Module overview
The NICE guidelines recommend cognitive behaviour therapy (CBT) as the best evidenced and most cost-effective treatment for a range of disorders including anxiety and depression. In order to be effectively delivered Clinical Psychologists, should be both knowledgeable and skilled in delivering evidence-based interventions to people with a variety of psychological disorders.
This CBT module will provide you with knowledge about CBT theory and application, and will develop your CBT skills in assessment, formulation and treatment. You will also be introduced to third wave CBT approaches for common psychological presentations encountered by clinical psychologists across a range of mental and physical health settings.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Conduct a culturally competent CBT assessment and formulation based on appropriate theoretical models
- Reflect on your CBT clinical practice and the evidence base for CBT, with reference to issues of power, diversity and equality
- Critically evaluate relevant CBT theory and models and demonstrate an ability to apply ethically to client work
- Demonstrate an ability to select appropriate theory-based CBT interventions and effectively evaluate the effectiveness of those interventions with a relevant client group
Syllabus
The curriculum for this module will comprise the following components:
- CBT assessment and formulation (including generic and disorder-specific formulations)
- CBT interventions, including behavioural experiments
- Principles of reflective practice
- Cultural reflections on equality, diversity and ethical practice when applying CBT
- Special considerations for working with complex cases, such as personality disorders, psychosis and eating disorders, physical health presentations
- Professional accreditation
- An introduction to third wave CBT approaches, such as Acceptance and Commitment Therapy (ACT) and Dialectical Behaviour Therapy (DBT)
Learning and Teaching
Teaching and learning methods
Teaching will comprise a number of different methods including lectures, seminars, workshops, problem-based earning, e-learning, directed reading, and independent study. Emphasis will be on skills development and lectures will provide students the opportunity to practise skills. This will be done through demonstrations, simulated role plays and multi-media resources. Specific skills development workshops will be delivered throughout the course.
| Type | Hours |
|---|---|
| Independent Study | 50 |
| Teaching | 150 |
| Total study time | 200 |
Resources & Reading list
Textbooks
Westbrook, D., Kennerly, H. & Kirk, J. (2007). An Introduction to Cognitive Behaviour Therapy: Skills and Applications. London: Sage.
Leahy, R. L. (2003). Cognitive Therapy Techniques: A Practitioner’s Guide. NY: Guilford Press.
Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). Cognitive Therapy for Depression. NY: Guilford Press.
Hawton, K. (1989). Cognitive Behaviour Therapy for Psychiatric Problems: A Practical Guide. New York: Oxford University Press.
Bennett-Levy, J., Butler, G., Fennell, M. & Hackmann, A. (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: OUP.
Barlow, D. H., Farchione, T. J., Fairholme, C. P., Ellard, K. K., Boisseau, C. L., Allen, L. B., & May, J. T. E. (2010). Unified protocol for transdiagnostic treatment of emotional disorders: Therapist guide.. Oxford: OUP.
Martell, C. R., Dimidjian, S., Herman-Dunn, R. (2022). Behavioural Activation for Depression. A Clinician’s guide. NY: Guildford Press.
Leahy, R.L. (2006). Contemporary Cognitive Therapy: Theory, Research and Practice. NY: Guilford Press.
Blackburn, I. & Twaddle, V. (2006). Cognitive Therapy in Action: A Practitioner’s Casebook.
Beck, J.S. (1975). Cognitive Therapy: Basics and Beyond. NY: Guilford Press.
Leahy, R. L., Holland, S. J. F., McGinn, L. K. (2020). Treatment Plans and Interventions for Depression and Anxiety Disorders. NY: Guildford Press.
Wells, A. (1995). Cognitive Therapy of Anxiety Disorders: A Practice Manual and Conceptual Guide. Chichester: Wiley.
Greenberger, D. & Padesky, C (1995). Mind Over Mood. NY: Guilford Press.
Nordahl, H. & Wells, A. (2009). Changing Beliefs in Cognitive Therapy: A Therapist’s Guide.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Role-played CBT assessment
- Assessment Type: Formative
- Feedback: The assessment will be scored using items 3,4,5,6,7,& 8 of the Cognitive Therapy Rating Scale-Revised (CTS-R). Students will receive qualitative feedback on their assessments from other students and members of the course team.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Written case report | 100% |
Repeat Information
Repeat type: Internal & External