ࡱ>  _bjbjnn f_gf_g=+   8I  4q"####,Xh-L-({3}3}3}3}3}3}3$r6(9b3-+@,--3##R4111-8##{31-{311 333#X|v.#3g3h404+39/9339334--1-----33R0---4----9--------- s:  Programme Details 1. Programme titleCognitive Behavioural Therapy for Eating Disorders (CBT-ED)2. Programme codePSYT53 (PSYT54 for PGCert as an early departure award after level 1)3. QAA FHEQ level74. FacultyScience5. DepartmentPsychology6. Other departments providing credit bearing modules for the programmeNone7. Accrediting Professional or Statutory BodyBritish Association for Behavioural and Cognitive Psychotherapies (BABCP)8. Date of production/revisionRevision: 5th January 2021 AwardsType of awardDuration9. Final awardPGDip2 years10. Intermediate awards  Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.C81012. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100497 Programme Delivery 13. Mode of study Part-time 14. Mode of delivery Combined online and face-to-face learning as the general mode of delivery (not just during COVID-19 adjustments) 15. Background to the programme and subject area NHS England has committed to a significant expansion in access to high-quality mental health care for adults with eating disorders. «Ӱҵ has won one of two national training contracts, and will provide training in cognitive-behavioural therapy for eating disorders (CBT-ED) across half of England, with effect from January 2021. The Clinical Psychology Unit in the Department of Psychology has been contracted to provide CBT-ED training for a minimum of four years for at least 30 students per year. The Clinical Psychology Unit currently provides four professional training programmes in the area of mental health, and the CBT-ED programme will add to that suite of training courses. Students will undertake a part time PG Dip, This will consist of 24 months training in working with anxiety, depression, complex cases and eating disorders (an option in the NHS Improving Access to Psychological Therapies Severe Mental health Problems track). Students will study and be assessed one day per week during most of the year, and other learning will take place at the clinical base. Students with an existing CBT qualification (or equivalent) will be able to enter the PGDip second year directly, using the RPL route. 16. Programme aims PGDip Cognitive Behavioural Therapy for Eating Disorders (CBT-ED) aims to:A1Prepare students to use CBT to treat mental health problems.A2Develop awareness of and ability to implement the general core competences and meta-competences for cognitive behaviour therapy (CBT) for complex cases, including awareness of ethical and professional guidance.A3Develop students awareness of and ability to implement the specific competences for CBT for anxiety and depression.A4Develop students awareness of and ability to implement the competences and meta-competences for CBT for eating disorders (CBT-ED). 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1Models of cognitive-behavioural therapy (CBT) as applied to complex cases, including understanding of ethical and professional frameworks.A1, A2 K2Evidence-based CBT models explaining the development and maintenance of anxiety disorders and depression.A1, A3K3The effectiveness of CBT for anxiety disorders and depression.A3K4Evidence-based CBT-ED models explaining the development and maintenance of different eating disorders.A4K5The effectiveness of CBT-ED for the range of different eating disorders.A1, A4Skills and other attributes On successful completion of the programme, students will be able to:S1Engage and assess patients with mental health problems, employing appropriate ethical frameworks and working within professional guidelines.A1, A2S2Formulate, treat and evaluate outcomes for patients with anxiety disorders and depression.A1, A3S3Assess and formulate the biopsychosocial status of patients with eating disorders.A4S4Review, critically evaluate literature and apply evidence-based CBT-ED for patients with eating disorders, anxiety, depression and complex disorder.A2, A3, A4S5Evaluate outcomes of treatment of patients with eating disorders, using formal and individualised measurements during and after therapy, and respond to them in order to enhance treatment outcomes for the individual case and for subsequent cases.A1, A4S6Gather and analyse data and knowledge, reviewing and critically evaluating core texts, literature and relevant research, in order to produce case write-ups and written assessment.A1, A2, A3, A4S7Utilise supervision and continuous self-reflection to meet own learning needs, and to develop and enhance professional and clinical knowledge and skills.A2, A3, A4 18. Learning and teaching methods The course will involve blended learning. As the course attendees come from across the northern half of England, this will be the norm for the course, where teaching can be delivered online in part. The Clinical Psychology Unit has already demonstrated that this is a viable means of presenting and evaluating clinical progress on its other related courses. The teachers will be: % Course team members (University teachers and teaching/research staff), who are clinicians who specialise in the delivery of CBT for complex cases, anxiety, depression, and eating disorders. % Invited guest speakers with specialist skills in treatment of eating disorders. Teaching spaces will be: % Online presentations of appropriate educational and skills training sessions. % Clinical teaching spaces at the Department of Psychology for academic teaching. % Break-out rooms at the Department of Psychology for skills teaching. Facilities will include remote and local access to: % Core textbooks (already negotiated and available via the library). % Existing journal holdings. % Online databases. % IT resources for access to assessment and evaluation tools. Blackboard will be used to post all teaching materials, recordings, announcements and assessments and to present online teaching: % Turnitin will be used to submit and mark coursework, where appropriate. Students will be supported to become self-directed learners through: % Training in the use on online resources. % Small group tutorials. % Iterative marking processes, where formative assessments direct students to discover solutions. % Teaching in clinical problem-solving skills. 19. Assessment and feedback methods Assessment of knowledge and skills in working with complex cases, anxiety and depression (PGDip). These methods and their marking systems already exist for CPU s HIPI training programme, so will be applied accordingly. The team has well-developed skills in this domain, and its HIPI assessments and marking have been assessed as being an excellent reflection of the requirements of evidence-based training, and enhancing evidence-based practice (external accreditation and external examiner reports). Assessments are focused on demonstrations of clinical skills both in direct work with patients and in the classroom (via small group teaching). This will include: % Essay. % Observed clinical skills evaluations. % Taped sessions to be rated using the CTS-R. % Case reports. % supervisor assessments of clinical competence. Assessment of knowledge and skills in working with eating disorders Assessments (as above) will be focused on demonstrations of clinical skills both in direct work work with patients and in the classroom (via small group teaching). This will include: % Essay. % Observed clinical skills evaluations (OCSEs). % Taped sessions to be rated using the new CBTS-ED rating scale. % Case reports. % Supervisor assessments of clinical competence. % Reflective clinical skills log, consisting of a summary of cases treated, CBT-ED approaches used, learning points, and a log of clinical outcomes of cases seen across the ED element of the course. Feedback will be an iterative process. Students will receive both informal, formative feedback and formal summative feedback. Formative feedback % Essay plans will be submitted at the planning stage for feedback on structure and meaning. % Drafts of (anonymised) case reports will be submitted at the planning stage, so that useful guidance can be given on issues of demonstrated knowledge, formulation, assessment and treatment plans. This feedback will be given in written form. % Supervisors will be asked to provide written feedback on clinical competence and meta-competence at multiple points, to be discussed between the supervisor, student and tutor. Written suggestions for improvement in knowledge and practice will be provided. % Peer and tutor verbal feedback will be used for  trial runs of observed clinical skills evaluations, so that all can share experiences of what does and does not work. The tutor will provide a written summary. % Students will be required to self-reflect on initial taped sessions, rating their performance on the CTS-R and the CBTS-ED. Summative feedback % Essay plans will be submitted at the planning stage for feedback on structure and meaning. % Case reports will be double blind-marked by tutors, and written feedback provided along with the mark. % Supervisors will rate clinical competence and meta-competence towards the end of each year. Written feedback will be provided. % Observed clinical skills evaluations (using role-players as patients) will be evaluated by tutors as Pass/Refer for retake/Fail. A written summary will be provided, and the OCSE will be recorded for external validation, if necessary. % Later taped sessions will be assessed by the tutors, using the CTS-R and the CBTS-ED. % The reflective practice log will be assessed in terms of the level of learning demonstrated across the CBT-ED course. 20. Programme structure and student development All modules will be core, as outlined below. That will be required for professional body requirements. The modules will be restricted to students undertaking this course (though the modules in the first part of the PGDip could be shared with any other IAPT SMP courses that were offered in the future). The modules to be covered will be as follows: CBT for complex cases (including professional and ethical issues). CBT for anxiety disorders. CBT for depressive disorders. The evidence base on the treatment of eating disorders. Delivering evidence-based CBT-ED. These will be delivered via the following modules. Level 1 (60 credits) Students will undertake the following modules, which will align with the competences and meta-competences required for the initial part of the IAPT SMP programme. Each modules assessment weighting is given alongside the credits per module. Module 1 - CBT for complex cases (including professional and ethical issues) (20 credits; 30% assessment load). Module 2 - CBT for anxiety disorders (20 credits; 35% assessment load). Module 3 - CBT for depressive disorders (20 credits; 35% assessment load). Level 2 (60 credits) Students will undertake the following modules, which will align with the competences and meta-competences required for the second part of the IAPT SMP programme (PGDip). Each modules assessment weighting is given alongside the credits per module. Module 4 - The evidence base on the treatment of eating disorders (20 credits; 30% assessment load). 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Progression and qualification requirements In line with the Universitys policy on Recognition of Prior Learning, students who meet criteria for eligibility (prior recognised training in CBT for anxiety and depression) could proceed directly to level 2 of the Postgraduate Diploma. Successful completion of the Postgraduate Diploma will depend on passing all specified modules. Progression from level 1 to Level 2 will depend on passing Module 1. Students studying the full PgDip at the UoS who fail to enter or to successfully complete the second year (the CBT-ED modules), will be eligible for a PGCert in CBT for anxiety and depression. Professional requirements The course will be accredited by the British Association for Behavioural and Cognitive Psychotherapies (BABCP). Completion of the courses will allow students to apply for accreditation by the BABCP. Student support Student support will be available using the range of individualised support for students (e.g., DDSS; 301; Student Wellbeing). Students and their clinical supervisors will all be working in clinical services around the north of England. Online liaison with course tutors will be provided throughout the course. Peer groups will be set up for mutual support. All students will be in employment, but career development will be discussed towards the end of the course (continuing professional development, supervisory roles, etc.). There will be no study abroad as part of the course.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme At least a good undergraduate degree or equivalent professional qualification in mental health, and working in an appropriate clinical setting. PG Dip applicants will need to be eligible for registration with the British Association for Behavioural and Cognitive Psychotherapies (holding a core professional post, or delivering on a KSA portfolio - as per applicants for our existing IAPT High Intensity course). 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" http://www.sheffield.ac.uk/strategicplan Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" /polopoly_fs/1.661828!/file/FinalStrategy.pdf 23. Additional information The course has been assessed as financially viable, and the NHS-E/HEE contract for the North of England has been awarded to the University of «Ӱҵ to run this course for at least four years. The first intake is planned for January 2021. Admissions facilities are being planned at present. Library facilities have been planned to map the course needs.  This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at «Ӱҵ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     psyt53 ver21-22 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from «Ӱҵ 7ɽGjkd$$IfH'`'0`'4d4 Hap ytl xx$Ifgd- x$Ifgd- 5x$$d%d&d'd(dIfNOPQRgd- ξ()*+,-./XY deοtatttaXLAhlh;&CJaJhlh'=5CJaJh;&5CJaJ$hlh;&CJOJPJQJ^JaJhlh'=CJaJh;&5B*CJaJphh'=5CJaJh'=5B*CJaJphh;&CJaJh;&hlh;&B*CJaJphhlh'=B*CJaJph)jhlh#B>*B*CJUaJph hlh'=>*B*CJaJphjh#BUh#B+,-]'6$ @ $d%d&d'd(dNOPQRjkd&$$IfH'`'0`'4d4 Hap ytl7xx$$d%d&d'd(dIfNOPQRgd- -YQjkd$$IfH'`'0`'4d4 Hap ytl x$Ifgd- 9$ @ $d%d&d'd(dNOPQRgd-  eGg2 x$Ifgd- $Ifgd- x$Ifgd- $ @ x$Ifgdl$ @ gd- 6$ @ $d%d&d'd(dNOPQR eFGH<=Hefg012348NO38?@Atphlh;&B*CJaJphhlh'=CJaJhlh'=B*CJaJphh;&5B*CJaJphh'=5B*CJaJphh;&CJaJh;& h- h;&!jh- h- 0J#CJUaJh- h- 0J#CJaJjh- h- CJUaJh- h- CJaJ,234OV9$ @ $d%d&d'd(dNOPQRgd- 6$ @ $d%d&d'd(dNOPQRskdV $$IfH'`'0`'22 H4d4 Hap ytlOAu'jkd!$$IfH'`'0`'4d4 Hap ytl7xx$$d%d&d'd(dIfNOPQRgd- 5x$$d%d&d'd(dIfNOPQRgdltu,,45`a{|}~徺ξuuiuh'=B*CJaJphh{B*CJaJphh;&B*phhlh;&CJaJ)jhlh#B>*B*CJUaJph hlh'=>*B*CJaJphh#Bjh#BUj!h#BUh;&CJaJh;&h- h;&CJaJhlh'=CJaJhlh;&B*CJaJph'~vjkd("$$IfH'`'    0`'4d4 Hap ytl xx$Ifgdl$ @ xx aV $<<:Da$4$ 9r $d%d&d'd(dNOPQRa$1 9r $d%d&d'd(dNOPQR4$ 9r $d%d&d'd(dNOPQRa$<=NOXYZ[\]^_ŵѭh;&CJaJh'=5B*CJphh;&h'=5B*CJphh#Bh;&B*phh'=B*mHnHphuh'=B*phjh'=B*Uph=YZ[\]^_:D<<:D$<:Da$$<:Da$50P. 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