognitive Behaviour Therapy (CBT).

Marie Percival is a Senior Lecturer and previously held the post of Course Leader for the BA (Hons) in Counselling and Psychotherapy and a tutor Post Graduate Diploma at UCLan. Marie has 12 years’ experience teaching in higher education in both psychology and in the field of counselling and has ten years’ experience working as a Cognitive Behavioural psychotherapist in both private practice and in community settings.

Gillian Rayner has 18 years of senior academic experience working in Universities. She has written and lead a variety of professional training courses in mental health nursing and psychotherapy at levels 5-7. She has been external examiner for a variety of international courses at level 5-7 over the past 15 years. She has extensive clinical nursing and psychotherapy experience in a wide variety of settings from community and charities to nhs and forensic mental health hospitals. She is a BABCP accredited psychotherapist, trainer and supervisor and works for this organisation chairing course accreditation visits and sits on this committee. She has provided extensive teaching, enterprise and research into cbt approaches, with a focus on working with complex clients, Personality Disorder and self-harm as her specialism.

Sarah Trail has been at UCLan for the last 8 years and during this time has managed and contributed to a variety of courses covering mental health nursing, cognitive therapy and improving access to psychological therapies (IAPT). She has had a number of roles in both the NHS and independent sector, as a nurse, manager, practice development facilitator and cognitive behaviour therapist (CBT). Sarah trained as a cognitive behavioural therapist,

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gaining her MSc in 1998, and has continued in practice since then. She currently practices in both the NHS primary care and the independent sector. Maintaining and enhancing her skills is important in terms of clinical effectiveness, but it also provides an advantage to students in that she is not remote from the realities of day to day clinical practice.

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1.4 Academic Advisor Within the first week of semester one you will be assigned an Academic Advisor who will provide additional academic and pastoral support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, including developing skills in self-awareness, reflection and action planning. Section 4 will provide further information on the role of Academic Advisors.

1.5 Administration details Course Administration Service (CAS) provides academic administration support for

students and staff and are located in the following hubs which open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals.

CAS Brook Building Community, Health and Midwifery Nursing Health Sciences Social Work, Care and Community Room: 204 Telephone: 01772 891992 or 891993 Email: [email protected] 1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. We will normally communicate with students via post, email,

Blackboard (UCLan’s intranet and a medium for course materials) Starfish and notice boards. You will be introduced to Blackboard and Starfish at the beginning of term. t is important for you to inform us immediately of any change of address or mobile phone number so that we can update our records accordingly. This is your responsibility and we cannot be held responsible for any communication failure if you have not informed us of any relevant changes. Please note that allowing for other commitments such as annual leave staff will try to reply to your email within 3 working days of its receipt

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1.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range. External Examiner for the Programme

Lisa Bluff, University of Salford

2.0 Structure of the course

2.1 Overall structure The Programme Specification for MSc in Cognitive Behavioural Psychotherapy is provided in section 8 of this handbook.

The MSc in Cognitive Behavioural Psychotherapy can be taken via one of two pathways.

1. Part Time route for students who wish to train to become Cognitive Behavioural Psychotherapists in line with the Minimum Training Standards of the British Association of Behavioural and Cognitive Psychotherapies (BABCP).

2. Full Time route for candidates who are applying to train as High Intensity Therapists. This route is usually undertaken by candidates completing their clinical training in CBT as part of a paid position as a High Intensity Trainee Therapist within an (Improving Access to Psychological Therapies) IAPT service.

The course structure and delivery varies depending on the pathway you are undertaking. Please ensure that you are consulting the information about the course relating to your pathway.

Pages 10 – 12 (in green) outline the course structure for part time students

Pages 13- 14 (in blue) outline the structure of the course for FULL TIME students on the High Intensity IAPT training pathway.

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Structure of the course for PART TIME students

Students take the MSc in Cognitive Behavioural Psychotherapy as a target award however all students need to progress onto the second and third years by successfully completing modules in years one and two, fitness to practice assignments and progression interviews/vivas. Failure in the interview/viva towards the end of year 1 will mean that students will exit with the Postgraduate Certificate in Cognitive Behavioural Psychotherapy.

The second year of the MSc in Cognitive Behavioural Psychotherapy comprises the Cognitive Behavioural Psychotherapy 2 module (CG4022) in semester 1 and the Introduction to Postgraduate Research (NU4025) which can be taken in either semester 1(online) or on semester 2 (in class). Failure in the interview/viva towards the end of year 2 will mean that students will exit with Postgraduate Diploma in Cognitive Behavioural Psychotherapy.

Year three of the course will focus on the dissertation (NU4053 Module) for the award of MSc in Cognitive Behavioural Psychotherapy. You will be assigned a supervisor to assist you with this piece of work.

2.2 Modules available

Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits, a double module is 40 credits and a treble module is 60 credits. Year 1

Semester 1

Module Code Module Title Credits

CG4023 Fundamentals of Cognitive Behavioural Therapy (20)

Semester 2 & 3


CG4021 Cognitive Behavioural Therapy 1 (40)

Year 2

Semester 1 & 2


CG4022 Cognitive Behavioural Psychotherapy 2 (40)

10

Semester 1 or 2


NU4025* Introduction to Postgraduate Research (20)

*Can be taken online in Semester 1 or Semester 2

Year 3

Semester 1,2 & 3


NU4053 Dissertation (60)

Clinical Placement The MSc in Cognitive Behavioural Psychotherapy will require students to undertake a suitable clinical placement and to complete 200 therapeutic hours (over the

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study period) in line with the minimum training standards for the British Association of Behavioural and Cognitive Psychotherapies (BABCP).

Students will need to find a suitable placement. Further details on the clinical placement and supervision will be provided during the first week of term.

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Structure of the course for FULL TIME students training to be High Intensity Therapists on the IAPT pathway.

Students take the MSc in Cognitive Behavioural Psychotherapy as a target award however all students need to progress by successfully completing modules in semester one and two of the first year before completing the MSc in the second year of study. Students who are unable to complete a second year of study will be eligible to return and top up their qualification to Masters level at a later date providing the course remains available.

Students will need to progress in semester one and two by passing fitness to practice assignments and progression interviews/vivas.

Students who complete the following modules, CG4023 & CG4021 by the middle of semester two but fail to pass further modules will exit with the Postgraduate Certificate in Cognitive Behavioural Psychotherapy.

Students begin their studies in Semester one with a two-week intensive block of teaching on the Fundamentals of Cognitive Behavioural Psychotherapy (CG4023)

Once this module is complete students will begin Foundations of Cognitive Behavioural Therapy (IAPT) (CG4024) in semester one and will also begin Supervised Practice of Cognitive Behavioural Therapy (IAPT) (CG4025) which runs across semesters one and two.

In semester two students will undertake Cognitive Behavioural therapy 1 (CG4021)

Upon completion of semester two students who have completed CG4023, CG4024, CG4021 and CG4025 will be able to exit with a Post Graduate Diploma in Cognitive Behavioural Psychotherapy

Students who undertake this route will have IAPT linked to the specific modules on their end of course transcript, however IAPT will not be identified in the overall qualification title.

The second year of the MSc in Cognitive Behavioural Psychotherapy comprises the NU4025 Introduction to Postgraduate Research (NU4025) which can be taken in either semester 1 (in class) or in semester 1 or 2 (online) and the dissertation module (NU4008) for the award of MSc in Cognitive Behavioural Psychotherapy.. You will be assigned a supervisor to assist you with this piece of work.

2.2 Modules available

Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits, a double module is 40 credits. Year 1 Semester 1

CG4023 Fundamentals of Cognitive Behavioural Therapy (20)

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Clinical Placement Students on the full time IAPT pathway will usually be attending classes at the University for two days a week and be in a suitable placement for working with the IAPT model for the remaining three days a week

CG4024 Foundations of Cognitive Behavioural Therapy (IAPT)

(20)

Semester 1 & 2 CG4021 CBP1 (40)

Semester 2


CG4025 Supervised Practice of Cognitive Behavioural Therapy (IAPT)

(40)

Year 2 Semester 1 NU4025

Introduction to Postgraduate Research (20)

Semester 1 & 2

NU4008

Dissertation (40)

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2.3 Course requirements It is essential that you complete ALL modules in each year for a MSc in Cognitive Behavioural Psychotherapy.

Clinical Placement - The MSc in Cognitive Behavioural Psychotherapy will require students to undertake clinical placement and to complete 200 therapeutic hours (over the study period) in line with the minimum training standards for the British Association of Behavioural and Cognitive Psychotherapies (BABCP). Further details on clinical placement and supervision will be provided during first week of term.

2.4 Module Registration Options Discussions about your progression through the course will take place in February each year. It is an opportunity for you to make plans for your study over the following academic year. The course team will discuss academic achievement, placement and supervision and personal

motivation, both tutor and student will agree on the most appropriate (and legal) course of study for you. For any further queries contact your Academic Advisor.

2.5 Study Time 2.6 Weekly timetable All teaching events will be on your individual timetable. The link for the 2019/20 will appear here to show students the day and times for seminars.

2.7 Expected hours of study

Modules vary in terms of number of credits awarded. A standard module is 20 credits and equates to 200 notional learning hours. Part time students will attend University one half day per week, 9-1pm. During the course of each module you are expected to include additional self-directed study. Total scheduled learning hours vary on each module. Please see module descriptors for further information. You are also expected to complete 200 placement hours and 40 placement supervision hours over the study period. Full time IAPT students will attend University for two days per week During the course of each module you are expected to include additional self-directed study. Total scheduled

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learning hours vary on each module. Please see module descriptors for further information. You are also expected to complete 200 placement hours and 70 placement supervision hours over the study period.

2.8 Attendance Requirements It is expected that you will attend all timetabled learning activities for each module. While illness or other issues may impact attendance at University, please note that 80% MINIMUM attendance for each module is required consistent with the minimum training standards for BABCP. Notification of illness or exceptional requests for leave of absence must be made to:

Denton French Course Leader School of Community Health and Midwifery 01772 895550 Brook Building 330 [email protected] If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. 3. Approaches to teaching and learning 3.1 Learning and teaching methods

The MSc in Cognitive Behavioural Psychotherapy is focused on developing a range of communication and counselling skills. Each week there will be a mixture of short lectures, group discussion, debates and presentations designed to meet the learning styles of all class members. You will be encouraged to reflect on experiences from the skills sessions in order to maximise learning opportunities and discuss these experiences within a group setting. The assessments range from assignments, presentations and skills recordings. You will also be given directed study and reading lists to focus on to help focus on specific areas in preparation for class. The aim of the MSc in Cognitive Behavioural Psychotherapy is to focus on developing the skills, strategies, and behaviours required to perform as confident, autonomous active learners and theoretical informed scientist practitioners.

mailto:@uclan.ac.uk

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The QAA (2008) suggests that holders of a Master level qualification will be able to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, demonstrate self-direction and originality in tackling and solving problems, continue to advance their knowledge and understanding and the ability to make decisions in complex and unpredictable situations. This means that you will be expected to tackle complex issues and discus them with your fellow students, to take responsibility for your own learning and develop the independent learning ability required for continuing professional development. The QAA also requires that the student develops a comprehensive understanding of methods used in research and enquiry and you will be expected to develop the skills needed to critically evaluate current research and advanced scholarship without bias.

The University has an established Learning and Teaching strategy that shapes the delivery of the programme which endeavours to develop your ability to learn and change as a person not just acquire new knowledge. We aim to foster a learning environment in which you will develop as an indivual and as part of a group. You will develop the ability to evaluate both the course material and your own evolving understanding. An essential part of this process is developing the ability to reflect on the meaning and implications of various theories and models proposed to further develop your knowledge with application to Cognitive Behavioural Therapeutic practice.

Learning will primarily be achieved by way of structured directed study and debate through discussion with other students. You will learn through interacting with lecturers and other course members, attending online discussion forums and through your own personal development.

A diverse range of learning and teaching strategies will be used, including seminars, group activities, case studies, skills sessions, lectures, supervision and preparation of projects. We will invite AdHoc lectures and guest speakers from relevant practice areas to enhance the application of understanding.

3.2 Study skills

Students will start the course with a range of experience in study skills, in the use of academic sources online and in academic writing. Your Academic Advisor will evaluate this with you and we will provide extra learning materials using Blackboard on the skills needed to search for academic papers, writing and referencing.

Lifelong learning is now a requirement in all professions to ensure that we continue to develop and use the most up-to-date knowledge in our practice. During induction week we aim to assist you in identifying and making best use of learning opportunities. You will be encouraged to reflect on experiences from skills sessions in order to maximise learning opportunities. Self-evaluation

There are a variety of services to support students, these include Learning and Information Services LIS

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LIS http://www.uclan.ac.uk/students/it_library.php

WISER offer specialist advice and guidance to ALL students at the University no matter what their area of study. Their aim is to help students learn how to study more effectively and get better marks for your exams and assignments.

http://www.uclan.ac.uk/students/wiser/index.php

3.3 Learning resources 3.4 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed

to enable you to gain all the skills you need for your research and study.

3.5 Electronic Resources Library Information Services (LIS) provide access to a wide range of electronic resources – e-journals and databases, e-books, images and texts. As the University is moving towards a paperless system ALL documentation for the MSc in Cognitive Behavioural Psychotherapy will be available on line (VLE) it is the responsibility of the individual if they wish to print the information. The school and course handbook will be discussed during the induction week and presented to you on line. You will be given the appropriate training on accessing and using the Virtual Learning Environment (VLE) system at UCLan within your first week on the course.

3.6 Personal development planning

Personal Development Plans and any other evidence of learning.

Personal development planning (PDP) is a structured and supported process which will support your learning by helping you to reflect upon your learning, performance and achievement and to plan for your personal and professional development. It is a core Lifelong learning process.

The completion of a reflective learning journal will allow you to develop, in a realistic way, your knowledge and skills. You will be supported to do this through the study and lifelong learning skills module and your personal tutor. Together you will also develop a learning agreement which will help you identify your strengths, learning needs and priorities you will be able to use this to help you to identify appropriate learning opportunities as well as providing you with a formal way of integrating your academic (theoretical) and skills experience.

http://www.uclan.ac.uk/students/it_library.php

http://www.uclan.ac.uk/students/wiser/index.php

https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1

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3.7 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future

employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process. .

It’s your future: take charge of it!

Careers offers a range of support for you including:- • career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time

employment and live projects • workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal. The course will equip you to perform as support, key and development workers, advisers, advocates or mentors. Opportunities will be open to you in residential, domiciliary and day care, nursing and care homes, advisory, support and rehabilitation centres, clinics and surgeries, voluntary, advocacy and community organisations, primary care agencies and in health development / education activities in schools, neighbourhoods and prisons. Your roles may involve you in work with people who have physical or learning disabilities, older people, families and children, young people, people with health problems.

4. Student Support The Course Leader will be the first point of contact for students and will connect you with your Academic Advisor.

The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

http://www.uclan.ac.uk/students/careers/index.php

http://www.uclan.ac.uk/students/study/library/the_i.php

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4.1 Academic Advisors The Academic Advisor System has a vital role to play in enhancing students' academic and personal development and is essential in ensuring students make the most of their time at university. Academic Advisors will

help students to reflect on their skills and experience, both within and outside of the curriculum, in an academic context and where appropriate, use this reflection to assist the student to formulate action plans. Academic Advisors should be the main contact within the academic discipline, helping students to maximise their academic opportunities. Academic Advisors should also direct students to other sources of academic guidance within or beyond the School. Academic Advisors should actively listen to students, providing encouragement and support as appropriate. Academic Advisors should also offer guidance and advice on the availability of appropriate support concerning study, financial and other matters offered by the University where these are affecting the student's ability to complete their studies successfully.

One of the aims of the Academic Advisors System is to provide support for the induction process. All new students are required to see their Academic Advisors during Welcome Week and the levels of Tutorial support needed are likely to be highest at this time

Academic Coach

In addition to your Academic Advisor, an Academic Coach is also available to support you during your time at UCLan. The Academic Coach is not part of the teaching team and will be available to meet students to discuss issues that may impact study and/or attendance.

4.2 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

4.3 Students’ Union The Students’ Union offers thousands of volunteering opportunities ranging from representative to other leadership roles. We also advertise paid work and employ student staff on a variety of roles. You can find out more information on our website: http://www.uclansu.co.uk/


http://www.uclansu.co.uk/

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4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that others around you. You must understand and follow al the regulations and safety codes necessary for a safe campus environment. Please help to keep the campus safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments will be undertaken for each module on your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones/other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about ULCan expectations in the regulations for the Conduct of Students. 5. Assessment

5.1 Assessment Strategy The assessments involve assignments and presentations. These strategies will be linked to the module and course learning outcomes. During your course you will be assessed on all of the modules which you undertake. In most cases you will be awarded a percentage mark for the assessment, unless the module or part of it is to be assessed as a pass/fail

only. There are two main types of assessment - formative and summative.

Formative (intermediate) assessment provides you with an opportunity for reflection and development. This includes strategies that encourage you to build upon previous knowledge and explore new areas. The emphasis is on self-awareness, self-evaluation and development of the individual. Not all modules offer formative assessment and specific details will be found in your module information guide. Where it is used your module leader or indeed your fellow students will provide you with feedback on this work that may help you.

Summative assessment is an essential part of your modules. It provides evidence that you have achieved the learning outcomes. You must submit the module summative assessments to pass the module. Grades will normally be awarded against assessment criteria that have been designed specific to your module and you should check this with your module leader A wide range of summative assessment methods are used across the programmes delivered by the School of Community Health and Midwifery. This ensures that broad ranges of learning styles are met.

Types of assessment utilised include the following

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• Presentations (individual or group)

• Written assignments and skills digital recordings

5.2 Notification of assignments arrangements At the commencement of each module students will be informed of the assessment strategy, this will be discussed with the main group and students will also be informed of submission deadlines as it will be different for each module. Students can also arrange appointments with the module tutors to discuss the assessment. All module handbooks will clearly state assessment marking criteria and submissions dates.

5.3 Referencing

A reference is any piece of written material, published or unpublished, to which a writer 'refers'. The purpose of this information is to enable the reader to locate the work and consult it. The reference acts as an acknowledgement of the other writer's work or the work of a group of people, such as a committee or conference report.

A key component of academic writing is the use of high quality references to support the argument and debate in your assignment. References provide a theoretical framework for the topic, and demonstrate how you have developed your argument on the basis of published work. They also allow the reader to consult the original evidence supporting your point where, for example, you refer to the results of a research study. You should always use the APA referencing system. This is explained in The School Referencing Guide

5.4 Confidential material The Masters in Science in Cognitive Behavioural Psychotherapy involves working in pairs or small groups (3s) during counselling skills sessions. Therefore some students may share sensitive information with you. As a result you are required not only to respect confidentiality but also to maintain the anonymity of individuals and any organisations they might be affiliated with. There are both ethical and legal reasons for maintaining anonymity and confidentiality. Such information is also subject to the Data Protection Act (1998) and you should adhere to the contents of this act. The policy of maintaining anonymity and confidentiality applies whether you are an undergraduate or post graduate student.

Exceptions

There may well be cases where exceptions to maintaining anonymity and confidentiality occur. These can include:

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• Signatures of staff or mentors on official documents.

• Names of persons in acknowledgements who have supported the work, such as acknowledgements in dissertations.

• Naming individuals or organisations where the information is already in the public domain, providing this material is accurate.

• Instances where you have written permission from an individual or organisation. It may be possible for you to obtain consent to use information for academic purposes. Clearly state that this is the case at the beginning of your work. Written consent forms will be retained with the academic work. If you intend to publish your work, you may need to seek further guidance from appropriate Ethics Committees.

• You may have access to sensitive information about an organisation through your personal contact or employment which is quite separate from you university course. In this case you will be expected to adhere to any contractual or other agreements you have made with the organisation concerned regarding disclosure.

• The course team may have agreed that it is an essential part of an assignment that information is provided about a place or group. Consent from that place or group must be obtained, the assessment guidelines will clarify how this can be achieved.

• When submitting evidence in support of assignments, your course tutors may indicate how sensitive information should be presented and handled.

If you do need to refer to an organisation in your work, you can maintain anonymity by the following method:

• In the text: “ this action was in accordance with the NHS Trust’s (name withheld) infection control policy”

• In reference list: NHS Trust (name withheld) 2004 infection control policy

Please make sure you have read and understood the exceptions detailed above

Do’s Don’ts

Do respect the right to privacy of an individual and/or organisation.

Don’t name an individual or organisation (unless it is already in the public domain).

Do change all names to fictitious ones.

Don’t include identifiable stationery in your work, such as letter heads, Lab forms or X-rays.

Do provide a statement with your assignment that all information has been anonymised.

Don’t give information away that could identify an individual or organisation (unless it is already in the public domain).

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Do reference work accurately if information is already in the public domain.

Don’t include photographs that can identify a person or place.

Do support your discussions with reference to published work.

Don’t make unsupported accusations.

Do seek guidance and advice where you are unsure.

Unless you are specifically required to include a critical appraisal, subjective or judgemental opinions about an employer or Work Based Learning (WBL) provider (even when not identifiable) are not normally acceptable. This may mean that your opinion may not be able to be kept confidential under the Freedom of Information Act and will lead to further discussion.

NB: Please note that by seeking guidance from your personal tutor/module tutor, you have the opportunity to ensure the work is not in breach of the guidance.

If there is a breach of Anonymity and or Confidentiality you will receive feedback from the module leader/marker and support to prevent errors in your future work.

Actions taken following a breach in anonymity and or confidentiality will depend on a number of issues and will be determined within the School.

Issues which will be of importance may include:

• Level of study of student and or stage of course • Extent and nature of the breach

Under these circumstances it may be that the School will impose a penalty. Your module leader/marker will work with you and the course leader to review the specific situation and involve the Dean of School/named deputy in the decision-making process.

5.5 Cheating, plagiarism, collusion or re-presentation Please refer to the information included in section 6.6 of the University Student Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-Turnitin assignment will be set up using the School space on Blackboard to allow students to check as many drafts as the system allows before their final submission to the ‘official’ Turnitin assignment. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work.

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5.6 How do I know that my assessed work had been marked fairly? Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required. Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot change individual grades, but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed. 5.7 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions/briefings, If you anticipate that you will have difficulty in meeting assessment deadlines or your missed or are likely to miss deadlines, you must report this at the earlies possible opportunity to the module leader. Please call the module leader to discuss this further. Authorisation of the late submission of work requires written permission. Your School is authorised to give permission of one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within the timescale would be reasonable taking into account your circumstances. Please see Academic Regulations for further details. Where you are unable to submit work within 10 days, you may submit a case for consideration in accordance with University’s Policies and on Extenuating Circumstances Extenuating Circumstances Some students face significant events in their personal life that occur after their course has started. Which have a greater impact on their students than solved by use of an extension. The University will support students in in their academic work and in their wellbeing through a process called Extenuating Circumstances. Further information on Extenuating Circumstances is available on Blackboard Student Portal

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5.8 Feedback UCLan is committed to providing students with clear legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress through the course. You will be provided with generic feedback for in module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. 6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student Feedback You can play an important part in the process of improving the quality of this course through the feedback you provide to the teaching team. The MSc in Cognitive Behavioural Psychotherapy is a newly designed course. Students will have the opportunity to provide feedback to the

course team on the delivery of the course in terms of course content and on teaching and learning by completing mid module and end of module evaluations and through the Student Staff Liaison Committee meetings (SSLCs). 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook.

A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students.

The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below).

Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected].

http://www.uclan.ac.uk/study_here/student-contract.php

http://www.uclansu.co.uk/


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School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: [email protected]

http://www.uclansu.co.uk/schoolpresidents

http://www.uclansu.co.uk/schoolpresidents


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8. Appendices 8.1 Programme Specification(s)

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

Main Campus Preston

3. University School/Centre

School of Community Health and Midwifery

4. External Accreditation

5. Title of Final Award

MSc Cognitive Behavioural Psychotherapy

6. Modes of Attendance offered

Part time and Full Time (IAPT route only)

a) UCAS Code Not applicable

7b) JACS Code

HECOS Code

B940

100495

8. Relevant Subject Benchmarking Group(s)

This programme has been developed in accordance with the Framework for Higher Education Qualifications (FHEQ) and meets the requirements for Level 7

9. Other external influences

This programme has been designed to meet the minimum training requirements of the British Association of Behavioural and Cognitive Psychotherapy.

The IAPT Pathway has been developed in accordance with the Department of Health Improving Access to Psychological Therapies Curriculum for High Intensity Workers

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10. Date of production/revision of this form

May 2018

Revised May 2019

11. Aims of the Programme

• To provide an opportunity for students to acquire systematic and critical understanding of the background, principles, models and evidence base of Cognitive Behavioural Psychotherapy

• To prepare students to undertake independent research projects. • To enable students to develop knowledge, expertise and skills necessary to practice CBP

competently and ethically. • To develop students to become autonomous theoretical and evidence informed practitioners

in CBP • To develop students understanding of research informed practice • Critically appraise clinical supervision and impact on practice • To provide a framework within which the curriculum meets the minimum training standards

of the British Association of Behavioural and Cognitive Psychotherapies (BABCP) • To provide students with the skills to be scientist-practitioners and reflective-practitioners

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12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

Students will be able to;

A1. Analyse theory and practice of Cognitive Behavioural Psychotherapy in a range of common and complex mental health issues and review research paradigms and methodologies appropriate for CBP.

A2. Critical evaluate principles, models and evidence base Cognitive Behavioural Psychotherapy.

A3. Critically appraise the theoretical and ethical frameworks, which form the basis of decision

making in client management.

A4. Conduct an independent research project.

Teaching and Learning Methods

Theoretical and clinical competence will be developed through a combination of lectures, workshops, seminars, role-play, audio-visual methods, case study review, and problem-based learning. You will also be expected to engage in independent learning, prepare materials before class, and access materials from our online virtual learning platform: Blackboard.

As well as providing a framework for knowledge acquisition, lectures and seminars afford the opportunity for students to consider case studies, reflect on issues and to ask questions of each other and of the member of staff taking the session.

Smaller group sessions, such as seminars and group workshops enable students to explore key issues from the curriculum, both to improve their understanding of the content and to develop their skills (e.g., in communication, argumentation, reflection and discussion). Students are encouraged to prepare material in advance of sessions, to exchange information as part of a peer network, and to reflect upon their understanding. Independent study will also be incorporated, as well as research supervision to assist with the production of a high-quality research project,

Assessment methods

The learning outcomes will be assessed through a combination of coursework (e.g., essays, presentations, practical assignments, and reflective reports, case studies, group work and digital recording of skills work.

B. Subject-specific skills

Upon completion of the programme a successful student will be able to:.

B1. Apply cognitive and behavioural theories to client’s presenting issues.

B2. Construct cognitive and behavioural formulations with client’s specific issues.

B3. Apply cognitive and behavioural clinical skills to therapeutic work with clients with specific

mental health issues.

B4. Critically reflect on, and integrate multiple perspectives (e.g. theories, methods and evidence

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sources) to a specific setting or specialist area within CBT.


To develop competence CBT skills, a range of teaching and learning methods are used, such as personal and professional development groups and video or audio assessments to develop skills in reflection, and role-play to teach about communication skills. Problem based learning exercises may be used to facilitate skill development.

More specifically, the course addresses the development of applied skills through embedding core knowledge directly into clinical contexts within role play and case study review. A critical area in students’ skill development will be working on developing their competence in reflection and clinical communication, learning how to adapt their style for different client groups.

Students may be encouraged to prepare material in advance of sessions, to exchange information as part of a peer network, and to reflect upon their existing and developing skills as a way of teaching self-directed “continuous professional development” that Cognitive Behavioural Therapists engage in.

Explicit use of experiential leaning, self-practice/self-reflection tutorials and e learning will be utilised.

Assessment methods

The learning outcomes will be assessed through a combination of coursework (e.g., essays, presentations, practical assignments, and reflective reports) the research project, case studies, group work, digital recording of skills work, practice portfolio and case log and clinical supervisor’s report.

C. Thinking Skills

Upon completion of the programme a successful student will be able to:

C1. Assess and critically evaluate contrasting explanations and theoretical concepts of mental health.

C2. Enhance their cognitive skills to undertake synthesis and complex problem solving.

C3. Critically evaluate empirical research and evidence-based CBT interventions.

C4. Plan and implement CBP treatment models for common and complex mental health issues.


This will be achieved through participation in lectures, seminars and workshops and through conducting an empirical piece of research. In addition, the course is largely coursework or practical based, allowing skills in reviewing, critical evaluation and analysis, research formulation/planning, and integration and presentation of information (both written and oral) to develop. Problem based learning exercises may be used to develop problem-solving skills. Acquisition of core knowledge and understanding is through a variety of teaching and learning methods including lectures, seminars and group tutorials and e-learning.

Assessment methods

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The learning outcomes will be assessed through a combination of coursework (e.g., essays, presentations, practical assignments, and reflective reports) the research project, case studies, group work, digital recording of skills work, practice portfolio and case log and clinical supervisor’s report.

D. Other skills relevant to employability and personal development

Upon completion of the programme a successful student will be able to:

D1. Utilise advanced communication skills by oral, written and IT methods to enhance

presentation skills and team working.

D2. Be reflective in relation to self and practice.

D3. Access, analyse and synthesise extensive literature/information from a wide range of

sources and enhanced problem-solving skills.

D4. Use initiative and autonomy for continued educational and professional development.


Acquisition of core knowledge and understanding is through a variety of teaching and learning methods including lectures, seminars and group tutorials and e learning. Students may be encouraged to prepare material in advance of sessions, to exchange information as part of a peer network, and to reflect upon their existing and developing skills

Assessment methods

The learning outcomes will be assessed through a combination of coursework (e.g., essays, presentations, practical assignments, and reflective reports) the research project, case studies, group work and digital recording of skills work, practice portfolio and case log and clinical supervisor’s report.

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13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Leve

l 7

MSc Cognitive Behavioural Psychotherapy MSc in Cognitive Behavioural Psychotherapy

requires 180 credits at Level 7 including CG4023, CG4021,

CG4022, NU4025 and NU4053

Students on IAPT Pathway

requires 180 credits at level 7 including CG4023, CG4024,

CG4021, CG4025 NU4025 and NU4008

Postgraduate Diploma in Cognitive Behavioural

Psychotherapy


CG4022 and NU4025

Students on IAPT Pathway


CG4021, CG4025 and NU4025

Postgraduate Certificate in Cognitive Behavioural Therapy

requires 60 credits at level 7 including CG4023 and CG4021

CG4023 CG4021 CG4022 NU4025 NU4053

Fundamentals in Cognitive Behavioural Psychotherapy Cognitive Behavioural Therapy 1 Cognitive behavioural Psychotherapy 2 Introduction to Postgraduate Research Dissertation

20 40 40 20 60


IAPT Pathway

CG4023 CG4024 CG4021 CG4025 NU4025 NU4008

Fundamentals in Cognitive Behavioural Psychotherapy Foundations of Cognitive Behavioural Therapy (IAPT) Cognitive Behavioural Psychotherapy 1 Supervised Practice of Cognitive Behavioural Therapy (IAPT) Introduction to Post Graduate Research Dissertation

20 20 40 40 20 40

15. Personal Development Planning

According to QAA (2013) Personal Development Planning (PDP) is

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• A structured process that is integral to higher level learning • Concerned with learning in a holistic sense (academic and non-academic) • Conducted with guidance and support • A process that involves reflection, creation of personal records, planning and monitoring

progress towards achievement of personal objectives • Intended to improve the capacity of the individual to communicate their learning to others

who are interested (academic staff/employers) QAA state that ‘the ultimate responsibility for deriving benefit from PDP should rest with each student’

Students will be supported in this process by a series of discussion and interactions which will help them to explore and record their development and to engage in goal setting and creation of action plans to meet their needs and optimise their personal and professional opportunities. Students will be encouraged to use a personal learning journal as personal awareness and reflection is central to CBP professional practice.

16. Admissions criteria *

*Correct as at date of approval. For latest information, please consult the University’s website.

A undergraduate degree in a health and social care or related area (2:2) including experience in a relevant field.

Applicants with a core profession in mental health nursing, occupational therapy, social work, psychiatry, counselling/clinical psychology or counselling will require at least two years of post-qualification experience working with vulnerable adults and/or those with mental health problems.

Individuals without a recognised core profession can be considered through the development of a Knowledge, Skills and Attitude (KSA) portfolio of evidence plus at least two years of post-qualification experience in mental health consistent with admission guidelines provided by the BABCP www.babcp.com

Candidates must have proficiency in the English Language with a minimum IELTS score of 6.5 or equivalent qualifications.

Selection to the IAPT pathway is conducted according to NHS protocols and procedures.

Candidates on the IAPT pathway who are self-funding will need to be working in a primary care health or social care setting and have access to a caseload. They must also have the written support of their employer to attend the programme and to complete the necessary requirements for both the theoretical and practical elements of the qualification.

Eligible applicants will be interviewed.

17. Key sources of information about the programme

• Course Leader Denton French [email protected]

http://www.babcp.com/

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• Uclan Academic Regulations http://www.uclan.ac.uk/aqasu/academic_regulations.php • UCLan School of Community Health and Midwifery

http://www.uclan.ac.uk/aqasu/academic_regulations.php

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and

personal development

A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4

LEV

EL 7

CG4023 Fundamentals of Cognitive Behavioural Therapy

CORE √ √ √ √ √ √ √ √ √ √

CG4021 Cognitive Behavioural Therapy 1 CORE

√ √ √ √ √ √ √ √ √ √ √ √

CG4022 Cognitive Behavioural Psychotherapy 2 CORE

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

CG4024

Foundations of Cognitive Behavioural Therapy (CBT) IAPT CORE

√ √ √ √ v √ √ √ √ √ √

CG4025

Supervised Practice of Cognitive Behavioural Therapy (CBT) IAPT CORE

√ √ √ √ √ v √ √ √ √ √ √ √ √ √

NU4025 Introduction to Postgraduate Research COMP √

√ √ √ √ √ √

NU4053 Dissertation COMP √ √ √ √ √ √ √ NU4008 Dissertation COMP √ √ √ √ √ √ √

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

19. LEARNING OUTCOMES FOR EXIT AWARDS:

MSc Cognitive Behavioural Psychotherapy - Part Time Pathway

Learning outcomes for the award of Postgraduate Certificate in Cognitive Behavioural Therapy

Requires 60 credits at level 7.

To achieve 60 credits students must successfully complete two modules from the 120 credits taught in semester 1 and 2 modules (it is not possible to achieve 60 credits from semester 1 alone because only one 20 credit module takes place in semester 1). The student will have met the learning outcomes from 60 credits of the modules listed below to obtain an award of Postgraduate Certificate in Cognitive Behavioural Therapy.

Postgraduate Certificate in Cognitive Behavioural Therapy.

CG4023 Fundamentals of Cognitive Behavioural Therapy (20 credits - semester 1 - Year)

CG4021 Cognitive Behavioural Therapy 1 (40 credits – semesters 2 and 3 – Year 1)

The exact learning outcomes achieved depends on the modules/60 credits passed. All students exiting with this award will a) not have met the full range of outcomes for a master's degree on account of a lower overall volume of learning (and credit) associated with the award; and b) not have met the learning outcomes in as much depth as the Postgraduate Diploma or MSc because of the limited number of modules passed that target these learning outcomes.


making in client management. B1. Apply cognitive and behavioural theories to client’s presenting issues.


B3. Apply cognitive and behavioural clinical skills to therapeutic work with clients with specific mental

health issues.




D1. Advance development of communication skills by oral, written and IT methods to enhance




Postgraduate Diploma in Cognitive Behavioural Psychotherapy


Students who successfully complete all modules in the first and second year will have completed 120 credits of the following modules:

CG4023 Fundamentals of Cognitive Behavioural Therapy (20 credits –semester 1 – Year 1)

CG4021 Cognitive Behavioural Therapy 1 (40 credits – semesters 1 & 2 – Year 1)

CG4022 Cognitive Behavioural Psychotherapy 2 (40 credits – Semesters 2 and 3 - Year 2)

NU4025 Introduction to Postgraduate Research (20 credits semester 1 – Year 2)

These modules access all of the programme learning outcomes for the Certificate in Cognitive Behavioural Therapy and in addition meet the following additional learning outcomes:

A1. Analyse theory and practice of Cognitive Behavioural Psychotherapy in a range of common and

complex mental health issues and review research paradigms and methodologies appropriate for

CBP.







This learning outcomes requires 180 credits at level 7

Students who successfully complete all modules in years one, two and three will have completed 180 credits of the following modules:



CG4022 Cognitive Behavioural Psychotherapy 2 (40 credits – Semesters 2 and 3 - Year 2)


NU4053 Dissertation (60 credits semester 1, 2 and 3 – year 3)

These modules access all of the programme learning outcomes for the Certificate in Cognitive Behavioural Therapy and the Post Graduate Diploma in Cognitive Behavioural Psychotherapy and in addition meet the following additional learning outcomes:


MSc Cognitive Behavioural Psychotherapy - IAPT Pathway



To achieve 60 credits students must successfully complete the following two modules in semesters 1 and 2 (it is not possible to achieve 60 credits from semester 1 alone because of the professional requirements of the course requiring students to undertake a block of teaching at the start of the semester followed by a module relating directly to practicing within the IAPT service.

The student will have met the learning outcomes from 60 credits of the modules listed below to obtain an award of Postgraduate Certificate in Cognitive Behavioural Therapy.



CG4021 Cognitive Behavioural Therapy 1 (40 credits – semesters 2 and 3 – Year 1)






health issues.








Postgraduate Diploma in Cognitive Behavioural Psychotherapy


Students who successfully complete all modules in the first and second year will have completed 120 credits of the following modules:

CG4024 Foundations of Cognitive Behavioural Therapy (IAPT) (20 credits semester 1 – year 1



CG4025 Supervised Practice of Cognitive Behavioural Therapy (40 credits – Semesters 2 and 3 - Year 1)


These modules access all of the programme learning outcomes for the Certificate in Cognitive Behavioural Therapy and in addition meet the following additional learning outcomes:

A1. Analyse theory and practice of Cognitive Behavioural Psychotherapy in a range of common and

complex mental health issues and review research paradigms and methodologies appropriate for

CBP.







This learning outcomes requires 180 credits at level 7

Students who successfully complete all modules in years one and two will have completed 180 credits of the following modules:

CG4024 Foundations of Cognitive Behavioural Therapy (IAPT) (20 credits semester 1 – year 1



CG4025 Supervised Practice of Cognitive Behavioural Therapy (40 credits – Semesters 2 and 3 - Year 1)


NU4008 Dissertation (40 credits semester 1 & 2 year 2)

These modules access all of the programme learning outcomes for the Certificate in Cognitive Behavioural Therapy and the Post Graduate Diploma in Cognitive Behavioural Psychotherapy and in addition meet the following additional learning outcomes:




To achieve 60 credits students must successfully complete two modules from the 120 credits taught in semester 1 and 2 modules . The student will have met the learning outcomes from 60 credits of the modules listed below to obtain an award of Postgraduate Certificate in Cognitive Behavioural Therapy.



CG4021 Cognitive Behavioural Therapy (40 credits – semesters 2 and 3 – Year 1)






health issues.



C3. Critically evaluate empirical research and evidence based CBT interventions.





Documents

Course Handbook - University of Central Lancashire · Congratulations on securing a place to study for a M asters of Science in Cognitive Behavioural ... UCLan and that the course