BABCP Minimum Training Standards (MTS) and Standards of Conduct, Performance and Ethics
Professional roles, responsibilities and boundaries of the CBT Practitioner
Competence frameworks and methods for assessing clinical skill development
Clinical record-keeping, report writing and professional communication with MDTs
Use of competency measures, reflective tools and structured self-evaluation
Group clinical supervision: effective engagement, feedback integration and reflective practice
Scientist–practitioner model: enquiry, analysis and evidence-based decision-making
Application of CBT through self-practice and self-reflection
Professional values, culture, difference, and culturally responsive CBT practice
Personal and professional development planning in CBT practice
Current BABCP Strategy and how this relates to current and changing practices.

1) Verbally presented case study 30 minutes, based on material from an evidenced treatment case in clinical practice (either closely or non-closely supervised), demonstrating knowledge of key principles of CBT treatment intervention and CBT treatment processes for inclusive practice with consideration of values, culture and working with difference.

2) A 60-minute clinical recording demonstrating skills in the application of CBT treatment intervention.

3) A self-rated CTS-R report is submitted with the clinical recording.

4) A clinical portfolio including evidence of clinical practice, supervision hours and reports, self and supervisor rated CTS- R reports and reflections on practice as part of BABCP requirements. This assessment is pass/refer only. Students are required to pass all elements of assessment in order to pass the module.

Learning on this module will be delivered through synchronous, interactive weekly lectures, group supervision seminars, assignment workshops, academic mentoring sessions, and directed problem-based learning. These activities will support the integration of theoretical knowledge with applied CBT practice.

Alongside formal classroom-based and online learning, students will attend weekly group supervision sessions in which CBT treatment intervention skills are observed and discussed. Tutor-led feedback will be provided to support reflective practice and skills development. Group supervision will be facilitated by a BABCP Accredited Practitioner, ensuring alignment with professional standards and best practice in CBT supervision.

In addition to timetabled teaching, students will undertake approximately 3.5 hours per week of placement-based self-directed study, alongside independent study. This asynchronous learning is designed to consolidate and extend learning from taught sessions and to support preparation for assessment. Activities will include engagement with key texts and peer-reviewed journal articles, work-based self-assessment, reflective evaluation of skills development, supervised observation and shadowing, rehearsal of CBT skills with peers and supervisors, and guided self-practice of CBT interventions with structured reflection.

Independent study will further support learning by enabling students to engage with a wider evidence base and to develop a critical understanding of CBT theory, research, and clinical application, thereby supporting the integration of academic learning with professional CBT practice.

1. Demonstrate advanced engagement in clinical supervision to enhance therapeutic competence, integrating reflective insights to inform complex clinical decision-making.

Reflection, Personal Development & Entrepreneurship

2. Communicate complex CBT formulations, outcomes and rationales clearly and appropriately to referrers, multidisciplinary teams, clients and non-specialist audiences.

Communication, Critical Reasoning & Collaboration

3. Critically evaluate empirical CBT research using an advanced scientist-practitioner approach to inform inclusive, culturally responsive and ethically grounded clinical practice.

Research Skills

4. Deliver CBT interventions, applying techniques sensitively and effectively and critically reflect on implications for future professional development.

Application & Problem Solving, Reflection

Students will require personal IT facilities for learning.
Students will require a verified clinical placement with access to work as a trainee with adult service users experiencing common mental health problems.
Students will require weekly access to a clinical supervisor in the workplace, who is a BABCP Accredited Practitioner, offering individual supervision.
University library has a range of learning and teaching texts and journals, including an online reading list. Content session resources are updated on a weekly basis, via Blackboard site.

Bennett-Levy, J., Thwaites, R., Haarhoff, B., & Perry, H. (2015). Experiencing CBT from the inside out: A self-practice/self-reflection workbook for therapists. Guilford Press.

Haarhoff, B., & Thwaites, R. (Eds.) (2016). Reflection in CBT. Sage.

Milne, D. (2008). Discovering CBT supervision. Wiley, Blackwell.

Whittington, A., & Grey, N. (Eds.) (2014). How to become a more effective CBT therapist: Mastering metacompetence in clinical practice. John Wiley & Sons Ltd.

How do you develop the professional competence and confidence expected of a CBT practitioner?
In this module, you’ll build the clinical, professional and therapeutic skills required by BABCP standards, including effective record-keeping, use of competency frameworks and reflective practice. Through weekly group supervision, you’ll apply these skills directly to your client work. You’ll also develop as a scientist-practitioner by evaluating evidence-based interventions and using self-practice and self-reflection to explore your values, cultural awareness and professional identity as a CBT practitioner.