The University of Southampton
Courses

PSYC6104 Introduction to CBT Theory & Skills

Module Overview

This module can also be taken as a short course that is not credit-bearing. You are not required to do the summative assignments if you take this module as a non-credit bearing course.

Aims and Objectives

Module Aims

To introduce the fundamental concepts and methods of cognitive behavioural therapy (CBT) and to provide a basic introduction to CBT assessment, formulation, and treatment planning. The module also provides an overview of CBT change techniques and covers generic and basic CBT competencies.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Do a basic assessment of a person’s problems using CBT methods and concepts
  • Distinguish between types of change techniques and evaluate which techniques are effective for different problems
  • Understand the basic concepts and methods used in CBT
  • Understand and critically evaluate the differences between types of CBT formulations
  • Understand the basic principles of therapeutic engagement and building and sustaining an effective therapeutic alliance,

Syllabus

The curriculum for this module will comprise the following components: • Historical development and fundamental principles of CBT • Generic models of depression and anxiety • Disorder-specific models illustrated by panic disorder and depression • Cognitive change techniques • Behavioural change techniques

Learning and Teaching

Teaching and learning methods

Teaching will comprise a number of different methods including lectures, seminars, experiential workshops, problem-based learning, e-learning, directed reading, and independent study. Skills-based competencies will be taught through demonstrations, simulated role plays, small group work, multimedia resources. This module will be assessed by a combination of formative and summative methods. The module includes a significant amount of experiential learning through role-play and other individual and group exercises. These experiential exercises have an important role in allowing you to put your theoretical knowledge into practice and will prepare you for applying CBT to patients if you decide to train as a CBT practitioner. The module includes a significant amount of experiential learning through role-play and other individual and group exercises. These experiential exercises have an important role in allowing you to put your theoretical knowledge into practice and will prepare you for applying CBT to patients if you decide to train as a CBT practitioner.

TypeHours
Lecture24
Independent Study76
Total study time100

Resources & Reading list

Bennett-Levy, J., Butler, G., Fennell, M. & Hackmann, A. (2004). Oxford guide to behavioural experiments in cognitive therapy. 

Blackburn, I. & Davidson, K. (1995). Cognitive Therapy for Depression and Anxiety. 

Nordahl, H. & Wells, A. (2009). Changing Beliefs in Cognitive Therapy: A Therapist’s Guide. 

Beck, J.S. (1995). Cognitive Therapy: Basics and Beyond. 

Learning Resources. A library of therapeutic excerpts will be provided. These will illustrate stylistic issues and specific therapeutic techniques, and will be available via the internet to be viewed at times convenient to the students. The University Library holds CBT texts (both journal papers and books) from beginners to competent therapists. Most academic papers are available as electronic copies that can be downloaded from a University computer.

Hawton, K. (1989). Cognitive Behaviour Therapy for Psychiatric Problems: A Practical Guide. 

Westbrook, D., Kennerly, H. & Kirk, J. (2007). An Introduction to Cognitive Behaviour Therapy: Skills and Applications.. 

Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). Cognitive Therapy for Depression. 

Wells, A. (1995). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide.. 

Butler, G., Fennell, M. & Hackman, A. (2008). Cognitive Therapy for Anxiety Disorders: Mastering Clinical Challenges.. 

Salkovskis, P.M. (1996). Frontiers of Cognitive Therapy: The State of the Art and Beyond. 

Greenburger, D. & Padesky, C. (1995). Mind Over Mood. 

Blackburn, I. & Twaddle, V. (2006). Cognitive Therapy in Action: A Practitioner’s Casebook. 

Assessment

Assessment Strategy

This module will be assessed by a combination of formative and summative methods. Formative assessment will include: • Feedback on role play exercises • Use of clinical vignettes to practise formulating problems using different types of CBT formulations Summative assessment: • Multiple-choice test The module includes a significant amount of experiential learning through role-play and other individual and group exercises. These experiential exercises have an important role in allowing you to put your theoretical knowledge into practice and will prepare you for applying CBT to patients if you decide to train as a CBT practitioner.

Formative

Role-played CBT assessment

Summative

MethodPercentage contribution
Exam 100%

Referral

MethodPercentage contribution
Exam 100%

Repeat Information

Repeat type: Internal

Share this module Facebook Google+ Twitter Weibo

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×