The aim of this module is to give you a basic understanding of the principles of CBT assessment, formulation and change methods. The module focuses on generic therapeutic and basic competencies, as well as specific behavioural and cognitive therapy techniques.
Aims and Objectives
Having successfully completed this module you will be able to:
- Demonstrate an introductory knowledge of CBT models for anxiety and depression (generic)
- Demonstrate a basic understanding of the principles of therapeutic engagement and practice
An introductory level understanding of:
- CBT assessment
- Different methods of formulation
- Treatment planning
- CBT structure
- CBT change techniques
Learning and Teaching
Teaching and learning methods
Teaching and learning methods include lectures and workshops, which incorporate demonstrations, role-play, experiential learning and small group work. In addition, private study and assigned reading forms an important source of knowledge and understanding. We use a range of teaching and learning methods, and recognise that students have different preferred learning styles.
|Total study time||100|
Resources & Reading list
Beck, J.S. (1995). Cognitive Therapy: Basics and Beyond. New York: Guilford Press.
Bennett-Levy, J., Butler, G., Fennell, M. & Hackmann, A. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: OUP.
Leahy, R.L. (2003). Cognitive Therapy Techniques: A Practitioner’s Guide. New York: Guilford Press.
Kennerly, H., Kirk, J. & Westbrook, D. (2017). An Introduction to Cognitive Behaviour Therapy: Skills and Applications. London: Sage.
Leahy, R.L. (2006). Contemporary Cognitive Therapy: Theory, Research and Practice. New York: Guilford Press.
Greenburger, D. & Padesky, C. (1995). Mind Over Mood. New York: Guilford Press.
Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). Cognitive Therapy for Depression. New York: Guilford Press.
Knowledge and skills will be assessed using experiential work and a critical review assignment. University assessors are responsible for marking all summative assessments. University assessors include academic members of the CBT team as well as CBT practitioners who have been approved by the University.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal