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.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate CBT clinical skills and competencies as applied to presentations treated with generic models and methods
- Demonstrate an understanding of generic CBT models and methods of assessment, formulation and treatment, and how this knowledge can be applied in clinical practice
- Demonstrate an ability to appraise critically the evidence base regarding generic CBT models and methods
Syllabus
- CBT assessment
- Different methods of formulation
- Treatment planning
- CBT structure
- CBT change techniques
- Principles of reflective practice
If this is your first module incorporating supervision you are also required to attend a one-day workshop on preparation for supervision and using the CTS-R in supervision.
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.
| Type | Hours |
|---|---|
| Teaching | 50 |
| Independent Study | 135 |
| Clinical Practice | 15 |
| Total study time | 200 |
Resources & Reading list
Textbooks
Kennerly, H., Kirk, J. & Westbrook, D. (2017). An Introduction to Cognitive Behaviour Therapy: Skills and Applications. London: Sage.
Beck, J.S. (1995). Cognitive Therapy: Basics and Beyond. NY: Guilford Press.
Greenberger, D. & Padesky, C. (1995). Mind Over Mood. NY: Guilford Press.
Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). Cognitive Therapy for Depression. NY: 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. (2006). Contemporary Cognitive Therapy: Theory, Research and Practice. 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.
| Method | Percentage contribution |
|---|---|
| Assessments of Clinical Competence | 50% |
| Reflective essay | 50% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Assessments of Clinical Competence | 50% |
| Reflective essay | 50% |
Repeat Information
Repeat type: Internal