Key facts

Overview

Description

Why Train CBT Disseminators?

The challenge
The evidence that cognitive behavioural therapy (CBT) is effective with a range of mental health problems is now well established. Current NICE Guidelines recommend it as a psychological treatment of choice for many mental health problems. In recognition of this impressive evidence base, Department of Health policy in the UK supports substantially increasing patient access to CBT. This has major training implications: how can large numbers of clinicians be cost effectively trained to deliver high quality, effective CBT to patients? Given the current climate of an increased focus on the dissemination of CBT, and the Government investment in CBT training, it is timely to consider the advantages of training cognitive therapists to disseminate CBT skills and knowledge.

Training cognitive therapists
CBT training in the UK has recently increased at an unprecedented rate: over the last decade, the number of Diploma courses offering training in CBT has continued to grow and in 2008, the government implemented a large-scale initiative for Improving Access to Psychological Therapies (IAPT) within the National Health Service. Between 2008 and 2011 nearly 4000 therapists will be trained to provide CBT. This represents a huge investment in postgraduate Diploma level training in CBT which will create a pool of competent cognitive therapists, with the knowledge and skills required to achieve accreditation as competent to practise cognitive behaviour therapy (for example, with the British Association of Behavioural and Cognitive Psychotherapies, BABCP). The success of such an investment rests on the ability of trainers and supervisors to disseminate CBT effectively and clinicians, however well trained as therapists, are not necessarily equipped with the knowledge and skills they need in order effectively and confidently to disseminate what they need to other practitioners. The demand for good quality CBT within the NHS and in other settings will persist and thus continued training will be necessary to meet demands, to keep waiting lists in check, and in order to attain IAPT’s goal. Optimum training will be achieved most effectively by competent CBT disseminators.

In addition, the emphasis in the NHS on clinical governance, and the development of accreditation standards by bodies such as the BABCP, mean that the demand for competent CBT trainers and supervisors is growing. Yet developing cognitive therapists who have acquired sound clinical skills still have difficulty in finding the further learning opportunities they need in order to become effective and confident disseminators.

Training disseminators: A cost-effective solution
The most efficient and cost-effective way to increase patients’ access to CBT, and to help a much wider range of practitioners to meet professional accreditation criteria, is to offer advanced training to experienced cognitive therapists who already have a well developed repertoire of clinical knowledge and skills, and who will be ideally placed to disseminate the approach in their own localities. This is what the Oxford Postgraduate Diploma/MSc in Advanced Cognitive Therapy Studies is designed to achieve.

It aims to increase access to CBT by allowing clinicians already trained and qualified as cognitive therapists to return to their places of work as effective disseminators of the approach. The course equips them with the knowledge and skills they need in order to design and deliver effective training and supervision, to evaluate the impact of their work, and to respond to local organisational needs in developing well planned CBT services. Feedback from participants who have completed the course suggests that gains in skill and confidence have largely been maintained, and have resulted in the capacity to contribute to the development of CBT services in their own organisations in many ways.

Why Oxford?

Oxford is internationally known as a centre of excellence in CBT. It has an unusually rich concentration of acknowledged experts in the approach, who continue to contribute to the development of CBT, and combine clinical expertise with extensive experience in teaching, supervision and research. This has led to the establishment of the Oxford Cognitive Therapy Centre (providing training, supervision, clinical literature and specialist treatment), and to the continuing success over 18 years of the Oxford Diploma in Cognitive Therapy and to the recent establishment of the Oxford MSt in Mindfulness Based Cognitive Therapy. The Oxford Courses in Advanced Cognitive Therapy Studies was founded by Dr. Melanie Fennell in 2004: it was the first of its kind. It is currently the only established course in CBT dissemination and it already has an excellent reputation. It is distinguished by having a well known and well respected staff including members with special interests in enhancing clinical practice, training and supervision skills, research, and organisational development. Course trainers are also widely published in respected journals and have authored or edited some of the most popular CBT texts. As the ACTS course has been running for five years we have advanced-level CBT training and supervision experience that is unlikely to be matched by our competitors.

Programme details

The Postgraduate Diploma

The Postgraduate Diploma in Advanced Cognitive Therapy Studies course is taught part-time, in a modularised format over no less than three terms. The course requires attendance of 36 teaching days (two of which are organised by the student). In addition to the taught components of ACTS, students will need to set aside several hours per week for private study, completion of written assignments, preparation for teaching sessions, etc.

The Diploma can only be awarded to students who have passed three or more pieces of course work on their first attempt. There are five pieces of course work so this means that Diploma students can re-take a maximum of two only. Diploma students who have to re-take more than two module assignments will be awarded the relevant ACTS modules (on condition that they fulfil the necessary criteria) but they cannot be awarded the Postgraduate Diploma.

The ACTS Modules

• An Introduction to Service Development
• Clinical Skills
• Research Skills
• Supervision
• Training Skills

Modules from the Postgraduate Diploma in Advanced Cognitive Studies can now be taken independently as a stand-alone short course and can count towards the Postgraduate Diploma at a later date. Teaching for the ACTS modules 2012-13 is organised in blocks of three or four days. Each module is examined and carries University of Oxford CATS points. Students are permitted to re-submit a piece of course work once only.

Stand alone students wishing to apply to the Postgraduate Diploma in Advanced Cognitive Therapy Studies should discuss application with the Course Director as soon as possible.

The MSc
Those who meet criteria for the award of Postgraduate Diploma may apply to progress to MSc status. This requires matriculation into the University of Oxford. The MSc is taken over a one year period when students complete a research project of their own choice.

All ACTS awards are made by the University of Oxford, under the aegis of its Continuing Education Board (OUDCE).

Selection criteria

Staff

Dr Helen Kennerley

Role: Director

Helen Kennerley is a Consultant Clinical Psychologist and a founder member of the Oxford Cognitive Therapy Centre, where she is the co-director of...more the Diploma / MSc in Advanced Cognitive Therapy Studies. She also has the lead role in the OCTC clinic. She is an experienced clinician now specialising in childhood trauma, dissociative disorders, and self-injurious behaviours. She has made valuable contributions to the field of cognitive therapy through her popular workshops and her writings. Amongst other publications, she is the author of "Overcoming Childhood Trauma" and co-author of"An introduction to Cognitive Behaviour Therapy”. In 2002, Helen was also voted one of the most influential female cognitive therapists in Britain by BABCP members close

Course aims

The aims of the course are:

• To enhance participants’ ability to disseminate CBT within the NHS and elsewhere, increasing patient access to CBT through training and supervision as well as through their own clinical work
• To enable experienced clinicians with a commitment to CBT to reflect on and refine their practice as therapists, trainers and supervisors, providing a stimulating context for development
• To offer cutting edge clinical updates, advancing and refining clinical knowledge and skills (participants will already have reached the standards required for accreditation to practice as a CBT therapist)
• To foster a network through which professionals from a range of backgrounds, with a common interest in CBT, can encourage and support each other’s personal and professional growth

Assessment methods

Assessment has been designed as much to provide opportunities to consolidate and extend learning as to evaluate knowledge and skill. Assessment is undertaken by internal assessors and examiners and by an external examiner appointed by the University.

Practice Log
To encourage self-reflection (the most effective learning method for experienced therapists), students are asked to keep a learning log, detailing training and supervision experience on the course and elsewhere, relevant client contact, and private study. This is to be maintained for the duration of the module for which the student is registered.

Clinical Competence
Understanding of theory, research and clinical issues is evaluated through an extended case/report accompanied by a recording of a clinical session which will be assessed using the Cognitive Therapy Scale (CTS) which was developed by Beck and colleagues. This case study/report will describe the treatment of a patient with a complex problem (for example, personality disorder, high co morbidity), with reference to theory, research and clinical principles. For those taking the Supervision Module, clinical skills will also be informally evaluated during practice of supervision sessions, where formative feedback on clinical skills will be offered.

Supervision Competence
In order to assess students’ knowledge of supervision principles and practice they will be expected to submit a video recording of their supervisory practice, along with a written detailed reflection on their practice and feedback from their supervisee(s). This will be evaluated using the Supervisor Competency Scale (SCS), which has been developed by the course for this purpose. Students will also submit an additional critical review of their supervisory practice which will illustrate their ability to link theory with practice.

Training Competence
Knowledge of training principles and adult learning theory is assessed through a written assignment describing the design, delivery and evaluation of a training event (workshop or short course). Training performance is assessed informally during the course when students give ‘live’ presentations.

Service Development Competence
Students will complete a service development proposal or business plan related to developments in their own places of work.

Research Skills
An understanding of the practical application of research in CBT will be evaluated through a research proposal. Students will submit a realistic research proposal which can be taken forward by those students who progress to MSc status. MSc students will complete and write up a research project appropriate for their work setting and client population (e.g. a single case series, an evaluation of the immediate impact of innovations in service delivery).

Teaching methods

The course includes clinical update master classes and intensive teaching blocks on supervision, training skills, research skills and service development. Sessions aim to interweave theory and practice, enhancing knowledge while encouraging its application in practice. Most teaching sessions are led by experienced cognitive therapists from Oxford. Outside speakers with particular specialists expertise also contribute to the course.

During the course, participants are expected to be active CBT practitioners, regularly seeing patients. Those taking the Clinical module must be prepared to video-record therapy sessions for evaluation purposes and to facilitate self-reflective practice. They should also be receiving regular clinical supervision themselves as required by professional CPD guidelines. Those taking the Supervision module must be engaged in CT supervision and to be prepared to video-record their supervisory practice both to enable self-reflective practice and for evaluation purposes. Those on the Training module must be involved in training in their own places of work. It is also essential to meeting the demands of the course that all students set aside time for private study.

Students who have successfully completed the Diploma assignments and who elect to complete the MSc will carry out an additional independent research project for which they will receive appropriate tutoring.

Given students’ high levels of pre-existing knowledge and experience, there will be a strong emphasis in training and supervision sessions on problem-focussed learning, active participation and the sharing of knowledge and skills. This culture of collaboration and mutual support is one of the aspects of the course most valued by students. Teaching is highly interactive, with plentiful opportunities throughout for reflection, discussion, debate, practical work and work in pairs and small groups. Between teaching blocks, private study will include completing reading and preparation work for teaching sessions.

The course takes full advantage of local expertise in CBT, as well as inviting contributions from researchers and clinicians outside Oxford who have experience at the cutting edge of CBT development. OCTC includes members with special commitments to enhancing clinical practice, training and supervision skills, research, and service development. Those with leading roles in the course’s design and organisation, and in supervision and training, all have extensive experience in the development and practice of CBT and in related training and research. All are accredited as cognitive therapists with the BABCP.

Teaching outcomes

At the end of the course, students completing the Postgraduate Diploma (which comprises of the five ACTS modules) are expected to:

• Display in depth knowledge and understanding of the theoretical basis of CBT and related research findings and clinical literature in clinical areas relevant to their work
• Apply CBT theory, research and clinical principles flexibly and creatively in their work with a range of clients, including long-term, complex cases
• Evaluate CBT’s evidence base critically, and use established knowledge as a basis for developing their own ideas on therapy, supervision and training in CBT
• Display knowledge of supervision theory and models of practice, and demonstrate skill in supervising learner cognitive therapists at different stages in their development
• Demonstrate the ability to identify CBT training needs and to design, deliver and evaluate CBT training events incorporating a variety of learning methods
• Display knowledge of research principles and methodology, and use them to assess CBT treatment outcome and service delivery
• Display understanding of organisational issues relevant to service development, and produce realistic proposals for developing CBT services in their own places of work

In addition, those completing the MSc are expected to:

• Design and carry out a research project related to CBT, using appropriate methodology, and analysing and discussing results

Accommodation

Accommodation is available at the Rewley House Residential Centre, within the Department for Continuing Education, in central Oxford. The comfortable, en-suite, study-bedrooms are rated 3-star, and come with free high-speed internet access and TV. Guests can take advantage of the excellent dining facilities and common room bar, where they may relax and network with others on the programme.

Libraries

Students may have access to a small specialist library of cognitive behavioural therapy texts held at the Oxford Cognitive Therapy Centre. They also benefit from holding a University of Oxford student cards, which offers access to all the University of Oxford libraries, including Internet access.

Payment

For 2013-14 academic year:

The total fees for the PG Diploma are £7955, but all successful applicants are awarded a bursary of 10% towards their course. The actual fee payable is shown in brackets.

Postgraduate Diploma: £7955 (Fee Payable £7160)

For NHS employees, CPD funding may be available through your employing Trust. For staff employed by Oxford Health NHS Foundation Trust, please direct your funding enquiries to David Slingo (Head of Learning and Development) or to Fiona Whitehouse (CPD Facilitator).

Scholarships

Details of funding opportunities, including grants, bursaries, loans, scholarships and benefit information are available on our financial assistance page.

Modules in this programme

The following modules can be studied as part of this programme:

• Health Sciences (5)
• Advanced Cognitive Therapy Studies - An Introduction to Service Development
• Advanced Cognitive Therapy Studies - Clinical Skills
• Advanced Cognitive Therapy Studies - Research Skills
• Advanced Cognitive Therapy Studies - Supervision
• Advanced Cognitive Therapy Studies - Training Skills
• Psychology - Cognitive (5)
• Advanced Cognitive Therapy Studies - An Introduction to Service Development

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