Skip to main navigationSkip to main content
The University of Southampton

PSYC6118 Cognitive Behavioural Therapy

Module Overview

The NICE guidelines recommend cognitive behaviour therapy (CBT) as the best evidenced and most cost-effective treatment for a range of disorders including anxiety disorders, depression, and psychosis. This requires the development of a workforce that is both knowledgeable and skilled in elivering evidence-based interventions to people with a variety of psychological disorders. This CBT odule will provide you with knowledge about CBT and will develop your CBT skills in assessment, ormulation and treatment to provide you with a platform from which you can develop into an effective nd competent practitioner.

Aims and Objectives

Module Aims

This CBT module will provide you with knowledge about CBT and will develop your CBT skills in assessment, formulation and treatment to provide you with a platform from which you can develop into an effective and competent practitioner.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • be able to conduct a competent CBT assessment and critically appraise models and methods of assessment in CBT
  • know how to construct a CBT formulation based on a specific theoretical model and devise an evidence-based treatment plan
  • be able to critically evaluate the evidence-base for CBT theory and models
  • Demonstrate and evaluate theory-practice links in the application of CBT to case material
  • Reflect on your clinical practice in with CBT


The curriculum for this module will comprise the following components: • CBT assessment • Different methods of formulation including the differences between generic and disorderspecific • CBT formulations • CBT structure • CBT change techniques • Behavioural experiments • Special considerations for working with complex cases such as individuals with personality • disorders and psychosis • Principles of reflective practice

Special Features

The module will include experiential exercises designed to teach the students how to implement spcific techniques within disorder-specific treatments; for example, practising a behavioural experiment such as the hyperventilation provocation test used in the treatment of panic disorder or the safety behaviours experiment in social anxiety disorder

Learning and Teaching

Teaching and learning methods

Teaching will comprise a number of different methods including lectures, seminars, problem-based earning, e-learning, directed reading, and independent study. Skills-based competencies will be taught through demonstrations, simulated role plays, and using multi-media resources.

Independent Study74
Total study time200

Resources & Reading list

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

Lusia Stopa (2009). Imagery and the threatened self: Perspectives on mental imagery and the self in cognitive therapy. 

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

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

Leahy, R.L. (2006). Contemporary Cognitive Therapy: Theory, Research and Practice. 

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

Beck, J.S. (1975). Cognitive Therapy: Basics and Beyond. 

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

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

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

Bennett-Levy, J., Butler, G., Fennell, M. & Hackmann, A. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. 

Leahy, R. L. (2003). Cognitive Therapy Techniques: A Practitioner’s Guide. 



MethodPercentage contribution
Report  ( words) 75%
Role-played CBT assessment 25%


MethodPercentage contribution
Report 75%
Role-played CBT assessment 25%

Repeat Information

Repeat type: Internal & External


Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at

Share this module Share this on Facebook Share this on Twitter Share this on 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.