PYMTHA-Therapy for Childhood Anxiety

Module Provider: Psychology
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Spring / Summer / Autumn module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Dr Hannah Whitney

Email: h.l.whitney@reading.ac.uk

Summary module description:
This module will cover the evidence base for CBT, assessment and treatment strategies for anxiety disorders in children and young people. They will cover anxiety disorders generally, and the specific anxiety disorders: separation anxiety disorder, specific phobia, panic disorder, social phobia, obsessive compulsive disorder (OCD), post-traumatic stress disorder (PTSD) and generalised anxiety disorder (GAD).

Aims:
A. To develop critical knowledge of the theoretical and research literature of CBT for anxiety disorders in children and young people
B. To develop practical competency in evidence-based CBT for anxiety disorders in children and young people.

The learning objectives are for students to:
•Understand the evidence base for CBT, assessment and treatment strategies for anxiety disorders in children and young people. This will cover anxiety disorders generally, and the specific anxiety disorders: separation anxiety disorder, specific phobia, panic disorder, social phobia, obsessive compulsive disorder (OCD), post traumatic stress disorder (PTSD) and generalised anxiety disorder (GAD).
•Understand that the evidence base for CBT for children and young people with anxiety disorders refers to both anxiety disorders generally and to specific anxiety disorders.
•Be familiar with NICE Guidance for anxiety disorders such as GAD and panic disorder (CG 22, updated by CG113), for PTSD (CG 026), and for OCD and body dysmorphic disorder (CG 031) and able to deliver the specific interventions.
•Be able to deliver the interventions with the most substantial evidence base for CBT for GAD, separation anxiety and social phobia in children and young people which comes from trials of the Coping Cat manual (Kendall & Hedtke, 2006) and related manuals, with samples of children and young people with one or more varied diagnoses of anxiety disorders.

Assessable learning outcomes:

At the end of the course students will be able to demonstrate the following:

1. A critical understanding of the phenomenology, diagnostic classifications and epidemiological characteristics of anxiety disorders in children and young people – assessed via case report and presentation

2. A critical understanding of clinical research literature on CBT for anxiety disorders in children and young people (clinical trials and outcome studies) - assessed via case report and presentation

3. Assessing whether a child or young person with an anxiety disorder is suitable for CBT - assessed via case report, presentation or video-recording

4. Explaining the principles and general procedures of CBT for anxiety disorders to children, young people and parents/guardians responsible for informed consent to treatment – assessed via feedback from young person/parent on experience of therapy.

5. Demonstrate evidence of understanding the points of view of children, young people, and parents/guardians responsible for informed consent to treatment, regarding anxiety problems in the child or young person and how they impact on their lives; and an understanding of how these points of view may vary with the age of the child or young person- assessed via feedback from young person/parent on experience of therapy

6. Constructing maintenance and developmental conceptualisations of cases of anxiety disorders in children and young people – assessed via case report and presentation

7. Demonstrate evidence of understanding the factors relevant to whether and to what extent parents/guardians are involved in treatment sessions (such as whether they are responsible for informed consent, wishes of the family members, whether parental behavioural may be involved in maintenance cycles, and whether parental assistance in therapy or homework may be helpful) - assessed via feedback from young person/parent on experience of therapy

8. Developing CBT treatment plans for a range of anxiety disorders in children and young people – assessed via case report and presentation

9. Demonstrate evidence of critical evaluation of theoretical evidence based interventions integrated within and guiding therapy with anxiety disorders in children and young people – assessed via case report and presentation

10. Collaboratively deriving an anxiety model with a client – assessed via video-recording

11. Ability to work with children and young people to elicit and evaluate key cognitions and images in anxiety disorders - assessed via video-recording

12. Constructing, carrying out and evaluating exposure exercises and behavioural experiments - assessed via video-recording

13. Capacity for self-direction in tackling and solving basic therapeutic problems with anxiety disorders in children and young people – assessed via reflective analysis

14. Working with co-morbidity and other complexities in presenting problems with support of appropriate supervisor – assessed via supervisor’s report

15. Ability to deal with ending therapy and planning for long term maintenance of gains with evidence of relapse prevention plan – assessed via case-report

16. Begin practicing as “scientist practitioners” continuing to advance their knowledge and understanding to develop new skills in working with anxiety problems in children and young people – assessed via case report, presentation and report of clinical outcomes

17. Insightful knowledge of CBT and an ability to identify their own values and beliefs in working with anxiety and the applicability of CBT to their own lives – assessed via reflective analysis

18. Making best use of supervision for anxiety disorders on the course and evidence of making use of and conti

Additional outcomes:
•Students will gain confidence in the assessment and treatment of young people with anxiety

•Academically, students will develop skills in critical appraisal of research and develop theory-practice links.

•Reflective practice will be integrated as part of all training within the module.

Outline content:

As a minimum, the module will comprise approximately 10 days of teaching, 9 days of clinical skills practice/supervised clinical practice, 12 hours supervision in-service and 5 days independent study. The module will be completed to obtain the required number of credits necessary for qualification (i.e. 30 credits). The teaching will be supplemented by an equivalent number of hours of clinical practice in the workplace under supervision of an experienced practitioner and supervisor. 



Note that disorder-specific teaching is mandatory for all students. Any student that misses a disorder-specific teaching session must top-up in Autumn School.



Clinical Supervision

• Each student will have clinical supervision weekly in a group of no more than 5 with occasional individual sessions in place of the group sessions.

• Recorded material from all training cases should be included at some point during the supervision sessions.

• At the end of the course when clinical work has been completed the supervisor will be asked to complete a pro-forma assessment form and indicate whether or not a student has reached a satisfactory level of clinical practice.



The content follows a national curriculum.



 


Global context:


Brief description of teaching and learning methods:

The aims of this module will be achieved through a series of workshops, which will incorporate lectures, role-plays, and small group discussions. These will last from 9.30 to 4.30 p.m. In addition, they will be supplemented by e-learning material and experience of assessment and treatment of patients within the workplace. 



Contact hours:

•    Teaching contact hours: average minimum of 50 hours; the total minimum teaching contact hours (including clinical skills workshops) summed across all course modules is over 200 hours.

•    Supervision contact hours: average minimum of 11.5 hours; the total minimum supervision contact hours summed across all course modules is 35.

•    Total contact hours for this module will be a minimum of 300, to include lectures and clinical skills, university and work-based supervision and guided independent study.



 


Contact hours:
One day counts as 6.25 hours) Autumn Spring Summer
Lectures     62.5
Tutorials/seminars     62.5
Practicals      
Other contact (eg study visits)      
       
Total hours     125
Number of essays or assignments     1. Case study of a child with an anxiety disorder (2500 or extended at 5500-6000)

2. Case study of an adolescent with an anxiety disorder (2500 or extended at 5500-6000; either 1 or 2 must be extended but not both)

3.One video-recording of therapy for anxiety using a standardised rating scale linked to 1. or 2.

4. 1000 word related written reflective analysis linked to 3.

5. 'Anxiety portfolio' comprising audit, clinical log, training log, reports on feedback from supervisors and young people and/or parents on their experience of the therapy offered and report of the therapist's clinical outcomes over the training period.

Summative Assessment Methods:
Method Percentage
Written assignment including essay 33.4
Oral assessment and presentation 33.3
Practical skills assessment 33.3

Other information on summative assessment:
There are 3 parts to this assessment.
1)Extended case report of a child with an anxiety disorder (5000 words)
2)Case study presentation of a child/ adolescent with an anxiety disorder (30 minutes in lengths)
3)One video-recording of therapy for anxiety using a standardised rating scale linked to the extended case report.
These 3 are all equally weighted.

Formative assessment methods:
Portfolio comprising audit of cases, clinical log, training log, reports on feedback from supervisors and young people and/or parents on their experience of the therapy offered and report of the therapist’s clinical outcomes over the course. The audit of cases should demonstrate that the students have treated a minimum of 8 cases for at least 5 sessions for 3 different types of disorders (depression and at least two anxiety disorders) across the training period. The Module 3 University Supervisor Report must be passed and placed inside the portfolio. Any student who fails the final University Supervisor Report will be required to submit a recording of a treatment session demonstrating skill in the areas of deficit identified by the supervisor. Once such a recording is deemed to pass on an agreed measure of competence and an appendix added to the supervisor report and placed inside the portfolio it can be submitted for final marking and contribute to PYMBAS marks.

Penalties for late submission:

The following penalties will be applied to coursework which is submitted after the deadline for submission:
•where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark;
•where the piece of work is submitted more than one calendar week after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:

Requirements for a pass:
Refer to “Assessment” section above. Students must gain a mark of 50% or over in parts 1) to 3). Part 4) is marked formatively in PYMTHA and contributes to the marks of PYMBAS. A minimum of 80% attendance is required.

Reassessment arrangements:
Students who do not obtain the required pass mark in a specific part will be given the opportunity to retake that specific part on one further occasion. The re-sit grade cannot exceed 50%.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 31 March 2017

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