POSTGRADUATE CERTIFICATE IN ENHANCED COGNITIVE BEHAVIOURAL THERAPY

Transcription

1 Department for Continuing Education with Oxford Cognitive Therapy Centre Inspiring Excellence in CBT Training, Therapy & Research POSTGRADUATE CERTIFICATE IN ENHANCED COGNITIVE BEHAVIOURAL THERAPY A PART-TIME POSTGRADUATE CERTIFICATE Leading to an Award from the University of Oxford PROSPECTUS OCTC website -

2 CONTENTS INTRODUCTION... 1 COURSE AIMS... 1 ORGANISATION AND TRAINING... 1 COURSE PARTICIPANTS... 2 COURSE STRUCTURE... 3 COURSE CONTENT... 4 TEACHING METHODS... 4 ASSESSMENT... 4 LOCATION... 5 FEES... 5 APPLICATION PROCESS... 5 CONTACT DETAILS... 6 FEEDBACK... 7 APPENDIX A.9

3 INTRODUCTION The (CBT) is part of a comprehensive CBT training programme, which has been renowned for its consistent record of excellence in CBT practice, training and supervision over the past 25 years. Oxford is internationally recognised as a centre of excellence in CBT and the course draws on an impressive body of local specialist skill and knowledge. The programme is offered in collaboration with the University of Oxford s Department for Continuing Education and after successful completion students are awarded a Postgraduate Certificate from the University of Oxford. This award can contribute towards a Postgraduate Diploma in CBT, accredited by The British Association of Behavioural & Cognitive Psychotherapies at Level 1 ( The Postgraduate Certificate is open to students from clinical and counselling psychology, psychiatry, general practice, nursing, social work, speech therapy, occupational therapy, counselling and the voluntary sector. It provides qualified healthcare professionals with high quality training and supervision in CBT theory and practice, enhancing knowledge and skill in what is now recognised by the National Health Service as a major psychological treatment modality, with a substantial and growing evidence base. COURSE AIMS The Course seeks to enable students to: 1. Appreciate how theory, research and clinical practice inform each other in cognitive behavioural therapy, contributing to its continued development 2. Establish and practise a repertoire of enhanced cognitive behavioural skills 3. Develop the ability to apply these skills with specialist patient groups and problem areas encountered in their own places of work 4. Establish and maintain warm, respectful, collaborative relationships, and develop the ability to understand and manage difficulties in the alliance (including the student s contribution) using a cognitive conceptual framework 5. Through consultation, identify and resolve difficulties in practice, whether arising from theoretical, practical, interpersonal, personal or ethical problems Further aims specific to each specialism can be found in Appendix A ORGANISATION AND TRAINING The Course takes full advantage of the high levels of theoretical knowledge and clinical expertise available among practitioners of CBT in Oxford. The design, organisation, training and 1

4 supervision are by BABCP accredited therapists and/or supervisors and trainers, who have extensive experience in the practice of CBT and in related training and research. Course Leads Dr Louise Isham, MA (Oxon), MSc, DClinPsy, Consultant Clinical Psychologist, OCTC, Warneford Hospital, Oxford OX3 7JX Dr Helen Kennerley, BSc, DPhil (Oxon), Dip Clin Psych, CPsychol, MBPsS. Consultant Clinical Psychologist, OCTC, Warneford Hospital, Oxford OX3 7JX Martina Mueller, BSc, Dip Clin Psych, MBPsS. Consultant Clinical Psychologist, BABCP accredited Therapist, Supervisor and Trainer, OCTC & Psychological Services, Warneford Hospital Oxford OX3 7JX Dr Sarah Rakovshik, BA, PG Dip Cog. Ther. (Oxon), DPhil (Oxon), Consultant Cognitive Behavioural Psychotherapist, Oxford Cognitive Therapy Centre, Warneford Hospital, Oxford OX3 7JX COURSE PARTICIPANTS Applicants are normally expected to: 1. Be qualified members of one of the main National Health Service professions (such as clinical psychologists, psychiatrists, nurses, general practitioners, occupational therapists), or other recognised professions (for example, social workers). 2. Have at least one year s post-qualification clinical experience and be currently working with individuals using a CBT approach. 3. Be competent in general clinical skills, such as forming a therapeutic relationship and communicating effectively. A foundation of basic clinical competencies is an important prerequisite as the Course provides specialised training in CBT and does not focus on developing the basics of good clinical practice. 4. Have a sound knowledge of the theoretical basis of cognitive behavioural therapy, including the generic cognitive model of emotional disorder and models specific to common mental health problems (anxiety and depression) 5. Demonstrate competence in applying CBT theory, methods and models in treating common mental health disorder in supervised clinical practice 6. Demonstrate commitment to developing CBT skills for use in clinical practice. Exceptions to these criteria are at the discretion of the course organisers. 2

5 Additional information for each specialism can be found in Appendix A COURSE STRUCTURE Reading and completion of written assignments will be undertaken in addition to the teaching day outlined below. Many students find it effective to set aside at least six to seven hours a week for private study. Completion of the Course provides access to a growing network of Course alumni and to an ongoing programme of follow-up workshops on CBT and related topics. Further supervision through OCTC may also be negotiated, for example, for participants wishing to achieve accreditation by the British Association of Behavioural & Cognitive Psychotherapies as a therapist, supervisor and/or trainer. This award forms the foundation for further professional and clinical development, which can be pursued within the larger framework of the OCTC/University of Oxford CBT programme. The programme offers specialist training and can lead to a Postgraduate Diploma or MSc in CBT. Additional information for each specialism can be found in Appendix A Further details can be found on these websites: 3

6 COURSE CONTENT While it is important to cover the main methods and concepts of CBT we recognise that room must be made for differences in skill, experience and areas of interest. Teaching and supervision take account of students needs and interests so far as is consistent with the aims of the Course. TEACHING METHODS See Appendix A for course content by specialism Formal teaching This covers theoretical and research issues as well as clinical skills. A workshop format is normally used involving active participation, a strong experiential element and clear relevance to clinical practice. Teaching is provided by local experts and by invited speakers with specialised knowledge of particular topics. Small group supervision or consultation Clinical Practice: Supervised clinical practice is organised to encourage exposure to a variety of client groups and problem types and to a range of therapeutic styles within CBT. All supervisors are BABCP accreditable CBT therapists and are trained and experienced supervisors. Supervisors will also provide feedback on recordings of students therapy sessions. Supervisory Practice and Training: Those taking the Enhanced PG Certificate in Supervision and Training will receive live supervision of supervisory and training practice and will receive feedback on recordings of supervisory practice. All supervisors and consultants are accredited as BABCP supervisors and trainers. Frequency and duration of these consultations will vary according to specialism. Further information can be found in Appendix A. Guided reading Students need to set aside time regularly for reading. Guidance on references will be provided by tutors and supervisors. University of Oxford student cards and the single sign-on system give students access to web-based databases for downloading journal papers electronically. Students will also have access to University libraries (for example, Rewley House library and the Bodleian library). ASSESSMENT Assessment is designed to determine whether the aims of the Course have successfully been met. Students successfully completing the assessment will be awarded the Postgraduate 4

7 Certificate in Enhanced Cognitive Behavioural Therapy from the University of Oxford s Department for Continuing Education. Students are expected to take an active part in teaching and supervision sessions, and to carry out CBT with the required number of patients, or to carry out CBT Supervision/ Training with the required number of supervisees/ trainees. Students competence and knowledge will be assessed through written assignments and direct evaluation of clinical performance, as detailed in Appendix A by specialism. LOCATION Location of teaching and clinical supervision will vary by specialism (see Appendix A). Clinical practice is carried out at the student s normal place of work. FEES The total fee for the PG Certificate in Enhanced CBT is Please note there is no V.A.T. payable on this fee. Fees are payable by 31 August APPLICATION PROCESS The closing date for applications for the course is 3 June For consideration by the admissions committee applications must be completed by this date. Not all modules will be offered in Applications for this course should be made by completing the downloadable application form, available at: The application form and supporting documentation should be ed to: cognitive.therapy@conted.ox.ac.uk Application forms should be accompanied by the following compulsory materials: CV Three academic references, one of which must be from a clinical supervisor Transcript(s) from previous higher education A 500 word statement of purpose All applications must be complete by the deadline. All information must be submitted in English. If your first language is not English, you must supply suitable evidence that you have reached the relevant higher level before any offer of a place can be confirmed. This requirement is given in full in the Guidance for International Students on the Graduate Admission's website. Interview dates vary by specialism and can be found in Appendix A 5

8 CONTACT DETAILS We hope that this prospectus has informed you of everything you need to know about the. If you would like any further information please see the relevant page of our website or contact: Address: OCTC, Warneford Hospital, Headington, Oxford OX3 7JX Tel:+ 44 (0) Fax:+ 44 (0) Additional information on CBT training and other services provided by OCTC can be found on our website: 6

9 Student Testimonials Amazing presenters! An environment that supported my learning. Oxford the epicentre of CBT! The supervisors were very knowledgeable, supportive and skilled therapist and lecturers. I learnt loads in lectures, varied training. A great mix of different people on the course. Excellent quality of lecturing in general. Lots of mutual respect and given flexibility where needed. The quality of the course staff world class. Awesome range of big name lecturers lots of innovative ideas to take into treatment. Relatively small class size for greater interaction/opportunities to ask questions. Excellent handouts for each session and pre-reading. Access to the OCTC online video s. Brilliant feedback on essays/case study write ups. The range of very interesting learning that has motivated me to further my studies in this area. The warmth and respect all presenters showed accommodating all levels of learning. Very interactive approach to learning and great presenters. The quantity and quality of supervision was excellent. My background meant all of the lectures were essential, but the supervision helped me to put theory into practice and experiment with different ways of using what I was learning. Feedback from PG Diploma students of The excellence of the teaching/lecture input. The course itself was probably the best training I have completed to date. The professionalism, experience, and openness of the course staff (including visiting lecturers) gave rise to a definite improvement in my own clinical work, especially with those clients experiencing trauma-related difficulties. Inspiring, innovative stuff. 7

10 I was used to working with trauma, using a manual, the mentality was not to go outside the manual (box), so it was really helpful to get encouragement to be creative in therapy. All the speakers were truly excellent obviously very clinically skilled and academically strong. Feedback from PG Certificate in Psychological Trauma students Inspiring! It s one of the best courses I have attended in CBT supervision Very well managed by an expert in CBT and supervision, plus it all the topics and materials were tried and tested so that the teaching ran well and the balance of teaching methods was excellent. The formal assignment was outstanding. It allowed me to bring together the theory of supervision with my practice. Feedback from ACTS Supervision short course students This training course has been very important in my professional development. I self-funded this course and see it as a very worthwhile investment in my career going forward. My learning in this was huge, especially through feedback from both the class and tutor.. gave me the confidence to carry out my formal training workshop within my work place. Feedback from ACTS Training Skills short course students

11 APPENDIX A A.1 : Complex Presentations AIMS In addition to the course aims stated above, this specialism seeks to enable students to: 1. Add to their existing knowledge of cognitive behavioural therapy for common mental health problems, models, concepts and methods specific to more complex mental health problems (e.g., eating disorders, psychosis, complex trauma), and models employed in the treatment of personality disorder, severe mental illness and cases with a high degree of comorbidity 2. Demonstrate competence in assessing patient suitability for CBT, when the problem presentation is complex: in developing CBT case-formulations in devising and implementing individual treatment programmes in evaluating their effects. 3. Assess, formulate and treat a minimum of three patients/clients with cognitive behavioural therapy during the course, selecting cases whose level of complexity meets the student s individual learning needs, as identified in supervision. 4. Establish and practise a repertoire of cognitive behavioural skills for use with complex presentations COURSE PARTICIPANTS Places are available for 27 students. In addition to the admissions criteria listed in the main body of this prospectus, applicants are normally expected to: 1. Have a Postgraduate Certificate in CBT, or the equivalent 2. Demonstrate commitment to developing CBT skills for use in clinical practice. 3. Have access to treatment settings with regular clinical and CBT supervision where cognitive behavioural therapy skills can be practised and refined on a regular basis. Exceptions to these criteria are at the discretion of the course organisers. STRUCTURE Students are expected to carry out CBT with at least three suitable patients during the course and receive two hours of small group supervision on a bi-weekly basis 9

12 The Course begins with a four-day induction block and then biweekly training workshops on Thursdays and Fridays. Provisional dates for terms in are: Term I March 6 9, 2017 (4-day teaching block) March 23 24, 2017 (first biweekly teaching session) April 6 7, 2017 (second biweekly teaching session) April 8th April 26 Easter break April 27 June 9, 2017 (Thursdays and Fridays on a biweekly basis) CONTENT Conceptualisation: Applying theory with complex cases Psychosis and Bipolar Eating Disorders Post-traumatic Stress Disorder Developmental Trauma Schema theory and schema change Understanding and using research evidence in CBT Interpersonal issues in CT Impulsive & Compulsive Behaviours Low self-esteem MBCT: An introduction to an evidence-based 3rd wave approach Preventing therapist drift Planning for the future: Practice, supervision & dissemination Small group supervision of clinical casework Supervised clinical practice is organised to encourage exposure to a variety of client groups and problem types and to a range of therapeutic styles within CBT. All supervisors are BABCP accredited CBT therapists and are trained and experienced supervisors. Students are expected to follow through at least three cases during the course and routinely to record treatment sessions to review in supervision groups. Supervisors will also provide feedback on audiotapes of students therapy sessions. ASSESSMENT Written assignments Case Reports 10

13 Students are required to write up two treated case of no more than 4,000 words. A case report should include: References to relevant literature A description of the patient A cognitive behavioural formulation of the case A treatment plan demonstrating knowledge of appropriate CBT interventions An evaluation of outcome A concluding discussion Evaluation of Clinical Performance Supervision of clinical casework In addition to weekly supervision, supervisors provide ratings and commentaries on three therapy recordings during the course. Throughout the course, students are encouraged to make audio or video recordings to facilitate case discussions during supervision with examples of recorded therapy sessions. Students are expected to show competence in general therapeutic skills (such as the ability to structure sessions and to form an equal collaborative relationship) in formulating overall treatment strategies and in carrying out specific CBT techniques. Audio/video-recorded treatment sessions Students must submit three audio or video recorded examples of mid-treatment CBT sessions using these recordings. Competence as a CBT therapist is evaluated by means of the Assessment of Core CBT Skills (ACCS), which is an established measure of CBT competence. Two of these recordings are used as part of the formal assessment procedure. LOCATION OF TEACHING Training and clinical supervision takes place at the Warneford Hospital in Oxford. Interviews will be held on July 11-13,

14 A.2 : Supervision and Training AIMS In addition to the course aims in the introduction,this innovative specialism seeks to foster a community of healthcare practitioners with the expertise to disseminate high quality evidence-based psychological treatment in the British National Health Service and elsewhere. It offers a unique opportunity to develop and enhance skills as supervisors and trainers by providing students with: 1. A sound knowledge of cognitive behavioural and psychological models, concepts and methods related to supervision and training 2. An understanding of issues of importance relating to the theory and practice of CBT supervision and training. These include: the relationship between supervision and training theory and practice the application of supervision and training in a variety of formats and settings related research on outcomes 3. Competence in delivering CBT supervision: in developing a sound supervisory alliance in evaluating and monitoring CBT practice in therapists in promoting reflective practice in assessing and giving feedback on therapeutic practice in engaging in ethical practice 4. Competence in delivering CBT training in developing skills of engagement in assessing training needs in applying the psychological principles of learning in promoting self-reflective learning In evaluating the impact of training 5. The ability to convey clearly the central concepts of CBT and to communicate basic supervisory and training skills. The Course explicitly aims to prepare students to teach and supervise CBT. The emphasis is on acquiring, practising and communicating specialised dissemination skills, within an explicit theoretical framework in relation to associated empirical research. COURSE PARTICIPANTS Places are available for 6-15 students. In addition to the admissions criteria listed in the main body of this prospectus, applicants are normally expected to: 12

15 1. Have a Postgraduate Certificate /Diploma in CBT, or the equivalent 2. Demonstrate commitment to developing CBT dissemination skills. 3. Have access to CBT supervisees and trainees. Exceptions to these criteria are at the discretion of the course organisers. STRUCTURE Students are normally expected to carry out CBT supervision in at least three supervision settings over the course and to present at least one training event. The Course comprises 18 days, presented in five teaching blocks. It begins with a four-day induction, followed by further 3-day or 4-day blocks. Formal teaching comprises full or half-day workshops as a half-day Practice of Supervision (PoS) session is regularly integrated into the course. Provisional dates for terms in are: BLOCK October November January 9-12 February 6-8 March CONTENT Block1 Becoming an inspiring trainer and supervisor An introduction to CBT supervision Block 2 The supervisory relationship and contracting CBT evaluation using the Assessment of Core CBT Skills Identifying training needs and evaluating the impact of training Block 3 Giving feedback in supervision Group Supervision Designing a training event to maximise learning and retention Block 4 Supervision of Supervision The Newcastle model of supervision Block 5 Ethics and diversity Presenting a training event 13

16 Presenting a supervision model Note that some of the workshops are open to a wider audience. Supervision and reflection on supervision The course integrates supervision of supervision (SoS) in three ways: the teaching sessions are very experiential and brief live-supervision takes place within the them; half-days are dedicated to the small group practice of PoS where entire live-supervision sessions are observed and systematic verbal feedback is given; course staff review and give written comment on students video-recordings of their supervisory practice this uses the Supervisor competency Scale (SCS) which has been specifically designed for this purpose. Supervision and reflection on training The course is experiential and when brief training opportunities arise within teaching sessions, these are reviewed and reflected upon within the session. In addition, students present live training presentations which are reviewed thoroughly and detailed feedback is given by both peers and trainers. ASSESSMENT Written assignments Summative assignment Students are required to complete a 2,000 word essay demonstrating knowledge of supervision and training theory, research and practice in relation to topic areas selected by the course, and reflecting the taught syllabus. Supervisory practice critique: summative assignment Students are required to present a critique of a video-recording of their supervisory practice (see below). This should be no more than 2000 words. The critique should demonstrate: Ability to critically evaluate supervisory practice with reference to relevant literature. Ability to thoroughly reflect on the implications of this for future practice and personal development. Ability to develop new goals and action plans in the light of the self-evaluation. Training project: summative assignment Students are required to complete a 4,000 word (maximum) training report, which reports on the design, delivery and evaluation of a training project carried out in their own place of work. This will cover: background context; identification and analysis of training needs; training design (with rationales for interventions selected); training delivery; evaluation of impact; reflection, discussion and summary of learning for the future. 14

17 Evaluation of Live Supervisory Practice Supervision practice: summative assessment Each student must submit a video- recording of a supervision session that they have led. This is supported by a written critique (see above). Performance is evaluated using the Supervisor Competency Scale (SCS) and the recording must be deemed to have passed according to the criteria of the SCS. Note: Throughout the course, students are encouraged to make video recordings of supervision sessions to facilitate self-reflective practice. Evaluation of Live Training Practice Training skills: formative assessment Students present live, 15-minute interactive training sessions to their fellow students and tutor. This offers an opportunity to develop skills from observing others and from receiving critical feedback. LOCATION OF TEACHING The Supervision and Training Course takes place at Ewert House in Oxford. Interviews will be held on 5 and 6 July

18 A.3 : Psychological Trauma AIMS: In addition to the course aims in the introduction, this innovative programme is designed to offer in depth training and supervision in Cognitive Behavioural Therapy for traumatized populations. The course is aimed at a broad range of healthcare professionals working for the National Health Service, Non-governmental Organisations both within and outside the UK. It offers comprehensive training in CBT for traumatized populations with a strong grounding in current theories and the up to date evidence base. By the end of the course students will be able to: Demonstrate knowledge of the fundamental principles of CBT and the evidencebase for the application of CBT techniques for psychological trauma in a range of populations Critically appraise research evidence and theoretical concepts. Demonstrate knowledge of CBT models of PTSD and complex trauma presentations Establish and maintain a collaborative working alliance with patients, including those who present with loss of interpersonal trust and unhelpful interpersonal coping styles Conceptualise the development and maintenance of a range of trauma presentations in line with current CBT based models and theories Design and implement a wide range of CBT treatment plans/interventions for patients with on-going high quality clinical consultation Make appropriate use of clinical consultation for addressing difficulties arising in therapeutic practice COURSE PARTICIPANTS: Places are available for 8 16 students. In addition to the admissions criteria listed in the main body of this prospectus, applicants are normally expected to: Be a graduate or equivalent and have successfully completed a professional training in a related field such as mental health, social care or counselling (nursing, occupational therapy, social work, psychiatry, psychology, counselling, teaching) plus two years post-qualification relevant work experience And: 1. Have undertaken specialist training in CBT either as part of their professional training, or in addition i) Be able to demonstrate the skills and capacity necessary for academic study at postgraduate level ii) Have a high level of motivation 16

19 2. In addition to the above entry requirements, all successful applicants must: Work in an environment that enables them to offer CBT based interventions to patients with clinical presentations following exposure to developmental and or adult trauma, drawing on behavioural and cognitive concepts and methods Have support from their employer for providing the time and suitable clinical opportunities necessary for completing the course Exceptions to these criteria are at the discretion of the course organisers. COURSE STRUCTURE: 16 days of training are spread over an academic year in intensive 4 day teaching bocks and students are expected to complete Trauma focused CBT with at least 2 patients over the duration of the course. Dates for the terms to be determined. CONTENT Block 1: Introduction to trauma. The phenomenology of trauma and engaging, resourcing and motivating clients who are embarking on therapy for the psychological sequelae of trauma. Block 2: Using trauma focused CBT for Post-Traumatic Stress Disorder (PTSD) and associated disorders following adult trauma, providing an in-depth understanding of all conceptual, and skills based aspects of the treatment of PTSD following adult trauma. Block 3: Working with adult survivors of developmental trauma; conceptualizing the psychological problems following developmental trauma including disturbances in identity and considers how CBT can help. Block 4: This four-day block considers the nature of traumatic presentations, specific approaches to treatment following four common, but different, traumatised populations: Children and young people Asylum seekers and refugees Trauma and psychosis 17

20 Occupational trauma Clinicians will develop population specific skills in assessing, conceptualizing and conducting, age, culture and context appropriate treatments. Each block will consist of three and a half days teaching and half a day of small group consultation. Note that some workshops are open to a wider audience. ASSESSMENT Written assignments a) Assignment Students are required to complete a 2,000 word essay demonstrating knowledge of cognitive behavioural theory, research and practice in relation to topic areas selected by the course, and reflecting the taught syllabus. b) Case Reports Students are required to write up two treated case of no more than 4,000 words. A case report should include: References to relevant literature A description of the patient A cognitive behavioural formulation of the case A treatment plan demonstrating knowledge of appropriate CBT interventions An evaluation of outcome A concluding discussion Evaluation of Clinical Performance Audio/video-recorded treatment sessions In addition to four consultation sessions, students must submit one audio or video recorded examples of mid-treatment CBT sessions Using this recording, competence as a CBT therapist is evaluated by means of the Assessment of Core CBT Skills (ACCS), which is an established measure of CBT competence. LOCATION OF TEACHING The Psychological Trauma course takes place at Ewert House in Oxford. Dates for interview to be confirmed. 18

21 A.4 : Psychosis and Bipolar AIMS In addition to the course aims stated above, this specialism seeks to enable students to develop: 1. A sound understanding of cognitive behavioural models of psychosis and the related evidence base.. 2. Competence in engaging, assessing and developing collaborative formulations with individuals with psychotic and bipolar illness. 3. Competence to deliver high quality, individualised, evidence-based interventions in accordance with NICE guidance and the competence framework for work with people with psychosis and bipolar disorder (Roth & Pilling 2013). COURSE PARTICIPANTS Places are available for 27 students. In addition to the admissions criteria listed in the main body of this prospectus, applicants are normally expected to: 1. Be able to demonstrate competency in generic CBT for anxiety and depression as evidenced by: i) Completion of a Post Graduate Qualification (at either Certificate or Diploma Level) in CBT. It is not necessary for this qualification to have incorporated any training in working with psychosis ii) OR Substantive generic CBT training (e.g. on DClinPsy training; evidenced by transcript, CV and reference) AND at least one year post-qualification clinical experience AND competency in delivering generic CBT. The latter will be assessed at interview when the applicant will be asked to bring a recording of a mid-therapy CBT session, excerpts from which will be listened to within the interview. Signed consent for both the recording to take place and to be played at interview must be evidenced 2. Demonstrate commitment to developing CBT skills for ongoing use in clinical practice with individuals with psychosis and bipolar 1

22 3. Have access to treatment settings with regular clinical and CBT for psychosis supervision where cognitive behavioural therapy skills can be practised and refined on a regular basis Exceptions to these criteria are at the discretion of the course organisers. STRUCTURE The Course comprises teaching over three terms. Term I starts with a four-day teaching block in October and is followed by one full-day per fortnight (Thursday) during November, and a twoday teaching block in December. The second two terms comprise of one full-day per fortnight (Thursday) over Hilary and Trinity Terms. Provisional dates for terms in are: Term I October 2017 (4-day teaching block) 9, 23 November December 2017 (2-day teaching block) Term II 4, 18 January , 15 February , 15 March 2018 Term III 3, 7, 31 May June 2018 Formal teaching consists of a four-day induction block (23-26 October) then weekly training workshops on Fridays (11.15am pm). Students are expected to carry out CBT with at least two suitable patients each term and receive two hours of small group supervision weekly (9.30am am). CONTENT Topics include: Introduction to CBT for psychosis Assessment and Engagement Assessing Therapist Competence Anomalous Experiences: Models & Assessment Delusions: Models, Assessment & Formulation Delusions: Intervention Working with Voices Affect Regulation and Social Withdrawal Reasoning Biases in Psychosis 2

23 Worry in Psychosis Disrupted Sleep Working with Negative Thoughts and Self-Beliefs Working with Children and Adolescents Working in Early Intervention & At Risk Mental States CBT for Bipolar Trauma and Psychosis Working with Negative Symptoms & Thought Disorder Recovery & Relapse Management Substance Use & Psychosis Working with Carers Culture and Psychosis Third Wave Approaches to Psychosis Small group supervision of clinical casework Supervised clinical practice is organised to facilitate the application of theory to practice and to develop therapist competency in the delivery of CBT for psychosis. All supervisors are experienced CBT practitioners and are trained and experienced supervisors. Students are expected to follow through at least three cases during the course and routinely to record treatment sessions to review in supervision groups. Supervisors will also provide feedback on audiotapes of students therapy sessions. ASSESSMENT Assessment is designed to determine whether the aims of the Course have successfully been met. Students successfully completing the assessment will be awarded the Postgraduate Certificate in Enhanced Cognitive Behavioural Therapy (Psychosis and Bipolar) from the University of Oxford s Department for Continuing Education. Students are expected to take an active part in teaching and supervision sessions, and to carry out CBT with the required number of patients. Their competence and knowledge will be assessed through written assignments and direct evaluation of clinical performance, as follows: Written assignments a) Case Reports Students are required to write up one treated case of no more than 6,000 words. A case report should include: o References to relevant literature o A description of the patient o A cognitive behavioural formulation of the case o A treatment plan demonstrating knowledge of appropriate CBT interventions o An evaluation of outcome 3

24 o A concluding discussion Summative Presentations a) Summative research presentation (20 minutes) Students will be required to deliver a presentation summarising and providing a critical appraisal of the research literature pertaining to a specific topic, in a coherent and professional manner. Presentations will be made in front of peers on the course and assessed by course tutors and supervisors. b) Summative case presentation (15 minutes) Students will be required to deliver a case presentation relating to a client they are currently working with and whose case has been discussed within the course supervision sessions. The presentation must effectively communicate the relevant theory, assessment, formulation and interventions being utilised and the student will be required to demonstrate the ability to reflect upon and critically evaluate their work. Presentations will be made in front of peers on the course and assessed by course tutors and supervisors. Evaluation of Clinical Performance a) Supervision of clinical casework In addition to weekly supervision, supervisors will provide ratings and commentaries on therapy recordings during the course. Throughout the course, students are encouraged to make audio or video recordings of therapy sessions to facilitate case discussions during supervision with examples of recorded therapy sessions. Students are expected to show competence in general therapeutic skills (such as the ability to structure sessions and to form an equal collaborative relationship) as well as in formulating overall treatment strategies and in carrying out specific CBT for psychosis techniques. b) Audio/video-recorded treatment sessions Students will be required to submit three audio or video recorded example of whole, midtreatment CBT for psychosis sessions, one of which will be formally assessed. Using this recording, competence as a CBT therapist is evaluated by means of the Assessment of Core CBT Skills (ACCS), which is an established measure of CBT competence, and using the Revised Cognitive Therapy for Psychosis Adherence Scale Manual (R-CTPAS; Rollinson et al., 2008) which evaluates CBT for psychosis skills specifically. LOCATION OF TEACHING Training and clinical supervision for the Psychosis course will take place at the Warneford Hospital in Oxford. Dates for interview to be confirmed. 4