The Fundamentals of Cognitive Behavioural Therapy

Module titleThe Fundamentals of Cognitive Behavioural Therapy
Module codePYCM037
Academic year2018/9
Credits30
Module staff

Dr Nicole Jamani (Convenor)

Ms Debbie Williams (Convenor)

Duration: Term123
Duration: Weeks

11

10

12

Number students taking module (anticipated)

33

Description - summary of the module content

Module description

This module will provide a means for you to develop and update your knowledge of the fundamental principles of Cognitive Behavioural Therapy (CBT) theory, research and practice and develop a critical and reflective approach to such theory, research and practice.

The module will aim to enable you to have an understanding of how the scientific principles inform CBT clinical practice.

This module will focus on core clinical competencies (skills) necessary in undertaking CBT.

Module aims - intentions of the module

The aim of this module is to enable you to develop:

  • An advanced knowledge and understanding of how scientific principles inform CBT clinical practice.
  • An advanced knowledge of core clinical skills necessary for CBT practice.
  • The capacity to reflect critically on CBT theory, research and practice.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the programme you will be able to...

  • 1. Describe and critically analyse key theoretical concepts of CBT models, their research bases and their relationship with practice
  • 2. Demonstrate the technical expertise needed in relation to therapy for anxiety and depression
  • 3. Discuss in detail the evidence of theoretical, evidence based interventions integrated within and guiding therapy
  • 4. Implement and critically evaluate a range of CBT interventions (such as setting goals, eliciting and evaluating thoughts, identifying and working with safety behaviours, problem solving)
  • 5. Take personal responsibility for clinical decision making in complex and unpredictable situations
  • 6. Acquire insightful knowledge of CBT and identify your own values and beliefs and the application of CBT to your own life
  • 7. Demonstrate and implement good practice in use of supervision on the course
  • 8. Sensitively adapt CBT, and ensure equitable access for people from diverse cultures and with different values
  • 9. Demonstrate the application of the principles and practice of high intensity psychological therapy within a stepped-care system

ILO: Discipline-specific skills

On successfully completing the programme you will be able to...

  • 10. Understand, interpret, critically evaluate, and apply theoretical ideas and evidence
  • 11. Analyse personal competencies and address these in relation to theoretical models of change

ILO: Personal and key skills

On successfully completing the programme you will be able to...

  • 12. Select, organise and evaluate material to produce a coherent argument
  • 13. Reflect on personal practice, to set personal learning goals and evaluate progress
  • 14. Communicate understanding of theory and application to practice in written and verbal formats

Syllabus plan

Syllabus plan

An initial full day workshop will introduce programme members to the programme by providing an overview of content, method and context. This will be followed by an intensive two-week block of teaching and a series of whole day workshops and half day small group tutorials.

One day workshops and tutorials will cover

  • Introduction to stepped care IAPT and programme
  • Introduction to CBT model, history, evidence base and suitability, socialisation to model
  • Engagement and assessment: carrying out a generic CBT assessment,
  • Accessing automatic thoughts and underlying assumptions: using guided discovery and thought records
  • Formulation – the functions and methods of case formulation.
  • Formulation – state of the art/science – using case formulation with more complex presentations and co-morbidity
  • Verbal interventions for addressing automatic thoughts and underlying assumptions – thought records, guided discovery, collecting evidence, responsibility pies – use of these in relation to case and own automatic thoughts.
  • Behavioural interventions for addressing automatic thoughts and underlying assumptions - surveys, behavioural experiments and : use of these in relation to assessed case and own automatic thoughts
  • Using supervision
  • Models of CBT supervision and becoming a supervisor
  • The person as therapist and engagement issues
  • Therapeutic alliance
  • Motivational approaches and preparation for change
  • Standardised and individualised clinical measurement in CBT
  • Introduction to the Cognitive Therapy rating Scale –Revised and programme assessments on course
  • CTS-R Guided discovery and collaboration
  • CTS-R Agenda setting/pacing
  • CTS-R Eliciting emotion – dealing with emotion in the room
  • CTS-R Planning behaviours
  • CTS-R Feedback
  • CTS-R Conceptual integration
  • CTS-R Home-work setting
  • Endings and relapse prevention
  • Anger
  • Substance use
  • Cultural and diversity issues
  • Diagnostic classification
  • Models of delivery
  • Ethical and Professional Issues
  • Reflective practice

All sessions will include reference to literature, including research into outcome and processes of therapy.

Video recordings of clinical sessions are made throughout the clinical work conducted in appropriate clinic settings. Codes of Ethics [e.g. BABCP Standards of Conduct, Performance and Ethics and/or workplace Policies] are strictly adhered to in terms of making the recordings, seeking permission for use and storage of information. Signed consent forms are required to show clients have understood the reasons for and manner of video recording.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
1251750

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching125Teaching will be a combination of whole day workshops and half-day small group tutorials. These sessions will combine didactic, experiential and discussion methods of teaching and learning aimed at the integration of theoretical and research knowledge with practice. Workshops will be led by a variety of speakers with expertise in specific problems and settings. A part of each session will be used for role-play practice of skills, practical exercises or small group discussion of issues, as appropriate. Tutorials will be led by University based accredited cognitive therapists. Teaching sessions will be across terms 1 to 3.
Guided independent study175Reading and preparation for workshops, tutorials, treatment of patients and case report. Self-practice and self-reflection tasks.

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Formative experiences are provided through discussion and role-play throughout workshops and clinical supervisionParticipation is required throughout formal teaching and supervision1-14Oral feedback on contributions within workshops and tutorials, supervision and in a one-to-one session with individual tutors
Self-practice, self-reflection (SPSR) tasks and diary/blogSPSR tasks will be completed weekly or fortnightly throughout the module4, 6, 8, 11, 13- 14Oral feedback on contributions within workshops and tutors’ and peers’ comments on online blogs

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Extended case report - of a client with either anxiety or depressive disorder (this report will include an analysis/discussion of research evidence and theory related to the case) (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)907000 words1-14Written
Summary of self-practice, self-reflection (SPSR) learning to be submitted with SPSR diary/blog (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)10500 word summary plus a minimum of 10 SPSR diary/blog entries4, 6, 8, 11, 13-14Written

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Extended case reportExtended case report1-14Four weeks from the date that feedback was provided
Summary of self-practice, self-reflection (SPSR) learning to be submitted with SPSR diary/blogSummary of self-practice, self-reflection (SPSR) learning to be submitted with SPSR diary/blog4, 6, 8, 11, 13-14Four weeks from the date that feedback was provided

Re-assessment notes

Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.

If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.

If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.

If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.

Resources

Indicative learning resources - Basic reading

  • Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York: Guilford.
  • Beck, J. (2005). Cognitive therapy for challenging problems: What to do when the basics don’t work. New York: Guilford Press.
  • Bennett-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M., and Westbrook, D. (Eds.). (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: Oxford University Press.
  • Clark, D. M., and Fairburn, C. G. (Eds.). (1997). Science and practice of cognitive-behaviour therapy. Oxford: Oxford University Press.
  • Hawton, K., Salkovskis, P. M., Kirk, J., and Clark, D. M. (Eds.). (1989). Cognitive-behaviour therapy for psychiatric problems. Oxford: Oxford University Press.
  • Kazantzis, N., Deane, F. P.; Ronan, K. R., and L’Abate, L. (2005). Using homework assignments in Cognitive Behavior Therapy. New York: Routledge
  • Leahy, R. L. (Ed.). (2006). Contemporary cognitive therapy. New York: Guilford.
  • Roth, A., and Fonagy, P. (2005). What works for whom: A critical review of psychotherapy research (2nd ed.). New York: Guilford Press.
  • Tarrier, N. (Ed.). (2006). Case formulation in cognitive behaviour therapy: the treatment of challenging and complex cases. Hove: Routledge.
  • Westbrook, D., Kennerley, H., and Kirk, J. (2007). An introduction to cognitive behaviour therapy: skills and applications. London: Sage.
  • Salkovskis, P. M. (Ed.). (1996). Frontiers of cognitive therapy. New York: Guilford.
  • Wills, F., and Sanders, D. (1997). Cognitive therapy: transforming the image. London: Sage.

Indicative learning resources - Web based and electronic resources

Module has an active ELE page

Indicative learning resources - Other resources

Journals:

  • Behaviour Research and Therapy
  • Behavioural and Cognitive Psychotherapy
  • Cognitive and Behavioural Practice
  • Cognitive Therapy and Research
  • International Journal of Cognitive Therapy
  • Journal of Consulting and Clinical Psychology

Key words search

Improving Access to Psychological Therapies, high, HI, IAPT, depression, anxiety, CBT

Credit value30
Module ECTS

7.5

Module pre-requisites

None

Module co-requisites

PYCM038 Cognitive Behavioural Therapy (CBT) for Depression, PYCM039 Cognitive Behavioural Therapy (CBT) for Anxiety Disorder, PYCM040 Cognitive Behavioural Therapy (CBT) - Clinical Practice

NQF level (module)

7

Available as distance learning?

No

Origin date

12/12/2012

Last revision date

03/01/2018