Section V Information common to all CBT programmes

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Attendance, sickness absence and leave

Students are expected to attend 100% of teaching and supervision.  This is a BABCP requirement for Diploma students and is evidenced in your portfolio at the end of training.  Missed teaching and supervision is to the detriment to your learning and may affect individual BABCP practitioner accreditation applications.

Students are required to sign in at the beginning of each teaching session and a record of attendance is held by the course administrator.  If you have not signed in you may be counted as not having attended that day.  University supervisors notify the administrator of non-attendance at supervision.  If you are sick and unable to attend teaching or supervision, you must contact the administrator by email or by telephone before 9.30am on the morning of absence.  You may also make arrangements to contact your University supervisor directly in the case of sickness absence.

Where attendance falls below 100% for occasional sickness, you will agree and then complete a Missed Session Plan to specify how you will meet the learning objectives of the session.  This is added to your Portfolio.  This can normally be done for a maximum of two sessions.  Where a student is likely to miss more than two sessions then suspension should be considered.  Missed session plans are not required for missed supervision sessions.  Missed supervision sessions risk an unsatisfactory grade being awarded for supervision modules.

Annual leave should be taken outside of term time.  In exceptional circumstances, you should consult your personal academic tutor for permission in advance.  Students on the PG Diploma (IAPT) also need permission from their service lead.

Assignments

Each module is assessed by one or more summative assignments – see respective module information for fuller details.  Assignments may include multiple choice questions, essays, case reports, supervision reports, clinical therapy recordings plus CTS-R self-ratings.  Students are provided with guidance and marking criteria for each assignment, located in the appendices (via this link).

Submission and deadlines

Coursework is marked ‘blind’ wherever possible.  This means that the marker does not know the student’s identity.  You will be given a unique student ID number at the start of the year, for use on all work submitted.  Do not include your name or any other identifying information in your work.  Breaches may result in assignment failure.

Please see Blackboard for assignment deadlines across all programmes throughout the year.  A copy of each written assignment should be submitted with the standard cover sheet (found in appendices, via this link) including your student ID and academic integrity statement, using the electronic submission procedure.  You need your username and password to log in.

See the introduction section of the handbook further details.

 

Marking

The CBT programme team operate a rigorous marking process in line with the University regulations.  Marking is completed ‘blind’ (anonymously) wherever possible.  For therapy session video recordings this is not possible.  All fail grades plus a range of all other grades across each assignment and across markers, are moderated by one of the programme team.  All fail grades plus a range of all other grades across each assignment and across markers, are then sent to our External Examiners, along with related marker reports, for every assignment  across all modules and programmes.

Once marking and moderation are complete, grades are released to students via e-assignment normally within four working weeks of submission.  Where students submit assignments following an extension, and during July and August, release of grades may take longer.  All grades are provisional and subject to ratification by Exam Board at the end of the academic year.  In exceptional circumstances grades may be changed at Exam Board.

Work that does not meet the required standard

Work that is awarded a fail may be resubmitted once within a specified time period (normally four weeks).  The marker will provide the grade, written feedback and a list of corrections required.  Where a student is unclear about what is needed for resubmission, s/he can contact their personal academic tutor for further clarification.  Students should attach the usual Assignment Cover Sheet to the resubmission, together with a detailed list of all changes made (with page or slide numbers and text added, removed or changed) linked to each of the corrections required by the marker.  You may also use the highlighter function or track changes to alert the marker to your amendments.  The grade awarded for resubmitted work is capped at 50%.   Failure of a resubmitted piece of work will normally constitute failure of the module.

Late Submission

The University has a standard policy for the late submission of assessed work worth 10% or more of the final module mark (as is the case for all CBT assignments).

Work submitted up to 5 days after the deadline should be marked as usual, including moderation or second marking, and feedback prepared and given to the student.  The final agreed mark is then reduced as follows:

University working days late:
1 day:  (final agreed mark) * 0.9
2 days:  (final agreed mark) * 0.8
3 days:  (final agreed mark) * 0.7
4 days:  (final agreed mark) * 0.6
5 days:  (final agreed mark) * 0.5
More than 5 days:  Zero

Marking Scheme

The following marking scheme applies to all assignments. Please see the assignment guidelines (in appendices) for descriptive criteria and numerical marking schemes.

Assessments cannot be assigned numerical grades other than those shown on the marking scheme except where penalties for late work or work that exceeds the word limit are applied.  A mark of zero is applied where: (a) no work is submitted, (b) work is submitted more than three weeks after the deadline, (c) the work contains plagiarism, (d) students fail to obtain ethical approval from the School of Psychology and Research Governance Office before collecting data, (e) students obtain ethical approval but are deemed subsequently to have failed to adhere to the School’s ethical standards, or (f) work is based on fabricated or misrepresented data.

Category	Numerical Grade
Distinction	100 87 78 72
Pass	68 65 62 58 55 52
Fail	48 45 42 38, 30, 18, 0
	38 30 18 Special Circumstances – 0

Criteria for marking (except therapy recordings)

Distinction

72%+  Work that is awarded a distinction will display a sophisticated understanding of the topic under consideration. Students should show in-depth knowledge of current theoretical models and be able to critically appraise and synthesise relevant research studies. Theories and evidence will be integrated with discussions of clinical practice and students will show evidence of original thought and creativity in their analysis. Work that is awarded a distinction should be well-organised, coherent and articulate.

Pass

65-68% Very good  Work of this standard will not demonstrate all the features expected for a distinction, but is nevertheless an extremely competent piece of work. Arguments should be logical and coherent and there should be evidence of sustained critical thinking. Students should be competent in assessing theories and evaluation research evidence. There should be clear evidence of linking theory to practice. Assignments will be well-organised and clearly written, but will not attain the fluency required for a distinction.

58-62% Good  Work of this standard will show some understanding of the implications of relevant theory and research. Answers at this level will show evidence of independent thought, but this will be more limited than assignments that merit a very good pass. There will only be minor errors of fact or reasoning. Work must be presented well overall, but there may be some minor typographical, grammatical or referencing errors.

52-55% Adequate  Assignments of this standard will give a mainly accurate summary of the material under consideration. Presentation may be uneven and there may be some minor errors of fact and / or reasoning. Assignments at this level may contain some errors in spelling, grammar, or referencing.

Fail

42-48% Inadequate  Assignments at this level will demonstrate only basic understanding of the topic and will be poorly argued or evidenced. Students will show little evidence of ability to reason, critically analyse, or to link theory to practice. There will be little evidence of independent thought and the student may find it difficult to present a logically reasoned argument. There may be significant errors of fact or interpretation. Presentation will lack coherence, and may include confused expression, poor punctuation, grammatical mistakes and errors in referencing.

18-38% Poor  Assignments awarded marks in this category will have significant major weaknesses. The student may fail to demonstrate a grasp of the material or the assignment may have major omissions or inaccuracies. There will be minimal evidence of ability to link theory and practice or of the ability to reflect on clinical work that has been conducted. The assignment may contain irrelevant material and there will be no or very minimal evidence of critical analysis or of independent thought. Presentation may be poor with multiple errors of punctuation, grammar and /or referencing.

Criteria for marking (therapy recordings)

Assessment of therapy sessions is undertaken using the Cognitive Therapy Rating Scale – Revised (CTS-R).  Scores range from 0-72 (for a pass mark of 36), 0-60 (for a pass mark of 30) and 0-48 (for a pass mark of 24).  CTS-R scale scores are mapped onto the University marking scheme as shown below.  The pass mark for all assignments is 50 or above.  See below and individual module profiles for details of the CTS-R pass grade for specific assignments.  Where the pass mark is 36, students must also achieve a rating of at least 2 on every item to pass.

PSYC 6102 – Supervision 0 (Introduction to Axis 1).  Pass mark = CTS-R 24.

Category	CTS-R marks	Numerical grade
Distinction	43-48 38-42 36-37 34-35	100 87 78 72
Pass	32-33 31 29-30 27-28 26 24-25	68 65 62 58 55 52
Fail	23 21-22 19-20 15-18 10-14 1-9 0	48 45 42 38 30 18 0

PSYC 6095 – Supervision 1 (Axis 1 problems).  Pass mark = CTS-R 30.

PSYC 6098 – Supervision 4 (Introduction to PD).  Pass mark = CTS-R 30.

PSYC 6100 – Supervision 6 (Introduction to Psychosis).  Pass mark = CTS-R 30.

Category	CTS-R marks	Numerical grade
Distinction	53-60 48-52 44-47 42-43	100 87 78 72
Pass	40-41 38-39 36-37 34-35 32-33 30-31	68 65 62 58 55 52
Fail	28-29 26-27 24-25 19-23 12-18 1-11 0	48 45 42 38 30 18 0

PSYC 6096 – Supervision 2 (Anxiety Disorder).  Pass mark = CTS-R 36.

PSYC 6097 – Supervision 3 (Depression).  Pass mark = CTS-R 36.

PSYC 6099 – Supervision 5 (PD).  Pass mark = CTS-R 36.

PSYC 6101 – Supervision 7 (Psychosis).   Pass mark = CTS-R 36.

Category	CTS-R marks	Numerical grade
Distinction	64-72 57-63 53-56 50-52	100 87 78 72
Pass	48-49 46-47 43-45 41-42 38-40 36-37	68 65 62 58 55 52
Fail	33-35 31-32 28-30 23-27 14-22 1-13 0	48 45 42 38 30 18 0

Reading List

Generic Reading List

Beck, A.T., Rush, A..J., Shaw, B.F. & Emery, G. (1979). Cognitive therapy of depression. New York: Guilford Press.

Beck, J.S. (1995). Cognitive therapy: Basics and beyond. London: Guildford Press.

Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D. (2004). Oxford guide to behavioural experiments in cognitive therapy. Oxford: Oxford University Press.

Butler, G., Fennell, M. & Hackmann, A. (2008). Cognitive-behavioural therapy for anxiety disorders. New York: Guilford Press.

Friedberg, R.D. and McClure, J.M. (2002).  Clinical practice of cognitive therapy with children and adolescents. New York: Guilford Press.

Hawton, K., Salkovskis, P.M., Kirk, J. & Clark, D.M. (Eds.) (in press). Cognitive behaviour therapy: A practical guide (2nd ed.). Oxford: Oxford University Press.

Kuyken, W., Padesky, P.A. & Dudley, R. (2009). Collaborative case conceptualisation. New York: Guilford Press.

Leahy, R. (2003). Cognitive therapy techniques: A practitioner’s guide. New York: Guilford Press.

Greenberger, D. & Padesky, C.A. (2016). Mind over mood. London: Guilford Press.

Stallard, P. (2002).  Think Good, Feel Good: A cognitive behaviour therapy workbook for children and young pople.  John Wiley & Sons.

Stallard, P. (2005).  A clinician’s guide to Think Good, Feel Good: Using CBT with children and young people.  John Wiley & Sons.

Stallard, P. (2009).  Anxiety:  Cognitive behavioural therapy with children and young people.  Routledge.

Stallard, P. (2009).  Depression:  Cognitive behavioural therapy with children and young people.  Routledge.

Wells, A. (1997). Cognitive therapy of anxiety disorders. Chichester: John Wiley.

Westbrook, D., Kennerley, H. & Kirk, J. (2008). An introduction to CBT. London: Sage.

Therapeutic Relationship

Ackerman, S. J., & Hilsenroth, M. J. (2001). A review of therapist characteristics and techniques negatively impacting on the therapeutic alliance. Psychotherapy: Theory, Research, Practice, Training, 38, 171–185.

Ackerman, S. J., & Hilsenroth, M. J. (2003). A review of therapist characteristics and techniques positively impacting on the therapeutic alliance. Clinical Psychology Review, 23, 1–33.

Safran, J.D. & Muran, J.C. (2000). Negotiating the therapeutic alliance. New York:Guilford Press.

CTS-R

Blackburn, I.M., James, I.A., Milne, D.L & Reichelt, F.K. (2001) Cognitive Therapy Scale Revised (CTS-R). Behavioural and Cognitive Psychotherapy, 29 (4), 431-446.

Social Phobia

Clark, D.M., (2005). A cognitive perspective on social phobia. In R.W. Crozier & L.L. Alden (Eds.). International handbook of social anxiety for clinicians (pp 405-430). Chichester: Wiley.

Heimberg R.G. & Becker, R.E. (2002). Cognitive-behavioral group therapy for social phobia. New York: Guilford Press.

Hope, D.A., Heimberg, R.G., & Turk, C.L. (2006). Managing social anxiety: A cognitive-behavioural approach. Oxford: OUP.

Shannon, J. (2012).  The Shyness and social anxiety workbook for teens: CBT and ACT skills to help you build social confidence.  New Harbinger Press.

Wells, A., (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide. Chichester, United Kingdom: Wiley.

Panic Disorder

Clark, D.M. & Salkovskis, P.M. (in press). Panic disorder. In K. Hawton, P.M. Salkovskis, J. Kirk. & D.M. Clark (Eds.). Cognitive behaviour therapy: A practical guide (2nd ed.). Oxford: Oxford University Press.

Panic Control Therapy (PCT)

Craske, M.G. & Barlow, D.H. (2007). Mastery of your anxiety and panic. (Therapist guide) (4th ed.). Oxford: Oxford University Press.

Obsessive Compulsive Disorder (OCD)

Kozak, M.J. & Foa, E.B., (1997). Mastery of obsessive compulsive disorder: A cognitive behavioural approach. (Therapist guide). Oxford: Oxford University Press.

March, J.S. and Mulle, K. (1998).  OCD in children and adolescents: A cognitive behavioural treatment manual.  New York: The Guilford Press.

Steketee, G.S., (1993). Treatment of obsessive compulsive disorder. New York: Guilford Press.

Waite, P. and Williams, T. (2009).  Obsessive compulsive disorder:  Cognitive behavioural therapy with children and young people.  Routledge.

Generalised Anxiety Disorder (GAD; Combined self-control desensitisation and cognitive therapy)

NB Borkovec’s model has been delivered as separate components as well as a combination treatment.

Bernstein, D.A., Borkovec, T.D., & Hazlett-Stevens, H. (2000). New directions in progressive relaxation training: A guidebook for helping professionals. Westport, CT: Praeger Publishers.

Borkovec, T.D., & Sharpless, B. (2004). Generalized anxiety disorder: Bringing cognitive behavioral therapy into the valued present. In S. Hayes, V. Follette & M. Linehan (Eds.). New directions in behavior therapy (pp. 209-242). New York: Guilford Press.

Generalised Anxiety Disorder (GAD)

Brown, T.A., O’Leary, T. & Barlow, D.H. (2001). Generalized anxiety disorder. In D.H. Barlow (Ed.). Clinical handbook of psychological disorders; a step by step manual (3rd ed.) (pp. 154-208). New York: Guilford Press.

Dugas, M.J. (2004). CBT for GAD: Learning to tolerate uncertainty and emotional arousal. In Manual to accompany workshop at 34th European Association for Behavioural and Cognitive Therapies (EABCT) Conference.

Dugas, M. J. & Koerner, N. (2005). The cognitive-behavioral treatment for generalized anxiety disorder: Current status and future directions. Journal of Cognitive Psychotherapy: An International Quarterly, 19, 61-81.

Wells, A., (1997). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide. Chichester, United Kingdom: Wiley.

Zinbarg, R.E., Craske, M.G. & Barlow, D.H. (2006). Mastery of your anxiety and worry. Oxford: OUP.

PTSD

Cohen, J.A., Mannarino, A.P. & Deblinger, E. (2012).  Trauma focused CBT for children and adolescents: Treatment applications.  New York: Guilford Press.

Foa, E.B., & Rothbaum, B.A., (1998). Treating the trauma of rape: Cognitive behavioral therapy for PTSD. New York: Guilford Press.

Resick, P.A. & Schnicke, M.K. (1996). Cognitive processing therapy for rape victims. London: Sage Publications.

Resick P.A., Monson C.M. & Chard K.M. (2007). Cognitive processing therapy: Veteran/military version. Washington DC: Department of Veterans’ Affairs.

Smith, P., Perrin, S., Yule, W. and Clark, D (2009).  Post traumatic stress disorder:  Cognitive therapy with children and young people.  Routledge.

PTSD (Ehlers and Clark model)

Ehlers, A., & Clark, D.M. (2000). A cognitive model of post traumatic stress disorder. Behaviour Research and Therapy, 38, 319-345.

Ehlers, A., Clark, D.M., Hackmann, A., McManus, F., & Fennell, M. (2005). Cognitive therapy for PTSD: Development and evaluation. Behaviour Research and Therapy, 43, 413-431.

Depression (Cognitive Therapy)

Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). Cognitive therapy of depression. New York: Guilford Press.

Stallard, P. (2009).  Depression:  Cognitive behavioural therapy with children and young people.  Routledge.

Verduyn, C. (2009).  Depression: Cognitive behavioural therapy with children and young people.  Routledge.

Williams, J.M.G. (1992). Psychological treatment of depression: A guide to the theory and practice of cognitive behaviour therapy. London: Routledge.

Depression (Behavioural Activation)

Martel, C.R., Addis, M.E. & Jacobson, N.S. (2001) Depression in context; strategies for guided action. New York: Norton.

Martel, C.R., and Addis, M.E. (2004) Overcoming depression one step at a time. New Harbinger.

Veale, D. and Wilson, R. (2007). Manage your mood: Using behavioural activation techniques to overcome depression. Constable & Robinson.

Depression (Behavioural Activation – low intensity interventions)

Lejuez, C.W., Hopko, D.R. & Hopko, S.D. (2001). A brief behavioral activation treatment for depression: Treatment manual. Behavior Modification, 25, 255 286.

Psychosis and severe mental ill-health

This field is evolving radidly – see module outlines for current reading lists.

Learner Responsibilities

While a student of the University, it is your responsibility:

• To comply with University Charter, Statutes, Ordinances and Regulations as set out in the University Calendar.  Section IV is particularly relevant.
• To attend lectures, seminars, practicals, fieldwork and tutorials as required.
• To complete and submit all written or practical coursework on time.
• To provide reasons and, where required, supporting documentation for absences or missed deadlines.
• To ensure that the University is informed of changes to registration or other personal circumstances.
• To respond to evaluation questionnaires or other requests for information.
• To act with due regard for the health and safety of others and for University property.

Blackboard electronic system

Access to the online “Blackboard” is via the website: https://blackboard.soton.ac.uk/

Login using the University IT services username and password that you created when you subscribed.  This will take you to a webpage which lists the online programmes on which you are enrolled, and any recent announcements, programme information and programme documents.  You are expected to check Blackboard regularly, especially prior to coming into the University for teaching.  This is the major source of announcements and up-to-date programme information.  We will also use Blackboard to notify students of any unforeseen changes to the programme, e.g. University closure due to snow.

Documents available on Blackboard include:

• Announcements, e.g. changes in deadlines and/or room locations
• Module information, e.g. timetables
• Module content, e.g. slides and handouts from training sessions normally available in advance.
• Module assignment information