MC7-e CBT-A Strategies

MC7-e Cognitive Behavioral Strategies for Anxiety (CBT-A)

Summative Assessment Example: CBT-A Role Play and Fidelity Checklist

Assignment Instructions

Students will practice CBT-A with a role play client for 15 minutes, record session, and upload into CANVAS or LMS. 

Guidance for Instructor 

Provide students with the fidelity checklist as guidance for role play.  Review recorded sessions. For each item, assess the student on a scale of 0-5 and record the rating. The author of the chapter on CBT-A recommends that a rating of “3” be considered as a satisfactory and expected score for the majority of learners, while a score of “5” indicates mastery and is rarely achieved at the undergraduate level, especially for novice learners.  

Grading Rubric

Skill being assessed	Criteria						Comments
	0  Not observed	1  Needs Work	2  Beginning	3  Developing Proficiency	4  Approaching Proficiency	5  Proficient
Socialized patient to anxiety treatment and reviewed symptoms  Introduced self and role  Set and sustain agenda collaboratively throughout session   Brief review of GAD-7 symptoms & other anxiety screeners as indicated  Inquired about patient’s goals for treatment		Did not introduce self, set an agenda, review GAD-7, or ask about goals	Partially introduced self  Mentioned an agenda  Gave a limited GAD-7 review  Asked about goals with no follow-up	Introduced self and role Stated an agenda  Gave a brief GAD-7 review Asked about goals with minimal engagement	Introduced self and role Set an agenda with some patient input Reviewed GAD-7 symptoms with minor gaps Asked about the patient’s goals with some follow-up	Clearly introduced self and role Collaboratively set an agenda Reviewed GAD-7 symptoms accurately Explored patient goals
Educated patient about anxiety & personalized their symptom presentation  Provided psychoeducation on the relation between cognitive, physiological, and behavioral experience of anxiety (e.g., the 3 B’s of brain, body, and behavior) Identified patient’s primary anxiety issue and personalized their symptom presentation (i.e., their 3 B’s) Used decision tree to select appropriate anxiety strategy with patient		Explanation is unclear or inaccurate, and/or lacks connection to the patient’s symptoms Strategy selection is inappropriate Minimal patient engagement	Provided limited explanation of the 3Bs Attempted to personalize symptoms but lacked clarity or depth Used decision tree but may not select the most appropriate strategy	Provided mostly clear, accurate, and moderately personalized explanation of the 3Bs Selected an appropriate strategy with some guidance Engaged the patient with moderate effectiveness	Provided clear, accurate, and personalized explanation of the 3Bs Selected an appropriate strategy independently Engaged the patient effectively	Fully explained and personalized the 3 Bs Selected the most effective strategy with confidence Demonstrated confidence in selecting anxiety strategy Actively collaborated with the patient for understanding and application
Used exposure strategies (if applicable) Presented rationale for exposure and ensured patient buy-in Created fear hierarchy with patient   Planned exposure homework with patient – Helped specify details (what, when, where, with whom)  – Discussed and addressed obstacles		Rationale for exposure was unclear or not provided Did not ensure patient buy-in was not achieved Exposure planning was incomplete	Provided a basic rationale for exposure but did not fully ensure patient buy-in Helped create a fear hierarchy and plan homework but with minimal detail or support	Presented a mostly clear rationale Ensured partial patient buy-in Guided the patient through a structured but incomplete exposure plan	Provided a clear and convincing rationale Ensured patient buy-in  Collaborated with the patient to develop a detailed exposure plan  Addressed most obstacles effectively	Fully explained the rationale Ensured secured patient buy-in Created a well-structured fear hierarchy Developed a detailed, actionable exposure plan while proactively addressing potential obstacles
Used worry management strategies (if applicable)  Presented rationale for exposure and ensured patient buy-in Instructed to track and categorize worries  Planned worry management homework with patient, including use of grounding or valued activity strategies  – Helped specify details (what, when, where, with whom)  – Discussed and addressed obstacles		Rationale for exposure was unclear or not provided Did not explain worry tracking Homework planning was incomplete	Provided a basic rationale but did not fully ensure patient buy-in Instructed on worry tracking but with minimal guidance   Helped plan homework but lacked detail or support	Presented a mostly clear rationale Ensured partial patient buy-in Guided worry tracking with some structure Developed a basic worry management plan	Provided a clear and convincing rationale  Ensured patient buy-in Instructed the patient effectively on worry tracking Collaborated on a structured and actionable worry management plan while addressing most obstacles	Fully explained the rationale Ensured patient buy-in Guided the patient in tracking and categorizing worries   Developed a detailed, personalized worry management plan while proactively addressing potential obstacles
Process tasks  Set and kept agenda.  Facilitated independence in guiding CBT-A process		Did not set an agenda or promote patient independence in the CBT-A process	Attempted to set an agenda but was inconsistent Did not encourage patient independence	Set an agenda but struggled to maintain focus   Provided minimal support for patient independence	Set and mostly kept the agenda Encouraged some patient independence in the CBT-A process	Set and maintained the agenda while actively promoting patient independence in guiding the CBT-A process
Communication and interpersonal skills  Facilitated communication (supportive vocalizations/ non-verbals) Used patient’s own language and phrases Warm, confident, professional Tactfully limited peripheral and unproductive discussion		Did not provide supportive communication or use the patient’s language Lacked professionalism and allowed unproductive discussion to dominate	Limited use of supportive communication and the patient’s language Lacked warmth and professionalism, with frequent unproductive discussion	Used some supportive communication, but was inconsistent in using the patient’s language or maintaining professionalism   Had difficulty limiting unproductive discussion	Used supportive communication and the patient’s language with some warmth and professionalism Occasional lapses in limiting unproductive discussion but redirected well	Consistently used supportive communication through vocalizations and non-verbals Used the patient’s own language Maintained warmth, confidence, and professionalism Tactfully limited unproductive discussion
Global rating  Overall student rating for observed session

Additional Comments and Suggestions for the Student’s Improvement: