PSYC6133 Introduction to CBT Informed Clinical Practice

Module Overview

This module is designed for people relatively new to CBT, who are seeking to develop their CBT informed clinical practice. The course is aimed at clinicians working in mental health. The module comprises an intensive 4 day block of teaching, followed by 6 days spread out over 6 months to enable application of skills in practice. You can take this module as continuing professional development or for course credit.

Aims and Objectives

Learning Outcomes

Having successfully completed this module you will be able to:

Have a basic knowledge of CBT models for specific presentations - anxiety and depression (generic)
Have a basic understanding of the evidence base – anxiety and depression (generic)
Critically evaluate clinical practice and develop CBT skills to a basic level - anxiety and depression (generic)

Syllabus

• Development and principles of CBT • Role of the therapeutic relationship • Generic models of anxiety and depression • Problem specific models illustrated by panic and depression • Introduction to cognitive change techniques • Introduction to behavioural 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.

Type	Hours
Teaching	50
Independent Study	150
Total study time	200

Resources & Reading list

Greenburger, D. & Padesky, C. (1995). Mind over mood..

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

Blackburn, I. & Davidson, K. (1995). Cognitive therapy for depression and anxiety.

Kennerly, H., Kirk, J. & Westbrook, D. (2017). 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..

Blackburn, I. & Twaddle, V. (2006). Cognitive therapy in action: A practitioner’s casebook..

Nordahl, H. & Wells, A. (2009). Changing beliefs in cognitive therapy: A therapist’s guide..

Wells, A. (1995). Cognitive therapy of anxiety disorders: A practice manual and conceptual guide..

Beck, J.S. (1995). Cognitive therapy: Basics and beyond.

Butler, G., Fennell, M. & Hackman, A. (2008). Cognitive therapy for anxiety disorders: Mastering clinical challenges..

Assessment

Assessment Strategy

Knowledge and skills will be assessed by a range of methods, including role play, experiential work, class presentations and a critical review essay. 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.

Summative

Method	Percentage contribution
Essay (4000 words)	100%

Referral

Method	Percentage contribution
Essay (4000 words)	100%