CBT Severe Mental Health Fundamentals

Module overview

The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth. The module focuses on generic therapeutic and basic competencies, as well as specific behavioural and cognitive therapy techniques. You will consider therapist factors in CBT, and have the opportunity to learn to reflect on your practice to become a more competent therapist. You will apply these skills in supervised practice.

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. Clinical supervision is usually run in small groups of up to three students. You will be working in a clinical setting where you can access suitable training cases. You will bring two cases to supervision and we strongly encourage you see additional cases supervised in your clinical service. You will need equipment to video record therapy sessions, and bring excerpts to each supervision session, to illustrate specific supervision questions.

Study time
Type	Hours
Independent Study	135
Teaching	50
Clinical Practice	15
Total study time	200

Resources & Reading list

Textbooks

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

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

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

Greenberger, D. & Padesky, C. (1995). Mind Over Mood. NY: Guilford Press.

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

Assessment

Assessment strategy

Knowledge and skills will be assessed by a range of methods, including essays, presentations, experiential work, therapy recordings, case reports, supervisor reports and therapy recordings. 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.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Supervisor reports

Assessment Type: Formative
Feedback: Pass/fail
Final Assessment: No
Group Work: No

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Reflective essay	50%
Assessments of Clinical Competence	50%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Reflective essay	50%
Assessments of Clinical Competence	50%

Repeat Information

Repeat type: Internal