Evidence-based low intensity treatment for common mental health disorders (EBLT)

NURS93187 Evidence-based low intensity treatment for common mental health disorders (EBLT) 20 Variable teaching patterns Undergraduate Level 6 Clare Stephenson Unit coordinator Division of Nursing, Midwifery and Social Work 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 10.0 Welcome to the ‘Evidence-based Low-intensity Treatment of Common Mental Health Disorders’ (EBLT) unit.  Within this unit, you will learn to aid clinical improvement through the provision of information and support for evidence based low-intensity psychological treatments and regularly used pharmacological treatments of common mental health problems. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome for services to deliver than traditional psychological treatments. The overall delivery of these interventions is informed by the COM-B behaviour change model and strategies and you will learn to embed this framework within treatment sessions. You develop your knowledge and skills of Interventions including a range of low-intensity self-help interventions (often with the use of written self-help materials), informed by cognitive-behavioural principles, such as behavioural activation, graded exposure, cognitive restructuring, worry management, problem solving, sleep hygiene, as well as recommending physical activity that raises heart rate.This unit, in addition to the ‘Engagement and Assessment of Common Mental Health Problems’ and the ‘Values, Diversity and Context’ units must all be completed successfully to qualify as a PWP.   The unit aims to equip PWPs with a good understanding of the process of therapeutic support and the management of individuals and groups of patients and should include engagement where appropriate with families and carers. Skills teaching will develop PWPs general and disorder defined ‘specific factor’ competencies in the delivery of low- intensity treatments informed by cognitive-behavioural principles and in the support of medication concordance. PWPs must also be able to manage any change in risk status as introduced in unit The EBLT unit will further help trainees understand the benefits to the patient of the IAPT metrics and be able to use the IAPT national outcomes monitoring system (which includes session-by session symptom measures). Teaching will include how to use anxiety disorder specific measures to assess outcome and guide therapy and why the use of these outcome measures is important. Teaching will focus on taking a broad perspective when it comes to the use of IAPT measures to gain a holistic picture of the client. <ul><li class="pf0">Demonstrate understanding of and competence in selection of appropriate cases for low intensity treatment, aligned to NICE guidance and the IAPT Manual. For example, people whose primary problem is social anxiety disorder or PTSD should only be offered a high intensity intervention.</li><li class="pf0">Demonstrate knowledge and understanding of, and competence in using the COM-B behaviour change model and strategies in the delivery of low-intensity interventions.</li><li class="pf0">Demonstrate knowledge of, and competence in supporting people with medication for common mental health problems to help them optimise their use of pharmacological treatment and minimise any adverse effects.</li><li class="pf0">Demonstrate knowledge and understanding to map core skills into text-based interventions.</li></ul> <ul><li class="pf0">Critically evaluate a range of evidence-based interventions and strategies to assist patients in managing their emotional distress and disturbance.</li><li class="pf0">Critically evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols.</li></ul> <ul><li class="pf0">Demonstrate knowledge of, and competence in developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance.</li><li class="pf0">Demonstrate competence in planning a collaborative low-intensity psychological treatment programme for common mental health problems, including appropriate frequency of contacts, managing the ending of contact and development of relapse prevention strategies.</li><li class="pf0">Demonstrate in-depth understanding of, and competence in, a range of low-intensity, evidence-based guided self-help psychological interventions where these are NICE recommended for anxiety disorders and depression, selecting one or more of these intervention strands delivered in an adequate dose for work with patients, linked to their goals:</li></ul>         - Behavioural activation          - Graded exposure          - Cognitive restructuring (including behavioural experiments)          - Worry management          - Problem-solving          - Promoting good Sleep          - Promoting physical activity          - Medication support<ul><li class="pf0">Demonstrate competence in delivering low-intensity interventions using a range of methods including one-to-one treatment (in person, via video consultation, via telephone, interactive text or computerised cognitive behavioural therapy (cCBT)) and guided self help groups (in person and via video).</li><li class="pf0">Demonstrate competence in selecting and revising mode of delivery, as necessary on an ongoing basis depending on patient choice, suitability, etc.</li></ul> Demonstrate competence in succinct and accurate note-taking skills  Skills based competencies will be learnt through a combination of clinical simulation and role plays in small groups working intensively under close supervision with peer and tutor feedback and supervised practice through supervised direct contact with patients in the workplace. Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study. Teaching will provide trainees with the opportunity to practice different modes of evidence based treatment delivery. Group facilitation skills will be learnt through teaching on and feedback on experiential practice of group facilitation Self-directed study will include review of video library and web-based resources with examples of intervention sessions and clinical demonstrations of specific techniques.Teaching and skills will be delivered using a combination of in class face to face teaching and remote synchronous teaching. 0 Other 100% <ul><li>Real life recording - pass/fail</li><li>Multiple choice question exam</li><li>Practice Assessment Document: All assessments must be passed to progress on the programme</li></ul> From the outset you will continuously receive verbal and written feedback from peers and   staff working on the programme as you develop the knowledge and skills required to   deliver low intensity interventions.   Individual tutorials are scheduled where further feedback can be received and discussed   with your Academic Advisor. The tutorial is an important opportunity to review your   progress with the training to inform information shared with your employing/host service.   N Bennett-Levy, J., Richards, D.A, Farrand, P. et al (2010). Oxford Guide to Low Intensity CBT Interventions. Oxford: Oxford University Press  Farrand, P.A., 2020. Low-intensity CBT Skills and Interventions: a practitioner's manual. Low-intensity CBT Skills and Interventions, pp.1-408.  Kellett, S., Simmonds-Buckley, M., Limon, E., Hague, J., Hughes, L., Stride, C., & Millings, A. (2021).  Defining the assessment and treatment competencies to deliver low-intensity cognitive behavior therapy: a multi-center validation study. Behavior Therapy, 52(1), 15-27. doi: 10.1016/j.beth.2020.01.006.  Michie, S., Atkins, L. and West, R., (2014) The Behaviour Change Wheel: a guide to designing interventions. London: Silverback Publications.  National Collaborating Centre for Mental Health (2021) The Improving Access to Psychological Therapies Manual (version 5). <a class="cf0" href="https://www.england.nhs.uk/wp-content/uploads/2018/06/the-iapt-manual-v5.pdf">https://www.england.nhs.uk/wp-content/uploads/2018/06/the-iapt-manual-v5.pdf</a>  National Institute for Health and Clinical Excellence (2005) Obsessive-compulsive disorder and body dysmorphic disorder: treatment. London: NICE  National Institute for Health and Clinical Excellence (2022) Depression in adults: recognition and management. London: NICE  National Institute for Health and Clinical Excellence (2009) Medicines adherence: involving patients in decisions about prescribed medicines and supporting adherence. London: NICE  National Institute for Health and Clinical Excellence (2022) Self-harm. London: NICE  National Institute for Health and Clinical Excellence (2020) Generalised anxiety disorder and panic disorder (with or without agoraphobia) in adults: management in primary, secondary and community care. London: NICE   Papworth, M. and Marrinan, T. eds., 2018. Low intensity cognitive behaviour therapy: A practitioner's guide. SAGE Publications Limited.  PWP training review (2015) Behaviour change models and strategies relevant to Psychological Wellbeing Practitioners. <a class="cf5" href="https://www.ucl.ac.uk/pwp-review/docs/PWPREVIEW-behaviour_change">https://www.ucl.ac.uk/pwp-review/docs/PWPREVIEW-behaviour_change</a>  The British Psychological Assessment written exam 1 Lectures 39 Practical classes & workshops 21 Supervised time in studio/wksp 40 Tutorials 2 Work based learning 37.5 0 59.5