The internet has been increasingly employed in the treatment of binge eating, including to facilitate guided self-help (GSH). However, few studies have investigated provision of GSH over email and there are questions regarding the viability of this approach, and how facilitators might best deliver this treatment. We describe a case study of a woman in her early 50s with a diagnosis of binge-eating disorder (BED) who received email-supported GSH over 12 weeks within a larger randomised controlled trial. At assessment, she presented with regular binge eating episodes (approximately twice a week) in addition to co-morbid medical and psychiatric issues, for which she was prescribed several medications. Treatment, provided within the UK National Health Service, involved provision of a self-help manual (Overcoming Binge Eating; Fairburn, 2013) in addition to email support over 12 weeks. A summary of the intervention is provided, along with email excerpts to demonstrate practice, illustrate how treatment might be delivered, and outline the type of interaction that may occur during email support. Consistent with larger studies, improvement on several self-report symptom measures was seen, including eating disorder symptoms, psychosocial impairment, psychological distress, self-esteem, and therapeutic alliance, all of which met criteria for reliable improvement at post-treatment. This case study, which provides data from one individual, demonstrates delivery of GSH with email support for regular binge eating, which could be considered as an alternative to face-to-face treatment. Future work might look to enhance outcomes following GSH, including reducing drop-out, and increase dissemination and uptake of GSH.

Key learning aims

1. (1) Consider the potential role of email-assisted self-help in the treatment of recurrent binge eating.

2. (2) Provide guidance to support the delivery of guided self-help, particularly in an online format.

3. (3) Review an example of using a CBT-based self-help intervention to overcome binge eating in the presence of medical and psychiatric co-morbidity.

4. (4) Understand how to implement guided self-help for binge eating and use this approach to facilitate a strong therapeutic alliance and symptom change.

Co-morbid mental health diagnoses present challenges for services structured to provide disorder-specific models of treatment, such as NHS Talking Therapies services. Intolerance of uncertainty (IU) has been identified as both disorder specific and transdiagnostic, although little research explores transdiagnostic approaches to treatment of IU alone. A transdiagnostic cognitive behavioural therapy treatment targeting IU, the ‘Making Friends with Uncertainty’ (MFWU) group, was developed and piloted in a Talking Therapies primary care service in an earlier evaluation (Mofrad et al., 2020). The aim of this study was to replicate and further evaluate the intervention. Twenty people presenting with a range of anxiety disorders started the intervention in two groups. The study used a single group, within-subjects quasi-experimental design, collecting data at eight points for routine outcome measures of anxiety, depression and functioning, and five points for measures of anxiety disorder-specific symptoms and IU. Intention-to-treat analyses showed improvement on a general measure of anxiety as well as improvement on the measure of IU. Significantly there was improvement on the disorder specific measures even though the intervention was aimed at the underlying process of IU, rather than the particular symptoms targeted by these measures. The MFWU group may be an efficient and effective way to deliver a highly specified transdiagnostic intervention for intolerance of uncertainty when people are treated in a mixed group format.

Key learning aims

1. (1) To consider the effectiveness of a transdiagnostic group targeting IU.

2. (2) To develop understanding of a group intervention for building tolerance to uncertainty.

3. (3) To consider the impact of targeting IU on specific anxiety disorders.

4. (4) To offer a methodological framework for effectively evaluating a group intervention in routine practice.

For young people with eating disorders (EDs), family-based therapy (FBT) is generally recommended as first-line treatment. Although there is an abundance of evidence demonstrating the efficacy of FBT, less than half of young people achieve full remission with this treatment. Enhanced cognitive behaviour therapy (CBT-E) is an established alternative to FBT, demonstrating effectiveness in individuals who have not achieved full remission with FBT. It is also recommended when family therapy is unacceptable, contraindicated, or ineffective. Despite some overlap – particularly in addressing maintaining factors and prioritising weight normalisation – the two treatments diverge significantly in conceptualisation of the eating disorder, proposed mechanisms of action, role of both young people and parents, and strategies and processes of therapy. These differences may contribute to one treatment being effective where the other has not, but can present challenges and difficulties for the young person, family and clinician when transitioning from FBT to CBT-E. In this paper, we provide guidance for clinicians delivering CBT-E with young people who have a history of FBT treatment. We highlight common issues encountered among this cohort, discuss how they can present a barrier to successful implementation of CBT-E, and describe solutions.

Key learning aims

1. (1) To learn the commonly encountered barriers to treatment when implementing CBT-E for young people who have previously engaged in FBT.

2. (2) To learn strategies to overcome these barriers focusing on the young person, parents and multi-disciplinary team.

This paper describes the evaluation of a simple service adaptation and associated brief training for NHS Talking Therapies for Anxiety and Depression (NHS TTad) staff on working with autistic people. A simple question regarding whether clients identified themselves as autistic and an associated data system flag was introduced to an NHS TTad service. A brief training regarding the use of the flag, a brief overview of autism and a consideration of general adaptations that might help autistic people was developed. Core outcomes of confidence and therapy self-efficacy were reported for pre-training, immediately post-training and at three months post-training. At three-month follow-up, six therapists were interviewed to explore changes in practice following the training. There were significant changes in confidence and therapeutic self-efficacy post-training that were maintained at three-month follow-up. Therapists report several changes to practice that they related to the training. This is the first paper to describe and evaluate training for therapists in NHS TTad on working with autistic people.

Key learning aims

1. (1) To describe some of the challenges to NHS TTad services in working with autistic people.

2. (2) To describe the system adaptation and therapist training introduced to this service and the approach to evaluation.

3. (3) To report outcomes from the evaluation of the training for NHS TTad therapists in working with autistic adults.

4. (4) To consider further research and practice in the processes to make NHS TTad services more accessible and effective for autistic adults.

Increasing numbers of children and young people (CYP) are presenting with common mental health difficulties. In 2017, the UK government outlined a service transformation plan which led to the development and implementation of Mental Health Support Teams (MHSTs), to deliver evidence-based interventions in schools for mild to moderate mental health difficulties. This service evaluation aimed to evaluate the effectiveness of individual interventions delivered by MHST practitioners trained to deliver low-intensity cognitive behavioural interventions to CYP with mild to moderate mental health difficulties, within one service based in the South East of England. Four hundred and fifty-nine CYP engaged in an individual intervention delivered by MHST practitioners between January 2021 and December 2022. Interventions were delivered either online via video call or face-to-face. All children and their parents/carers were invited to complete two routine outcome measures (Revised Children’s Anxiety and Depression Scale (RCADS), and Strengths and Difficulties Questionnaire (SDQ)) at baseline and post-intervention. Outcome data demonstrated significant improvements across all child- and parent-rated RCADS anxiety and depression scales. Significant improvements were also shown for both child- and parent-rated SDQ total difficulties and impact scores. These all showed effect sizes ranging from medium to large. Girls presented higher scores pre- and post-intervention compared with boys apart from the OCD subscale; gender was not a predictor of improvement in the majority of analyses. Individual, low-intensity cognitive behavioural interventions delivered in this MHST service were effective in reducing symptoms of emotional and behavioural difficulties in CYP with mild to moderate mental health difficulties.

Key learning aims

1. (1) Understand the context of Mental Health Support Teams (MHSTs) as an early intervention service within school settings.

2. (2) Learn about the impact of MHST-delivered interventions on symptoms of emotional and behavioural difficulties in children and young people.

3. (3) To gain an understanding of how boys and girls may respond differently to MHST-delivered interventions.

Social anxiety disorder (SAD) is one of the most prevalent co-occurring conditions amongst cognitively unimpaired autistic people. The evidence-based treatment for social anxiety known as cognitive therapy for SAD (CT-SAD) may to an extent be beneficial to autistic people, but adaptations for autistic people are recommended to increase its effectiveness. The present study aimed to co-produce and pilot an adapted SAD treatment protocol for autistic people based on the Clark and Wells (1995) model, including assessing its feasibility and acceptability. A bespoke 12-week CBT online group intervention was created to meet the needs of autistic people with a diagnosis of SAD. The treatment protocol was created collaboratively with autistic people. It was piloted with seven adult participants (three males, four females) with autism or self-identified autism who completed the group intervention targeting SAD symptoms. With regard to feasibility, we met our initial aims of recruiting our intended sample size of a minimum of six participants for the intervention with an attendance rate of at least 80% of sessions. The excellent completion and attendance rates, respectively 100% and 95%, indicate that the intervention was acceptable to our participants. These findings extend previous research and support the continued adaptation of CBT interventions for autistic people. Furthermore, the evidence of feasibility indicates that further study to evaluate the efficacy of this group intervention is warranted.

Key learning aims

1. (1) To reflect on social anxiety, autism and identify ways to improve the delivery of cognitive therapy for autistic people.

2. (2) To identify useful adaptations to cognitive therapy for autistic people.

3. (3) To learn how to deliver group cognitive therapy remotely for autistic people who present with social anxiety.

The original declarative procedural reflective (DPR) model is a well-established model of therapist knowledge and skill development. To date, although it has been used to guide reflection and discussion around personal and practitioner selves, it has not emphasised the various intersecting identities of practitioners and how these interact within wider concepts such as power, society, service contexts and the patient and supervisory relationships. The learning, development and implementation of CBT skills does not occur in a vacuum or separate to the practitioner identities however relatively little has been written on this. This paper aims to expand the original DPR model to illustrate potential ways that social context, identity and power could be considered within CBT training, delivery and supervision. It delineates and explores the additional components of the model (i.e. practitioner identity(s), context/society and power) and then provides examples of how this framework could inform key CBT activities (including low-intensity CBT).

Behavioural activation (BA) is recommended for the treatment of depression but most research focuses on working age adults and there is a dearth of literature concerning the delivery of BA with people with co-occurring depression and mild cognitive impairment (MCI). This case study outlines a BA intervention with a male in his late 60s with depression and MCI and describes appropriate adaptations that were useful. Treatment consisted of psychoeducation of depression and BA, formulation, activity monitoring and scheduling, tackling self-critical thoughts and rumination, and relapse planning. The 12-session BA treatment resulted in a decrease in both depressive symptoms and psychological distress as well as an increase in the individual’s engagement with meaningful activities. This case study adds to the literature and strengthens the argument for the use of BA in the treatment of depression in older adults with MCI. Adaptations, conclusions and limitations are discussed.

Key learning aims

1. (1) To gain an understanding of the use of behavioural activation (BA) in the treatment of depression in older adults with mild cognitive impairment (MCI).

2. (2) To illustrate treatment of depression using BA with an older adult utilising the current evidence base.

3. (3) To outline adaptations that can be made to BA to help deliver this treatment with an older adult who has MCI.

The current case study was completed as part of the routine psychological therapy delivered in a Critical Care Psychology Service in the United Kingdom. For families of critically ill patients, an admission to the intensive care unit (ICU) can be a distressing and potentially traumatic experience. Relatives of ICU patients may, therefore, face ongoing psychological difficulties after their loved one’s discharge from hospital, an experience recognised as Post-Intensive Care Syndrome - Family (PICS-F). Psychological morbidity associated with PICS-F includes post-traumatic stress disorder (PTSD). Despite high rates of PTSD within this population, there are currently no published guidelines available for the treatment of PTSD in relatives following an ICU admission. Clinicians working in this field are consequently required to adapt existing psychological models and protocols recommended for treating PTSD, for application to ICU-related traumatic stressors. This case study describes how cognitive therapy for PTSD (CT-PTSD) was tailored to treat a 60-year-old female experiencing PTSD following her husband’s admission to the ICU. It also illustrates how critical illness can be conceptualised as an intangible loss that triggers a grief experience for relatives of ICU patients, causing PTSD symptoms to persist. The client attended 14 weekly sessions of CT-PTSD. Treatment included cognitive strategies for panic, imaginal re-living and a site visit, as well as consideration of the role of non-death loss and disenfranchised grief in the client’s experiences. At the end of treatment, the client no longer presented with clinically significant symptoms of PTSD, as assessed on the Impact of Events Scale-Revised (IES-R).

Cognitive therapy for post-traumatic stress disorder (PTSD) is recommended in a range of national and international guidelines. This clinical guidance paper specifically focuses on cognitive therapy for PTSD (CT-PTSD) where racism has been part of the index trauma event(s). It aims to support CBT therapists to maintain fidelity to the CT-PTSD model but also ensure that racism is integrated into the formulation and interventions in ways that are sensitive and validating. It explores barriers to this occurring ranging from societal factors (e.g. ongoing racism, discouragement from discussing racism), to therapist factors (e.g. lack of understanding of racism, lack of own understanding of racialised identity, anxiety, lack of knowledge, skills and confidence) and patient factors (e.g. shame, fear of therapist response). The paper aims to provide guidance on how these can be addressed alongside case illustrations and practical considerations for therapists and supervisors.

The literature on cognitive behavioural therapy (CBT) practitioner development suggests that extensive training that monitors adherence and reinforces skilfulness produces increased therapist competence, which is related to better patient outcomes. However, little is still known about how trainees perceive their training and its impact on what they understand to be competent CBT practice. Fifteen trainee and recently qualified CBT practitioners who were taking or had taken a UK BABCP Level 2 CBT training course were recruited and asked to complete a photo elicitation task followed by a semi-structured individual interview. Reflexive thematic analysis resulted in an over-arching theme of training as a personal odyssey, consisting of four main themes: (1) an opportunity to work in a meaningful and interesting profession; (2) a reflective learning process, (3) a well-rounded practitioner, and (4) a worthwhile outcome. The multi-faceted nature of each theme is described and related to existing theory and to author reflexivity. Recommendations are made for ways these findings might be applied to help make CBT training more effective and less demanding, and for future research. Limitations of the study include the preponderance of participants drawn from the NHS Talking Therapies for Anxiety and Depression programme in England and the lack of gender and ethnic diversity.

Key learning aims

1. (1) To understand better the motivation to train, and the experience of training and its outcomes for trainee and recently qualified UK CBT practitioners.

2. (2) To explore what competence in CBT means to participants, and how they evaluate their competence.

3. (3) To describe participants’ perceptions of how training has influenced their own development of competence including the role of the personal and professional selves.

4. (4) To consider practical implications for CBT training.

This study explored junior mental health workers’ experiences of conducting assessments involving traumatic events. Semi-structured interviews with 11 junior mental health workers from a UK primary care mental health service were analysed using reflexive thematic analysis. Participants discussed themes of ambiguity in distinguishing trauma and PTSD, high levels of pressure, management of personal distress, appropriate training, and personal support in-service. Findings corroborate previous research regarding challenges experienced by junior mental health workers and offer novel insight into the challenges faced when assessing service-users’ experiences of traumatic events. Recommendations regarding future training, service design and emotional outlets for junior mental health workers are offered.

Existing research indicates that clients from diverse backgrounds often experience poorer access to and outcomes from psychological therapy in primary care mental health services in England. This issue is arguably compounded for clients with limited English proficiency or those who wish to access therapy in other languages. Guidance on interpreter-mediated therapy provides essential recommendations to ensure equitable access, effective communication, culturally sensitive care, and parity in outcomes. Despite these guidelines, they are not always consistently implemented in clinical practice. This study aims to explore and address staff experiences and perspectives on the barriers to interpreter-mediated therapy within Talking Therapies for anxiety and depression (TTad). An online survey was used to collect data on professionals’ experiences and perceptions of these barriers. A total of 133 staff working within TTad completed the survey. The data was analysed using reflexive thematic analysis (RTA), revealing four key themes: (1) individual level, (2) service level, (3) organisational level, and (4) overlapping barriers. The study highlights that while the barriers to effective interpreter-mediated therapy are distinct across individual, service, and organisational levels, they are also interdependent and often overlap. The findings suggest that addressing these barriers requires a comprehensive approach that considers the interconnected nature of these challenges. Improving training for both therapists and interpreters, enhancing administrative processes, ensuring sufficient funding, and promoting adherence to best practice guidelines are crucial. Future research and continued efforts to implement and monitor these changes are essential for improving access and outcomes for clients within TTad.

The Senior Wellbeing Practitioner (SWP) postgraduate certificate is a new low-intensity psychological training intended to expand the Children and Young People’s mental health workforce. It builds on the skillset of qualified Child Wellbeing Practitioners (CWPs) and Educational Mental Health Practitioners (EMHPs), by providing training to work with a broader range of presentations including neurodivergence. The SWP Skills and Competency Framework (SWP-SCF) is a new tool developed in response to the need to operationalise and assess the skills necessary to work with the range of presentations SWPs are required to treat, whilst retaining fidelity to the low-intensity intervention approach. As training providers we have used the SWP-SCF with our first cohorts of SWPs as an aid for skill development and reflective practice, as well as for assessment of clinical competency within assignments. Students and tutors have reported good face validity and utility, and further assessment of the validity of this framework appears warranted.

Key learning aims

1. (1) To understand the role of the SWP and how this fits into the wider child and adolescent mental health workforce.

2. (2) To outline the key skills and competencies necessary for SWPs to deliver effective interventions at the low-intensity level.

3. (3) To present how the SWP Skills and Competency Framework was developed and how this can be used as a tool within training and supervision.