- Introduction to cognitive behavioural therapy - to include a historical perspective
- The theoretical foundations of CBT
- CBT assessment & formulation
- Applications & suitability for CBT - guidelines, case applications & contra-indications to include assessment for alcohol & substance misuse. Recognising presentations where CBT is likely to be inappropriate
- Fundamental principles of CBT - to include collaborative empiricism and the clinical process of formulation, rationale giving, measurement, active treatment and relapse prevention. Also the structuring of sessions to include agenda setting, summarising & homework setting
- Use of standard & idiosyncratic clinical measurement to monitor CBT process & outcome
- Assessing the effectiveness of CBT clinically & in research- clinical trials & outcome studies
- The application of theory & method to the individual case
- The application of CBT with more complex presentations - deriving CBT driven formulations in cases of co-morbidity

Students will be required to complete 1 piece of summative assessment.
Formulation Case Study based on material from clinical experience (3000 words)
Addresses learning outcomes 1 and 2.

Students will be assessed and required to demonstrate satisfactory achievement of the following:
- Review of relevant theoretical models
- Presentation of assessment details
- Presentation of a formulation that is consistent with CBT principles & client information
- Recognition and response to potential ethical issues
- Reflection on the use of supervision & other learning strategies in the development of this work
Students will be provided with formative assessment and feedback via structured written feedback identifying strengths, weaknesses and guidance for improvement.

There will be seven full day teaching sessions during which the following strategies will be used
- Didactic teaching
- Review of therapy videos - to provide examples of the application of different approaches
- Use of directed reading and case studies to promote group discussion - students will be expected to read core texts between sessions in preparation for these sessions. They will also be expected to draw on examples from their own clinical practice
- Skills practice role play with feedback - participants will have the opportunity to obtain video feedback on their performance during role play sessions

Clark, D. & Fairburn, C.G. (Eds.) (1997). The Science and Practice of Cognitive Behaviour Therapy. Oxford Medical Publications: Oxford.
Grant, A., Mills, J., Mulhern,R. & Short, N.(2004) Cognitive Behavioural Therapy in Mental Health Care. Sage: London
Harvey, A., Watkins, E. & Mansell, W. (2004) Cognitive Behavioural Processes Across Psychological Disorders. Oxford: OUP
Padesky, C. & Greenberger, D. (1995). Mind over mood: Change how you feel by changing the way you think. Guilford Press
Padesky, C. & Greenberger, D. (1995). A clinician?s guide to mind over mood. Guilford Press

Computer with Internet Access
Text books and learning materials as suggested
Opportunity to carry out CBT assessment and formulation with clients in a clinical setting

Entry requirements for the Post Graduate Diploma in Cognitive Behavioural Therapy