The Fundamentals of Cognitive Behavioural Therapy
|Module title||The Fundamentals of Cognitive Behavioural Therapy|
Dr Kate Chapman (Convenor)
Dr Wendy Turton (Convenor)
|Number students taking module (anticipated)|
Description - summary of the module content
This module will focus on delivering a systematic knowledge of the fundamental principles of CBT (such as, for example, collaborative empiricism, the therapeutic relationship). You will be encouraged to develop a critical understanding of the theoretical and research evidence for cognitive models and an ability to evaluate the evidence. The module will aim to enable you to have an understanding of how scientific principles inform CBT clinical practice.
The module will also focus on core clinical competencies (skills) necessary in undertaking CBT. This covers cognitive models, maintenance and developmental conceptualisations of cases, and the core aspects of the cognitive and behavioural process of therapy (such as formulation, measurement, rationale giving, structuring sessions, agenda setting, summarising, agreeing intersessional work, and relapse prevention). Teaching sessions will address the most up-to-date evidence for the effectiveness of CBT and training in applying CBT. Clinical skills tutorials will include role-play, experiential exercises and video and case demonstrations. Experiential exercises will encourage self-reflection, increase in self-awareness, and skill acquisition. Sessions will also incorporate a focus on therapists’ beliefs.
The module is underpinned by the Roth and Piling (2007) CBT Competency Framework for the delivery of CBT to people with depression and anxiety disorders. This module will provide you with supervision of your clinical practice in order to develop the core clinical competencies (practical skills) necessary to deliver CBT. You will be provided with supervision of your clinical practice in the treatment of common mental disorders.
The module is taught/supervised by BABCP-accredited CBT therapists and the content is updated regularly in line with the emerging evidence base.
Module aims - intentions of the module
The aim of this module is to enable you to:
- Develop and update your knowledge of the fundamental principles of Cognitive Behavioural Therapy (CBT) theory, research and practice
- Develop an advanced knowledge and understanding of how scientific principles inform CB clinical practice
- Develop an advanced knowledge of core clinical skills necessary for CBT practice
- Develop the capacity to reflect critically on CBT theory, research and practice
- Develop skills in reflective practice that will enable you to make best use of clinical supervision in order to further your clinical skills and improve clinical practice
Through attending the lectures and clinical skills tutorials you will develop the following academic and professional skills:
- critical analysis (the ability to critically appraise research, literature and opinions of others, and your own work in the light of data tracking and analysis)
- problem formulation and problem solving (the ability to synthesise information from theory/literature with complex data from practical experience to make sense of experience and formulate solutions)
- reflective practice (the ability to reflect on theoretical knowledge and procedural experience and to learn from this and apply learning to practice)
- collaboration (working together with others to common aims)
- managing profession relationships (including building and maintaining a working alliance, clarifying expectations, setting goals, drawing appropriately on the help and support of others, confronting issues constructively and ending working relationships positively)
- information management (maintaining appropriate professional records in a timely, organised and sufficiently detailed manner)
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Articulate in detail the theoretical, scientific, ethical, and professional principles unpinning CBT and their role in informing CBT therapeutic styles and interventions
- 2. Describe the journey of therapy from engagement to ending (including assessment, problem identification, formulation, change methods, and relapse planning)
- 3. Explain the concept of the therapeutic alliance and apply this knowledge to develop and maintain a therapeutic alliance with clients
- 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. Acquire insightful knowledge of CBT and identify your own values and beliefs and the application of CBT to your own life
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Understand, interpret, critically evaluate, and apply theoretical ideas and evidence in clinical practice, supervision, and within peer learning and CPD
- 7. Analyse personal competencies and address these in relation to theoretical models of change
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Select, organise and evaluate material to produce a coherent argument
- 9. Reflect on personal practice, to set personal learning goals and evaluate progress
- 10. Communicate understanding of theory and application to practice in written and verbal formats
An initial full day workshop will introduce programme members to the programme by providing an overview of requirements, content, method and context. This will be followed by a series of whole and half day workshops.
Areas to be included in the module:
- Introduction to CBT model, history, evidence base, and 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.
- 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
- The therapeutic relationship, therapeutic processes, and meta-therapist development
- Therapeutic alliance
- Standardised and individualised clinical measurement in CBT
- The journey of CBT from engagement to endings
- Cultural and diversity issues
- Ethical and professional issues
- Reflective practice
- Effective use of supervision
- Introduction to the Cognitive Therapy Rating Scale – Revised
All sessions will include reference to literature, including research into outcome and processes of therapy.
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 recording.
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching||80||Teaching will be a combination of whole day and half-day workshops delivered both face-to-face and using flipped-classroom online platforms. These sessions will combine didactic, experiential and discussion methods of teaching and learning aimed at the integration of theoretical and research knowledge with practice. All sessions will include a theoretical and a Clinical Skills component. 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. Teaching sessions will be across terms 1 and 2. University clinical supervision is provided by University-based accredited cognitive therapists.|
|Guided independent study||220||Reading and preparation for workshops, tutorials, treatment of patients and formative and summative assessment preparation. Self-practice and self-reflection tasks.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Formative experiences are provided through discussion and role-play throughout workshops and clinical supervision||Participation is required throughout formal teaching and supervision||All||Oral feedback on contributions within workshops, supervision, and in a one-to-one session with individual tutors|
|Guided Study Project||As per requirements stipulated in the programme handbook||5, 7, 9||Oral (Tutors)|
|CTS-R 1 plus required documentation||1 clinical session plus 1000 words||3-4 , 6-10||Oral (Supervisors)|
|CTS-R 2 plus required documentation||1 clinical session plus 1000 words||3-4 , 6-10||Written (Supervisors)|
|Clinical portfolio||As per requirements stipulated in the programme handbook||4, 6-10||Oral|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Case presentation supported by required documentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||50||30 minutes||All||Written (Academic Team)|
|Critical analysis essay (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||50||3000 words||2-6, 8, 10||Written (Academic Team)|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Case presentation||Case presentation||1-4, 6-10||Four weeks from the date feedback was given|
|Critical analysis essay||Critical analysis essay||2-6, 8, 10||Four weeks from the date feedback was given|
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 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.
Indicative learning resources - Basic reading
- Beck, A. (1976). Cognitive Therapy and the Emotional Disorders. London, Penguin.
- Beck, J. S. (2011). Cognitive therapy: basics and beyond. 2nd Ed.. 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. & Westbrook, D. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: Oxford University Press.
- Clark, D. M. & Fairburn, C. G. (Eds.) (1997). Science and practice of cognitive-behaviour therapy. Oxford: Oxford University Press.
- Corrie, S., Townend, M., & Cockx, A. (2015) Assessment and Formulation in CBT. 2nd Ed.. London: Sage
- Greenberger, D. & Padesky, C. (2015). Mind Over Mood: Change How You Feel by Changing the Way You Think 2nd Ed.. New York: Guilford Press
- Hawton, K., Salkovskis, P. M., Kirk, J. & Clark, D. M. (1989). Cognitive-behaviour therapy for psychiatricproblems. Oxford: Oxford University Press.
- Kazantzis, N., Deane, F. P.; Ronan, K. R. & L’Abate, L. (2005). Using homework assignments in Cognitive Behaviour Therapy. New York: Routledge
- Kuyken, W., Padeskey, C., & Dudley, R. (2009). Collaborative Case Conceptualization: Working Effectively with Clients in Cognitive-Behavioural Therapy. New York: Guilford.
- Leahy, R. L. (Ed) (2006). Contemporary cognitive therapy. New York: Guilford.
- Roth, A. & Fonagy, P. (2005). What works for whom: A critical review of psychotherapy research 2nd Ed. New York: Guilford Press.
- Westbrook, D., Kennerley, H. & Kirk, J. (2011). An introduction to cognitive behaviour therapy: skills and applications. 2nd Ed.. London: Sage.
Indicative learning resources - Web based and electronic resources
- 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
Module has an active ELE page
Indicative learning resources - Other resources
- There are video clips of role play practice from international CBT and CBTp leaders available on YouTube, e.g Professor Doug Turkington, Aaron T. Beck, and of the lived experience of common mental health problems and of psychosis and bipolar disorder, e.g. Johnny Benjamin, Bipolar UK, Rethink, Anxiety UK. Please be discerning in your choice of publically available video material to support your learning; if in doubt please discuss with the module convenor.
PYCM076 Cognitive Behavioural Therapy (CBT) for Anxiety and Depression
|NQF level (module)|
|Available as distance learning?|
|Last revision date|