MSc Cognitive Behavioural Psychotherapy

01 Sep 2022 - 31 Aug 2028

Course Leader Jane Muston
Course Team Taf Kunorubwe, Nicky Lewis, Shelley Gait, Mason Neely, Anna Fox, Andrew Dale, Sarah Gilpin
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Part Time

Document Version

Version 5
Valid From 01 Sep 2022
Valid To 31 Aug 2028

QAA Benchmarks

QAA Subject Benchmarks: Counselling and PsychotherapyProfessional/Statutory Body: BACP (and aiming to achieve BABCP accreditation)

Educational Aim

The course team hopes that the revised content demonstrates how USWs’ 2030 strategy and the 2030 curriculum in practice is embedded throughout the curriculum and approach of the course team.

This course aims to increase students’ knowledge base of theory and research in CBP, and to promote a critical approach to the subject. It aims to equip students to become safe, skilled Cognitive Behavioural Psychotherapists, in accordance with British Association for Behavioural and Cognitive Psychotherapies (BABCP) guidelines for good practice, and to contribute to the ongoing development of CBT in the context of research, clinical and professional practice.

The main aims of the Postgraduate Diploma course/stage are to enable students:

To develop an advanced understanding of the theories, models and research evidence that underpin Cognitive Behavioural Psychotherapy.

To develop the competences required to practice as a Cognitive Behavioural Psychotherapists with adults.

To develop the capacity for critical self-reflection and self-practice.

To develop the ability to critically evaluate one’s clinical practice and use supervision appropriately.

To develop an advanced knowledge of ethical and legal frameworks and issues relating to diverse practice settings and client groups.

To engage students as participants in their learning journey, so that they develop a passion for continuing professional development and are skilled independent learners.

For those students completing the full MSc qualification, the additional aims are:

To develop an advanced knowledge of research paradigms and methods so students develop as scientist–practitioners and practitioner-scientists and contribute to the field of Cognitive Behavioural Psychotherapy.

To develop a post-qualifying specialism, in research or therapeutic practice, such that they can develop an area of expertise in a chosen setting.

Learning Outcomes

A1 Develop an advanced understanding of the theories, models, evidence-based practice and research evidence that underpin cognitive behavioural psychotherapy for working with clients across a range of presenting difficulties.
A2 Demonstrate a comprehensive knowledge of the principles and competences of Cognitive Behavioural Psychotherapy practice.
A3 Demonstrate a critical awareness of ethical and legal frameworks and issues that underpin professional practice relating to diverse client groups and practice settings.
A4 Evidence a conceptual understanding of a range of critical research paradigms, research methods and measurement techniques, including statistical analysis, and their limitations.
A5 Demonstrate a sophisticated critical understanding in the selection and application of an appropriate research or project method .
A6 Reflect critically upon professional practice, in relation to a specialism within the appropriate field (cognitive-behavioural practice).
B1 Critically analyse theories, modules, evidence and research papers relevant to mental health practice and more specifically to the practice of Cognitive Behavioural Psychotherapy and apply this knowledge to complex and novel situations.
B2 Demonstrate the ability to construct and produce coherent and rigorous academic work in relation to CBT theory and practice.
B3 Critically evaluate and synthesise complex information with reference to empirical evidence and with reference to legal and ethical frameworks.
B4 Demonstrate critical awareness and ability to engage in self-reflection and self-practice.
B5 Critically appraise the research literature in relation to a specialism.
C1 Demonstrate advanced skills needed to develop a safe, sound and collaborative therapeutic relationship.
C2 Conduct a client assessment and develop an appropriate clinical formulation, problem statements and goals along with cognitive behavioural treatment plans for depression and anxiety and more complex presentations, demonstrating effective assessment and treatment intervention skills with adherence to treatment protocols.
C3 Monitor, evaluate and reflect on the outcomes of clinical practice, making appropriate use of supervision and assessment tools, and making professional and clinical judgements that are based on well-reasoned, ethical decision-making and on an ability to assess and manage risk.
C4 Enhance clinical work through critical self-awareness through self-practice and self-reflection in relation to own values, beliefs and attitudes.

Course Structure

Level 7 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
TS4S036 MOD013005 Fundamental Principles of Cognitive Behavioural Psychotherapy Closed 20 core
TS4S037 MOD013006 Evidence Based Problem Specific Cognitive Behavioural Psychotherapy 1 Closed 20 core
TS4S038 MOD013008 Professional and Applied Practice in Cognitive Behavioural Psychotherapy 1 Closed 20 core
TS4S039 MOD013010 Evidence Based Problem Specific Cognitive Behavioural Psychotherapy 2 Closed 20 core
TS4S040 MOD013011 Cognitive Behavioural Psychotherapy with Complex and Transdiagnostic cases Closed 20 core
TS4S041 MOD013013 Professional and Applied Practice in Cognitive Behavioural Psychotherapy 2 Closed 20 core
TS4T005 MOD011640 Research Methods & Dissertation Running 60 core

Teaching and Assessment

Learning and Teaching Methods

Active/simulation based - Role-play in triads and in tutor led goldfish bowl style activities and skills demonstrations. This type of skills practice will be standard most weeks. Year 1 - 87 hours / Year 2 - 90 hoursLectures - Didactic style teaching will, in general, be embedded into interactive classes, with a merging of workshops and lecture style material. The hours of these interactive classes are divided between lectures, active/ simulation based learning group work and workshops. These will be delivered as an integrated whole with tutors moving between didactic teaching and experiential activities.Seminars - Final year students participate in lecturer-guided project mentoring groups. This is a participatory approach, encouraging students to contribute professional knowledge and experience as peer support, in the design, delivery, and evaluation of their community project. Year 3 - 9 hoursTutorials - Individual tutorials will be offered in class time twice a year in year 1 (2 tutorials per 60 credit modules) and once in the year for year 1 (1 tutorial per 60 credits). The students are also able to request further tutorials outside of teaching time (1 hour per year or 30 minutes per module). Masters’ stage students receive scheduled and informal tutorial support throughout the third year, to improve their learning experience. Year 1 - 2 hours / Year 2 - 2 hours / Year 3 - 5 hours (project)Groupwork - Group work will take place in a range of ways within lectures. This will include case discussion groups, group discussions, group tasks and presentations. The number allocated to the amount of teaching within this section has been combined with Active/ Simulation based learning.Work-based - Final year project students develop a community project, in a work-based setting of their choice. Year 3 - 180 hours (project)Project Supervision - Final year students completing dissertations receive nine hours of face-to-face research supervision, as well as formative guidance on draft chapters and the completed draft. Year 3 - 12 hoursDemonstration - Students will have demonstrations of skills activities. Year 1 - 4 hours / Year 2 - 4 hoursPractical Classes and Workshops - Workshops will include both some didactic teaching and experiential interactive exercises. This will be a dominant mode of learning. Final Year students receive training in a variety of topics, including research methodologies, working with groups, project management, ethics, and writing skills. Year 1 - 87 hours / Year 2 - 81 hours / Year 3 - 27 hoursDirected Study (including Online Learning) - Directed reading (usually provided via the VLE; preparation for formative and summative assessments). In the Final year, Blackboard is populated with a wide range of directed study materials, including reading, web links, tasks, assessments, and other resources. Year 1 - 200 hours / Year 2 - 166 hours / Year 3 - 45 hoursIndependent Study - Independent reading and further development activities relating to placement, specific modules/ topics and professional development. Some of which material will be signposted by staff. Whether undertaking research or a professional project, students in the final year work largely independently, developing expertise in their field and specialism. They are supported in this learning by completing reflective journals for lecturers to read, by seminars and tutorials, and with formative feedback throughout the academic year. Year 1 - 100 hours / Year 2 - 134 hours / Year 3 - 307 hours (project); 492 hours (dissertation)Placement - Students will be required to accrue a minimum of 200 clinical hours over 2 years. Year 1 - 100 hours / Year 2 - 100 hoursFormative assessment-scheduled - Formative assessments are built into each module. Final year students prepare a variety of formative assessments, which inform their learning and approach. Lecturers make good use of these assessments in providing rich and detailed feedback and feedforward comments, to assist the student in their learning journey. Year 1 - 20 hours / Year 2 - 23 hours / Year 3 - 7 hours (project)Formative assessment-independent - Final year students must produce a variety of unique documents relating to their research study or project (for participants and partners), which are all formatively assessed and approved by teaching staff. Year 3 - 8 hours (project); 5 hours (dissertation)

Employer Engagement

Employer Engagement will be achieved by:

Visiting Speakers

BABCP accredited practitioners and specialist lecturers are recruited as guest speakers and Hourly Paid Lecturers in order to ensure that the breadth of topics covered are delivered by experienced professionals.

Volunteering

Work placements in the first two years will typically be as volunteers; however, some students may secure paid employment.

Final year students

Work Placements

Students need to be on clinical placements throughout the course and they need to accrue a minimum of 200 clinical hours over the first 2 years and will be strenuously recommended to take out their own indemnity insurance. This will be identified on the website and take place during interview, induction and placement interview.

Employer Forums

Placement /supervisor forums are help regularly for counselling/ psychotherapy courses in the Therapeutic Studies subject area and this course will be included in this arrangement.

Means of Assessment

Written assessment (Essay, Case Study, Literature Review, Reflection)

Practical assessment

Portfolio

Oral assessment

Dissertation

Learning Support

The learning support available through the course

Induction

Induction will take place in accord with University and Faculty expectations

Personal tutor

Students will be allocated a personal tutor who will usually be part of the core teaching staff for their year group.

Office hours

Tutors will provide regular times when they are available for contact, as well as working closely with the cohort in class

Tutorials

Tutorials are built into the teaching time as well as students being able to request extra tutorials.

Seminars

Smaller groups of seminar group size are used for case discussion and personal development work

Formative Assessment

Formative assessment is built into each module. For counselling skills work, a systematic course of peer and tutor feedback will be in place.

Progress meetings

Progress meetings will take place within the scheduled tutorials

Online Resources

Learning materials will be available via Blackboard. Information and announcements will also be made via the Blackboard. The online counselling module will be delivered online.

Advice Centres

An Advice Zone is available at Newport City Campus and Pontypridd Campus.

DDS Service

This is available at Newport City Campus and Pontypridd Campus

IT/Library

IT support and library facilities are available at Newport City Campus and Pontypridd Campus.

Course Exit Points

Award Criteria Final
Postgraduate Certificate 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 Intermediate
Master of Science 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 Final
Postgraduate Diploma 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 Intermediate

Progression Route

Students who successfully complete the Post Graduate Certificate in Cognitive Behavioural Therapy Theory and Skills may choose to progress onto this programme if they have the required clinical work experience.The CBT team are currently working with other course teams to define progression routes which will include contribution to psychology, integrative counselling, mental health nursing and other allied health professional programmes of study.

Entry Requirements

Admission to the course is typically through the following qualifications:

USW considers all applications on an individual basis, to facilitate the ability to provide offers based on qualifications, personal profile and experience. Combinations of qualifications are acceptable and other qualifications not listed may be acceptable.

To meet the BABCP requirements for course accreditation we will meet the BABCP requirements for entry to the course. These include the student either having a core profession or being able to fulfil KSA requirements (this is a portfolio route to BABCP accreditation).

Core professions recognised by the BABCP:

Arts Therapists?– Health and Care Professions Council (HCPC) Registered

Counselling?– Accreditation with the British Association for Counselling and Psychotherapy (BACP), Irish Association for Counselling and Psychotherapy (IACP), Counselling and Psychotherapy in Scotland (COSCA), OR Federation of Drug and Alcohol Professionals’ National Counsellor Accreditation Certificate (FDAP NCAC).

Medicine?– Psychiatrist or General Practitioner, MBChB or MBBS, and usually PG training with membership of MRCGP, MRCP or MRC Psych

Occupational Therapy?– BSc (Hons) Occupational Therapy, MSc Occupational Therapy, OR Diploma of the College of Occupational Therapists (DipCOT)?and?HCPC Registered

Psychotherapy/?Psychotherapeutic Counselling?– United Kingdom Council for Psychotherapy (UKCP) Registered

Registered Nurse?– Mental Health?(RMN), or Learning Disability

Social Work?– Certificate of Qualification in Social Work (CQSW), Diploma in Social Work (DipSW), MA Social Work, or BA/BSc Hons Social Work. Registered with one of four UK?regulators - Social Work?England (SWE), Social Care Wales?(SCW), Northern Ireland?Social Care Council (NISCC) and Scottish?Social Services?Council (SSSC)

Postgraduate Doctorate in Clinical/Counselling Psychology?- accredited by the British Psychological Society (BPS) and HCPC Registered as Practitioner Psychologist

Educational Psychology?- Doctorate or Qualification in Educational Psychology Stage 2 (QEPS) - must have?BPS Chartership (CPsychol)?and?HCPC Registration as Practitioner Psychologist

The KSA Application route is for those who do not hold a relevant recognised Core Profession. KSA Applicants meet this prerequisite requirement for further Post Graduate training in Cognitive Behavioural Psychotherapy by means of a portfolio (submitted in a format stipulated by the University programme team).

The Portfolio will need to demonstrate evidence of knowledge, skills and application of demonstration of knowledge of:

Life stages and human development

Health and social care approaches

Psychopathology/ diagnostic skills

Models of Therapy

Competency in Key Relationship Skills

Maintain and manage Records and Reports

Communication with Services and Colleagues

Awareness of Risk

Comprehension of Research

Commitment to Ethical Principals

Fitness to Practice and Suitable at a Personal Level

Self-evaluation and reflection

Receptive to Scientist Practitioner

To promote accessibility and inclusivity potential applicants will be offered a 1:1 meeting with a member of course team who are KSA Portfolio assessors to support and guide them to develop their portfolio or access other training or experience prior to applying for the programme.

Portfolios will be submitted prior to interview and if requirements are met then applicants will be invited to the next stage which is the interview process. Applicants who hold a core profession will be invited straight to interview.

The interview process will consist of a role play which is observed by interviewers before progressing onto a formal interview where experience, knowledge, attitude and commitment to this intensive level of study will be assessed and confirmed.

Placement preference will be identified and then a placement interview will occur to ensure that the placement is happy with the potential applicant.

Placement partners have been offered the opportunity to collaborate with the selection process.

Applicants who are unsuccessful will be offered the opportunity to receive feedback and feed forward by a member of the interview panel.

The rigorous process of recruitment and selection will ensure that students are fully aware of and committed to the investment required to undertake this programme of study in terms of attendance, clinical work, self -directed study and standards of both formative and summative assessments.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A

Methods Of Quality Standards

Course Management

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The Course Leaders works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leaders oversees academic standards, quality assurance and enhancement.

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Transitional Arrangements for Current Students (if applicable)

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The course paused recruitment for a year to enable current students to complete the BACP accredited programme. BACP course accreditation will not be renewed.

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The most recent cohort have all progressed to Post Graduate Diploma level and have chosen to delay their progression to the third year of their Masters until academic year 2022/23. The plan is that students will undertake the revised third year or the Masters following successful revalidation.

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There are 2 continuing students who have been granted exceptional circumstances as a result of their personal lives and Covid Pandemic impact and are now in their third year of study, both needing to submit all of year 2 summative assessments. Both students are working to 2020/2021 assessments and are being supported with monthly tutorials to facilitate progression through the programme within this academic year pending any unexpected life events.

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There is one additional student who completed her fifth year of study for the Post Graduate Diploma last academic year and may be permitted following a student appeal and investigation to submit the two failed assessments from the 2018/2019 academic year module of TS4D007 Problem Specific Cognitive Behavioural Psychotherapy (2). This student will be allowed 16 weeks to engage new clients and conduct BABCP accredited supervised therapy with monthly personal tutorials and the option of a formative assessment for a CTSR of a therapy session. This plan is due to commence in Spring of 2022.

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Arrangements for Feedback to Students

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The arrangements for providing feedback to students on their assessed work within 20 working days are:
1. All assignment feedback is provided in writing via USW’s Virtual Learning Environment.
2. Feedback sheets are provided for all assessments with comments on work done well, areas for development and any other relevant observations made by markers.
3. Annotated original assignment documents are returned with comments and corrections as part of assessed work feedback.
4. Placement performance is fed back on by placement mentors and students also undertake self-assessment.
5. Students can seek further support through contacting their module leader.
6. Further generic feedback is available in seminars/lectures and in class preparation for future assignments.

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There are safeguards in place to ensure work is marked fairly, and that marks are equitable with other courses at the University and across the UK; this includes Course team moderation of a sample of all work, those who have failed and/or are on the borders of grade boundaries e.g pass, merit distinction. This is further quality assured with alerting the course external examiner to any fails and/or borderline pieces of work alongside their access to all submitted work, should they wish to focus their review accordingly

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Schedules of assessments are designed and published to students during induction and within each module online platform page. Assessments are designed and the timetable for completion are set during the assessment dialogue events prior to the start of term. Being issued with dates in advance allows learners and staff to manage their time to meet the USW 20 working day feedback response deadline and enables all students to manage their work/home/learning balance effectively.

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Student Representation

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Students on this course will be represented at meetings with teaching staff and other members of the University by Course Representatives and Student Voice Representatives.

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The role of the Course Representatives is to elicit the views and issues of the students they represent and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.

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Student Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.

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Feedback is requested at the end of each workshop delivery and each module to ensure that the course team can be responsive to feedback and finetune delivery as required for each cohort.

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Ongoing collection of student feedback will be an integral component to and will inform future course developments

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Quality Of Standards Indicators

Course Monitoring

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The University is responsible for both the standards of its awards and for the quality of its students’ learning experience. To ensure that standards are maintained and there is continuous enhancement a process of regular review takes place. This process is known as Continuous Monitoring. The University requires Module Leaders, Course Leaders and Deans/the Principal RWCMD (and their counterparts in collaborative partner organisations) to undertake reviews throughout the academic year and to report the outcomes of these reviews, using a standard format. The continuous monitoring reports, compiled over a six-year period, form the basis of the Course Review and Revalidation process.

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External Examiner

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External examining provides one of the principals means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases, there will be external examiners drawn from industry or practice.

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They provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.

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External examinersprovide annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.

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The external examiner(s) associated with this course are recorded in the Course Handbook.

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The course team engage with the External Examiner for both the Post Graduate Diploma and Masters programmes of study and have reached out to take feedback as part of the redesign to meet BABCP level 2 Course accreditation requirements. The course team value feedback from the External Examiner and have integrated their suggestions within the new developments of the programme and will continue to do so each academic year.