Trainees will be required to complete one piece of portfolio containing:
• Clinical log showing evidence of having delivered 200 hours of CBT assessment & treatment with a minimum of 8 clients& of having received 70 hours of supervision (Across this module and the Developing CBT Practice module). Addresses learning outcomes 1, 2 and 4
• Evidence of having self-rated 6 client sessions using the CTS-R including a brief reflective analysis of each session. Addresses learning outcome 4
• Anonymised assessment and treatment reports to referrers for at least 2 clients. Addresses learning outcome 3
• A reflection on how CBT has been adapted to take account of diverse cultures & value systems. Addresses learning outcome 5
• End of placement evaluation completed by supervisor. Addresses learning outcome 1, 2 and 4

This assessment is pass/fail only.

Participants attend full day experiential skills development workshops that will provide:
• the opportunity to develop and practice a range of CBT techniques used in the treatment of people with anxiety and depression 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 – 57 hours
• the opportunity to reflect on the implications of values, culture and diversity for effective CBT practice – 112 (Embedded into the 112 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

Leahy, R.L. (2001). Overcoming Resistance in Cognitive Therapy. New York: Guilford Press.
Wells, A. (1997). Cognitive Therapy of Anxiety Disorders: A Practical Guide. J. Wiley & Sons Ltd.
Westbrook, D., Kennerley, H. & Kirk, J. (2011). An introduction to Cognitive Behavioural Therapy: Skills and Applications. London: Sage.
Young, J. (2003). Cognitive Therapy for Personality Disorders: A Schema-Focussed Approach. New York: Guildford Press.

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.

Entry requirements for the Post Graduate Diploma in Cognitive Behavioural Therapy

• Effective use of supervision in working with people with anxiety disorders and depression to enhance and regulate good practice
• Experiential learning illustrating how cognitive behavioural methods with anxiety and depression can be applied to students’ own lives
• The preparation of written reports to referrers regarding assessments & the outcomes of CBT interventions
• The use of specific CBT techniques and approaches in people with anxiety disorders including Specific Phobia, Panic Disorder, Health Anxiety, Social Phobia, Obsessive Compulsive Disorder, Post Traumatic Stress Disorder and Generalised Anxiety Disorder – to include the identification of catastrophic interpretations of bodily sensations, relaxation techniques, reliving of the trauma memory and exposure and response prevention
• The use of specific CBT techniques in people with depression to include the use of monitoring and scheduling activity, work with themes of guilt and blame and the identification and re-evaluation of core beliefs
• The implications of values, culture and diversity for work as a CBT therapist

1) Practice CBT with people with depression and anxiety disorders systematically and with intention of producing a positive clinical outcome. (SU: Application)
2) Develop CBT specific intervention plans that are consistent with CBT conceptualisations (SU: Application)
3) Effectively communicate the outcomes of CBT assessments & interventions to referrers and members of the multidisciplinary team. (SU: Communication)
4) Use supervision effectively to manage own learning. (SU: Reflection)
5) Demonstrate an ability to sensitively adapt CBT and ensure equitable access across diverse cultures and value systems (SU: Reflection)

• Effective use of supervision in working with people with anxiety disorders and depression to enhance and regulate good practice
• Experiential learning illustrating how cognitive behavioural methods with anxiety and depression can be applied to your own life
• The preparation of written reports to referrers regarding assessments & the outcomes of CBT interventions
• The use of specific CBT techniques and approaches in people with anxiety disorders including Specific Phobia, Panic Disorder, Health Anxiety, Social Phobia, Obsessive Compulsive Disorder, Post Traumatic Stress Disorder and Generalised Anxiety Disorder – to include the identification of catastrophic interpretations of bodily sensations, relaxation techniques, reliving of the trauma memory and exposure and response prevention
• The use of specific CBT techniques in people with depression to include the use of monitoring and scheduling activity, work with themes of guilt and blame and the identification and re-evaluation of core beliefs
• The implications of values, culture and diversity for work as a CBT therapist