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2021 Spring Conference Programme

Half-Day Workshops 

28 & 30 April

9.30am – 12.30pm & 1.30pm – 4.30pm

We are offering four half-day workshop on the morning and afternoon of 28 and 30 April. Two of the half-day workshops will focus the impact of COVID-19. Trudie Chalder will look at how we can understand the fatigue that often occurs and highlight the specific cognitive and behavioural interventions that can help. Hannah Murray’s workshop will help equip therapists working with people who have experienced PTSD following critical illness and ICU. Steve Kellett’s workshop will look at the lessons we have learned when moving to remote teaching com assessment and supervision. 

Although not directly related to the COVID theme of the Spring event, Elizabeth Burnside will be running a half-day workshop that will enable attendees to learn more about Acceptance and Commitment Therapy and how to use it in clinical practice. 

Workshop registration fees 

BABCP Members - £40

Non-members - £55

Reduced Rate Members - £30

Workshop One 

Wednesday 28 April  9.30am – 12.30pm

Fatigue following COVID-19: preliminary clinical research and case studies 
Trudie Chalder, King’s College London and South London & Maudsley NHS Trust and Claire Willis, South London & Maudsley NHS Trust.

Fatigue is a clinical symptom for many people infected with respiratory viruses such as influenza or coronaviruses. Evidence suggests that fatigue persists beyond the acute phase. It can last from several months to several years post-discharge. A systematic review and meta-analysis (Poole-Wright et al submitted) of patients with a named influenza or coronavirus, found a fatigue prevalence of 48%. Anxiety, depression and post-traumatic stress as well as intensive care admission were commonly associated with fatigue.  In our clinic where we have assessed and treated patients with fatigue after COVID-19 all or nothing behaviour and high standards were commonly reported.  The uncertainty related to the prognosis of COVID-19 and the context of the pandemic may lead understandably to greater anxiety. 

In this workshop we will present a model of understanding fatigue in the context of COVID-19 and describe specific cognitive and behavioural interventions which can be used to target specific modifiable responses identified in the assessment.  A formulation-based approach is advocated.  Case studies will be used to illustrate the approach. 

This workshop will provide knowledge and skills for addressing modifiable fatigue related cognitive and behavioural responses 

Key learning objectives:

By the end of this workshop, participants will be able to:
Understand modifiable factors that contribute to fatigue in the context of COVID-19
Develop a formulation of the patient’s problems identifying factors that can be targeted in CBT

Trudie Chalder is Professor of Cognitive Behavioural Psychotherapy at King’s College London. She has worked as a clinician and a researcher in the field of fatigue functional somatic syndromes for about 30 years. She develops cognitive behavioural models for understanding and treating somatic symptoms and evaluates such approaches in randomised controlled trials. Not only is she interested in whether something works but how it works and for whom. 

Claire Willis is a Cognitive Behavioural Psychotherapist and Health Psychologist who works clinically in the field of persistent physical symptoms. She has experience of treating people with Long COVID.

Key references

Kim Poole-Wright, Fiona Gaughran, Rachael Evans, Trudie Chalder Fatigue outcomes following an influenza virus pandemic: A systematic review and meta-analysis. medRxiv 2020.12.04.20244145; doi:https://doi.org/10.1101/2020.12.04.20244145.  (not yet peer reviewed)
Chalder T, Willis C. Concern for covid-19 cough, fever and impact on mental health: what about risk of somatic symptom disorder? J Ment Health. 2020 Nov 4.
Jia R, Ayling K, Chalder T, Massey A, Broadbent E, Coupland C, Vedhara K. Mental health in the UK during the COVID-19 pandemic: cross-sectional analyses from a community cohort study. BMJ Open. 2020 Sept 15. doi.org/10.1136/bmjopen-2020-040620

Workshop Two 

Wednesday 28 April  1.30pm – 4.30pm

Trials and Tribulations of Remote Training: Lessons learned from rapid essential transition to remote delivery of teaching, assessment and supervision of clinical training.
Stephen Kellett, Jennie Hague, Georgina Miles, Maggie Spark, University of Sheffield

In March 2020 the Clinical Psychology Unit at The University of Sheffield, alongside all HEI’s nationally, faced the prospect of the rapid, unplanned and enforced transition to remote delivery of all its psychological clinical training programmes.  Within less than a week the IAPT training programmes were up and running delivering the CBT and PWP courses remotely.  Tutors, administrators and trainees all had to adapt to this novel and challenging way of working.  Since then the department has seen the development of the new Clinical Associate Practitioner MA course.  CAPs is a brand new programme and with the recruitment of trainees and establishment of the course being developed solely remotely.

This workshop aims to share some examples of what we have learnt about remote clinical training delivery, supervision and assessment.  We will consider things that have worked well, some of the challenges and examples of staff and student resilience. We will look to analyse the factors that have influenced success and failure.  We hope to share our experiences and learning with the audience but will also hope to draw on experiences and knowledge from attendees.  We are not the only programme to have made this leap.  With this in mind alongside sharing our learning, this workshop will provide time to discuss and learn from others who have shared similar challenges this year.  We aim to equip attendees with collaboratively developed actions plans and ‘top tips’ for remote delivery of clinical training programmes and supervision.   As we are hopefully approaching an exit plan for lockdown, we aim to consider the future of clinical training programmes and how lessons learned will inform a blended learning approach for the future.

By the end of this workshop, participants will be able to:

General Topics
Understand key factors that influence successful online learning
Consider the alliance between the trainee and the trainer in the online environment
Consider ‘What are trainees not saying?’
Consider common ruptures and how to navigate and repair these
Understand and capitalise on the role of the course reps
Enhance the use of feedback

Assessments
Preparing trainees for assessments
Developing successful online OSCEs

Teaching
Understand ‘What is happening when cameras are switched off?’
How to use chat bars to increase collaboration
The importance of ground rules and contributions

Supervision and Clinical Skills
How to ensure learning, group cohesion and competence in online group supervision and clinical skills sessions

Dr Stephen Kellett is a Clinical Psychologist, CBT therapist and CAT therapist.  He has been working at the Clinical Psychology Unit in Sheffield for over a decade.  He developed the IAPT training programmes in Sheffield in 2008 and has lead the CBT and PWP programs establishing accreditation with the BABCP, BPS respectively.  Steve lead the programmes through the transition to the remote delivery and since Jan 2021 have been developing the brand new Clinical Associate Practitioner MA programme.  He works clinically 1 day per week with Sheffield Health and Social Care Foundation Trust.

Jennie Hague is a CBT therapist and tutor on the IAPT programmes.  Jen has worked on the IAPT training programmes for 5 years.  She worked to embed the new PWP curriculum in 2016 and supported CBT course accreditation in 2018.  In 2021 Jen took over from Steve to lead the IAPT programs and continues to evaluate and develop the online delivery of the courses.  Jen works clinically 1 day per week with the University Counselling Service.

Georgina Miles is the PWP Deputy programme director with 5 years experience as a tutor on the PWP training  course and 8 years experience as a PWP in IAPT.  She also is a tutor on the new Education Mental Health Practitioner programme, the PWP Long Term Conditions top up training and the IAPT Low Intensity Supervisor Training course.  George in on the BPS Course Accreditation committee. 

Maggie Spark is a CBT therapist with over 10 years experience in IAPT. She has worked as a tutor and clinical supervisor on the PWP and CBT programmes at the University of Sheffield with over 5 years experience with the teams. Maggie is the CBT Deputy programme director and is currently leading on projects to enhance accessibility of course materials to trainees. Maggie has recently transitioned to private practice.  

Key references

Cromarty, P., Gallagher, D., & Watson, J. (2020). Remote delivery of CBT training, clinical supervision and services: In times of crisis or business as usual. The Cognitive Behaviour Therapist, 13, E33. doi:10.1017/S1754470X20000343

Batchelor, R., Catanzano, M., Kerry, E., Bennett, S.D., Coughtrey, A.E., Liang, H., & Shafran, R. (2020). Debate: Lessons learned in lockdown – a one‐day remotely delivered training on low‐intensity psychological interventions for common mental health conditions. Child and Adolescent Mental Health, 25, 175–177

Workshop Three 

Friday 30 April  9.30am – 12.30pm

Treating PTSD after critical illness and intensive care unit admission
Hannah Murray, Oxford Centre for Anxiety Disorders and Trauma, University of Oxford

PTSD can arise after experiencing critical illness and after medical treatment. Rates of PTSD after intensive care unit (ICU) admissions are particularly high, at approximately 25% (Parker et al., 2015), a timely issue given the increased admissions to ICUs during the COVID-19 pandemic. Besides being critically unwell and fearing they may die, ICU patients often experience delirium, characterised by acute confusion and often terrifying hallucinations.

This workshop will describe the features of PTSD after critical illness and ICU and formulate them within the cognitive model of PTSD (Ehlers & Clark, 2000). Key cognitive therapy (CT) techniques will be described and demonstrated.

The workshop will equip therapists working with PTSD following critical illness and ICU with principles, conceptual frameworks and practical skills to improve their practice.

Key learning objectives:

By the end of this workshop, participants will be able to:
Identify PTSD symptoms following critical illness and ICU
Apply principles from cognitive models of PTSD to formulate these presentations
Learn practical ways to implement CT techniques with PTSD following critical illness and ICU
Overcome common obstacles to addressing PTSD following medical traumas e.g. mistrust of health professionals, avoidance of health settings.

Dr Hannah Murray is a Research Clinical Psychologist at the Oxford Centre for Anxiety Disorders and Trauma, University of Oxford. She is involved in the development and dissemination of CT for PTSD and teaches and writes on this topic.

Key references

Ehlers, A., & Clark, D. M. (2000). A cognitive model of posttraumatic stress disorder. Behaviour Research and Therapy, 38(4), 319-345.
Murray, H., Grey, N., Wild, J., Warnock-Parkes, E., Kerr, A., Clark, D., & Ehlers, A. (2020). Cognitive Therapy for Post-Traumatic Stress Disorder following Critical Illness and Intensive Care Unit Admission. The Cognitive Behaviour Therapist, 1-36. 
Wade, D., Hardy, R., Howell, D., & Mythen, M. (2013). Identifying clinical and acute psychological risk factors for PTSD after critical care: a systematic review. Minerva Anestesiologica, 79(8), 944-963.

Workshop Four 

Friday 30 April  1.30pm – 4.30pm

An Experiential Introduction to Acceptance and Commitment Therapy
Elizabeth Burnside, Bangor University

Acceptance and Commitment Therapy is a third wave therapy based in Contextual Behavioural Science. As such, there is a greater focus on the function, rather than the content or meaning of private experiences such as thoughts and emotions. The approach makes use of elements of mindfulness and values to encourage people to engage in more workable, values-based actions, and increase psychological flexibility. 

This beginner’s workshop will offer an introduction to each of the six core elements of ACT and an understanding of how they apply to a range of human experience including clinical presentations. ACT is typically taught in an experiential manner, allowing participants to understand the processes as they apply to themselves. In this workshop each of the six core concepts of ACT will be described and demonstrated using participatory exercises.  Attendees will be invited to share some of their personal responses to these exercises but there will be no expectation that anyone should do so.  Examples will also be given of how each process might be used during individual therapy.

While some strategies used within ACT and Beckian CBT are similar, the case conceptualisation and rationale for these is often quite different. The workshop may encourage some attendees to learn more about ACT and how to use it in clinical practice.  

Key learning objectives:

By the end of this workshop, participants will be able to:
Understand how language processes are thought to contribute to psychological suffering.
Describe each of the six core processes of ACT
Understand how these processes apply to themselves
Consider how ACT processes might apply to clients within their own practice

Dr Elizabeth Burnside is a Consultant Clinical Psychologist specialising in Child and Adolescent mental Health. She has been delivering ACT training for over 14 years and is a peer reviewed ACT trainer. Currently working as Academic Director for the North wales Clinical Psychology training programme and within the NHS, she co facilitates ongoing training and supervision for local NHS clinicians as well as offering individual ACT therapy, supervision and training in private practice. Elizabeth is also the current president of the Association of Contextual Behavioural Science UK and Republic of Ireland Chapter.  

Key references
Harris, R. (2019) ACT Made Simple: An Easy to Read Primer on Acceptance and Commitment Therapy (Second Edition). Oakland, CA: New Harbinger Publications
Luoma, J.B., Hayes, S.C., and Walser, R.D. (2007). Learning ACT: An acceptance and commitment therapy skills-training manual for therapists (Second Edition). Oakland, CA: New Harbinger Publications

One Day Virtual Conference 

Thursday 29 April 9.15am - 4.30pm

CBT in the Time of COVID-19: 
Delivering Evidence-based Treatment to Diverse Populations

Our one day conference will consider a range of topics and clinical presentations related to Covid19 including changing people’s behaviour, vaccine hesitancy, coaching and supporting frontline staff, and the special needs of staff and residents in care homes. We are delighted to welcome Professor Susan Michie, a member of SAGE, the scientific advisory group who advise government and Professor David Clark and Dr Sharif El-Laithy as our keynote speakers.

Conference registration fees 

BABCP Members - £35

Non-members - £50

Reduced Rate Members - £30

9.05am - Welcome
Dr Andrew Beck, President BABCP

9.15am - Keynote:  Changing Behaviour:  Key to Reducing COVID-19 Transmission
Professor Susan Michie, University College London Centre for Behaviour Change, Member of the Covid-19 Behavioural Science Advisory Group, a sub-group of the Government's Scientific Advisory Group for Emergencies (SAGE)

10.15am - Evidence-based coaching for staff to deal with COVID responses
Dr Jennifer Wild, University of Oxford

10.45am -   Break

11.00am - Meeting the needs of residents and staff in care homes during the Covid-19 pandemic
Dr Ian James and Dr Joanna Marshall,  Northumberland, Tyne and Wear NHS Foundation Trust

11.30am - Same Storm, Different Boats: Navigating the Eye of the Storm with Phased and Stepped-care support for NHS Frontline Staff
Dr Jon Wheatley and Dr Charles Cole, Homerton University Hospital NHS Foundation Trust, London

12.00 Keynote:  IAPT and COVID-19
Professor David M Clark, University of Oxford, National Clinical Adviser at the Department of Health

1.00pm - Break

1.45pm - A nation under existential threat: UK population mental health, wellbeing and coping during the COVID-19 pandemic
Professor Richard Bentall, University of Sheffield

2.15pm - Vaccine hesitancy in the context of COVID-19: What do we know?
Dr Kieran Ayling, Senior Research Fellow, University of Nottingham 

2.45pm - Break

3.00pm - Title to be confirmed
Dr Kamaldeep Bhui, Director of the Synergi Collaborative Centre on ethnic inequalities

3.30pm - Keynote: Powering on, recharging, running on empty:  Supporting staff through COVID-19
Dr Sharif El-Laithy, South West London and St. Georges NHS Trust

4.30pm - Closing the Conference
Professor Glenn Waller, University of Sheffield and BABCP Conference Chair

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