Module Descriptors
DEVELOPING COGNITIVE BEHAVIOURAL THERAPY PRACTICE
PSYC70629
Key Facts
Health, Education, Policing and Sciences
Level 7
30 credits
Contact
Leader: Charlotte Mackintosh
Hours of Study
Scheduled Learning and Teaching Activities: 105
Independent Study Hours: 195
Total Learning Hours: 300
Assessment
- CLINICAL PRACTICE weighted at 0%
- REPORT weighted at 50%
- REFLECTIVE ASSIGNMENT weighted at 50%
Module Details
Module Indicative Content
- The role of supervision (how to make best use of supervision on the course and after training)
- Completion of the client and supervision log to record details of work undertaken
- Effective use of supervision to help students identify own values and beliefs in working with CBT to enhance & regulate good practice
- Experiential learning illustrating how cognitive behavioural methods can be applied to students’ own lives
- The role of the therapeutic relationship in CBT
- Theories and experimental studies of process in CBT
- Use of the Cognitive Therapy Rating Scale
- The use of specific CBT techniques and approaches – delivering a clear treatment rationale, agenda setting, pacing and structuring of CBT sessions, setting agreed goals for treatment that are specific, achievable and measurable, using guided discovery, working with key cognitions and automatic thoughts and helping the client to develop an alternative perspectives, eliciting cognitions associated with distressing emotional responses using change techniques such as continua, data logs and behavioural experiments, preparation for the ending of therapy and the development of relapse prevention plans
- Developing and implementing CBT intervention plans with adults with anxiety and depression
- The “scientist-practitioner” approach. Links between theory and practice
- Completion of the client and supervision log to record details of work undertaken
- Effective use of supervision to help students identify own values and beliefs in working with CBT to enhance & regulate good practice
- Experiential learning illustrating how cognitive behavioural methods can be applied to students’ own lives
- The role of the therapeutic relationship in CBT
- Theories and experimental studies of process in CBT
- Use of the Cognitive Therapy Rating Scale
- The use of specific CBT techniques and approaches – delivering a clear treatment rationale, agenda setting, pacing and structuring of CBT sessions, setting agreed goals for treatment that are specific, achievable and measurable, using guided discovery, working with key cognitions and automatic thoughts and helping the client to develop an alternative perspectives, eliciting cognitions associated with distressing emotional responses using change techniques such as continua, data logs and behavioural experiments, preparation for the ending of therapy and the development of relapse prevention plans
- Developing and implementing CBT intervention plans with adults with anxiety and depression
- The “scientist-practitioner” approach. Links between theory and practice
Module Additional Assessment Details
Students will be required to complete 3 pieces of summative assessment. Students are required to pass all three pieces of assessment in order to pass the module:
1) Evaluation of clinical competence - ratings of clinical supervisor: Addresses learning outcomes 2 to 6. (0% weighted. Pass/Fail)
2) Audio tape of client session and 1000 word process report of a client who was used in a former case study: Addresses learning outcomes 2 & 3. (50% weighted)
3) 1500 word reflection on at least 5 samples of CBT literature and their application to practice with individual clients:
Addresses learning outcome 1. (50% weighted)
Students will be provided with formative assessment and feedback by clinical supervisors. Structured written feedback identifying strengths, weaknesses and guidance for improvement will also be given.
1) Evaluation of clinical competence - ratings of clinical supervisor: Addresses learning outcomes 2 to 6. (0% weighted. Pass/Fail)
2) Audio tape of client session and 1000 word process report of a client who was used in a former case study: Addresses learning outcomes 2 & 3. (50% weighted)
3) 1500 word reflection on at least 5 samples of CBT literature and their application to practice with individual clients:
Addresses learning outcome 1. (50% weighted)
Students will be provided with formative assessment and feedback by clinical supervisors. Structured written feedback identifying strengths, weaknesses and guidance for improvement will also be given.
Module Special Admissions Requirements
Entry requirements for the Post Graduate Diploma in Cognitive Behavioural Therapy
Module Texts
Beck, J.S. (2011) Cognitive Therapy: Basics and Beyond. New York: Guilford Press.
Bennett-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M. & Westbrook, D. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: Oxford University Press.
Bennett-Levy, J., Lee, N. (2014), Self-Practice and Self-
Reflection in Cognitive Behaviour Therapy Training: What
Factors Influence Trainees' Engagement and Experience of
Benefit? Behavioural and Cognitive Psychotherapy. 42(1), 48-
64.
Pretorius, W.M. (2006). Cognitive Behavioural Therapy Supervision: Recommended Practice. Behavioural and Cognitive Psychotherapy, 34: 413-420.
Salkovskis, P. (2002). Empirically grounded clinical interventions: cognitive-behavioural therapy progresses through a multi-dimensional approach to clinical science. Behavioural and Cognitive Psychotherapy, 30, 3-9.
Bennett-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M. & Westbrook, D. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: Oxford University Press.
Bennett-Levy, J., Lee, N. (2014), Self-Practice and Self-
Reflection in Cognitive Behaviour Therapy Training: What
Factors Influence Trainees' Engagement and Experience of
Benefit? Behavioural and Cognitive Psychotherapy. 42(1), 48-
64.
Pretorius, W.M. (2006). Cognitive Behavioural Therapy Supervision: Recommended Practice. Behavioural and Cognitive Psychotherapy, 34: 413-420.
Salkovskis, P. (2002). Empirically grounded clinical interventions: cognitive-behavioural therapy progresses through a multi-dimensional approach to clinical science. Behavioural and Cognitive Psychotherapy, 30, 3-9.
Module Resources
Computer with Internet Access
Text books and learning materials as suggested
Opportunity to carry out supervised CBT assessment and formulation intervention with clients in a clinical setting
A clinical supervisor who is BABCP accredited.
Text books and learning materials as suggested
Opportunity to carry out supervised CBT assessment and formulation intervention with clients in a clinical setting
A clinical supervisor who is BABCP accredited.
Module Learning Strategies
Participants attend full days of experiential skills development workshops entailing:
- The opportunity to develop and practice a range of CBT techniques using role play and video feedback – 55 hours
- The opportunity to reflect on the interaction between the personal and the professional in undertaking CBT and on the use of supervision – 50 hours
Participants spend a minimum of 15 days undertaking supervised cognitive therapy practice within a human service setting:
- They are required to undertake a minimum of 100 hours of face to face cognitive behavioural therapy with clients. They should work with a minimum of 4 clients, two with predominantly anxiety-related symptoms and two with depression - 100 hours
- Participants attend a supervision group lasting 1.5 hours which takes place on a weekly basis and is run by an experienced CBT supervisor - 35 hours
- The opportunity to develop and practice a range of CBT techniques using role play and video feedback – 55 hours
- The opportunity to reflect on the interaction between the personal and the professional in undertaking CBT and on the use of supervision – 50 hours
Participants spend a minimum of 15 days undertaking supervised cognitive therapy practice within a human service setting:
- They are required to undertake a minimum of 100 hours of face to face cognitive behavioural therapy with clients. They should work with a minimum of 4 clients, two with predominantly anxiety-related symptoms and two with depression - 100 hours
- Participants attend a supervision group lasting 1.5 hours which takes place on a weekly basis and is run by an experienced CBT supervisor - 35 hours
LEARNING OUTCOMES
1) Demonstrate the ability to work as “scientist practitioners” advancing their knowledge & understanding and developing skills to a new level. (SU: Learning)
2) Develop CBT specific intervention plans that are consistent with CBT conceptualisations. (SU: Application)
3) Practice CBT with people with mental health difficulties with the aim of producing positive clinical outcomes.
(SU: Application)
4) Reflect insightfully on the ways in which clinical supervision has been used to effectively to manage own learning. (SU: Reflection)
5) Demonstrate self-direction and originality in tackling & solving therapeutic problems (SU: Reflection)
6) Take personal responsibility for clinical decision making in both straightforward & more complex situations (SU: Reflection)
2) Develop CBT specific intervention plans that are consistent with CBT conceptualisations. (SU: Application)
3) Practice CBT with people with mental health difficulties with the aim of producing positive clinical outcomes.
(SU: Application)
4) Reflect insightfully on the ways in which clinical supervision has been used to effectively to manage own learning. (SU: Reflection)
5) Demonstrate self-direction and originality in tackling & solving therapeutic problems (SU: Reflection)
6) Take personal responsibility for clinical decision making in both straightforward & more complex situations (SU: Reflection)
Web Descriptor
- The role of supervision (how to make best use of supervision on the course and after training)
- Completion of the client and supervision log to record details of work undertaken
- Effective use of supervision to help students identify own values and beliefs in working with CBT to enhance & regulate good practice
- Experiential learning illustrating how cognitive behavioural methods can be applied to students’ own lives
- The role of the therapeutic relationship in CBT
- Theories and experimental studies of process in CBT
- Use of the Cognitive Therapy Rating Scale
- The use of specific CBT techniques and approaches – delivering a clear treatment rationale, agenda setting, pacing and structuring of CBT sessions, setting agreed goals for treatment that are specific, achievable and measurable, using guided discovery, working with key cognitions and automatic thoughts and helping the client to develop an alternative perspectives, eliciting cognitions associated with distressing emotional responses using change techniques such as continua, data logs and behavioural experiments, preparation for the ending of therapy and the development of relapse prevention plans
- Developing and implementing CBT intervention plans with adults with anxiety and depression
- The “scientist-practitioner” approach. Links between theory and practice
- Completion of the client and supervision log to record details of work undertaken
- Effective use of supervision to help students identify own values and beliefs in working with CBT to enhance & regulate good practice
- Experiential learning illustrating how cognitive behavioural methods can be applied to students’ own lives
- The role of the therapeutic relationship in CBT
- Theories and experimental studies of process in CBT
- Use of the Cognitive Therapy Rating Scale
- The use of specific CBT techniques and approaches – delivering a clear treatment rationale, agenda setting, pacing and structuring of CBT sessions, setting agreed goals for treatment that are specific, achievable and measurable, using guided discovery, working with key cognitions and automatic thoughts and helping the client to develop an alternative perspectives, eliciting cognitions associated with distressing emotional responses using change techniques such as continua, data logs and behavioural experiments, preparation for the ending of therapy and the development of relapse prevention plans
- Developing and implementing CBT intervention plans with adults with anxiety and depression
- The “scientist-practitioner” approach. Links between theory and practice