FUNDAMENTALS OF CBT 1: THEORY AND RESEARCH - 2020/1
Module code: PSYM099
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module introduces the trainees to the theory and research in CBT for common mental health problems. It begins with an introduction to IAPT and the stepped care system, grounded in the diagnostic and classification systems for common mental health problems and the bio-psychosocial models. The module provides the trainees with the theoretical foundations and principles which shape CBT, establishing an empirical basis for informed practice. Trainees are encouraged to develop a critical understanding of these concepts and principles and to evaluate the research evidence underpinning Cognitive Behavioural theory and practice. Examples of concepts and principles addressed include; the structure of CBT, therapeutic alliance, difference and diversity and the issue of risk.
JERAJ Sarfraz (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: C848
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Entry into diploma programme. The trainees need to have a practice base where they are currently working.
Indicative content includes:
Phenomenology, Diagnostic classification and epidemiological characteristics of common Mental Health Problems.
CBT theory and development.
Principles of stepped care system and the role of High Intensity psychological therapy.
Introduction to risk assessment, mental state examination and personal medical history.
The role of medication and possible contra-indications to therapy e.g. substance misuse
CBT Assessment and Formulation.
The role of therapeutic relationship in CBT.
Use of clinical measurement to monitor CBT process and outcome.
Assessment methodology, clinical and research, clinical trials and outcome studies.
|Assessment type||Unit of assessment||Weighting|
|Coursework||KSA PORTFOLIO OR EVIDENCE OF PROFESSIONAL BODY MEMBERSHIP||Pass/Fail|
|Coursework||ESSAY (3000 WORDS)||100|
There are no alternative forms of assessment owing to the requirements of the professional body. Summative 1 and Summative 2 assessment has to be passed in order to pass the module
The assessment strategy is designed to provide students with the opportunity to demonstrate:
· Knowledge, Skills and Attitude appropriate for CBT training
· Practice within a professional code of conduct and ethics
· Their understanding of the theoretical and research evidence of cognitive behavioural therapy and an ability to evaluate scientific evidence that informs CBT clinical practice
Thus, the summative assessment for this module consists of:
· For KSA candidates - The submission of a KSA portfolio (for KSA candidates) which includes their membership details of the BABCP.
· For Core Profession candidates - The submission of evidence of membership of a professional body with a code of conduct
· A 3000 word essay on a topic/topics covered in this module with particular emphasis on current research and literature surrounding this topic and its relevance to practice. To be completed by the end of November
Formative assessment and feedback
- The trainees will be given the opportunity to take part in a journal club where they will present an up to date and relevant article/research paper as part of a small group to the wider group. The trainees will be expected to demonstrate the relevant theory practice links. There will be opportunity for both teaching staff and trainees to ask questions, discuss and feedback on this presentation (beginning of November).
- Trainees will also meet with their personal tutor during this module and will have the opportunity to give and receive feedback on progress and understanding to date.
- To develop knowledge of the key concepts and fundamental principles of Cognitive Behaviour Therapy
- To develop critical knowledge of the theoretical and research literature of Cognitive Behaviour Therapy
|001||Demonstrate knowledge of the Phenomenology, diagnostic classification and epidemiological characteristics of common Mental health Disorders||KCP|
|002||Have knowledge of CBT Theory and Development||K|
|003||Critically appraise theoretical, evidence based interventions and the relevant research associated.||KCPT|
|004||Demonstrate knowledge of the principles of CBT Assessment, risk assessment, mental state examination, personal and medical history||KCPT|
|005||Demonstrate knowledge of the fundamental principles of CBT (e.g. collaborative empiricism, clinical process, formulation) and reflect upon their function within clinical practice||KCPT|
|006||Demonstrate knowledge of the importance of the therapeutic relationship and critically appraise and reflect upon its place within therapy||KCPT|
|007||Demonstrate knowledge of the principles of the stepped care system||KCPT|
|008||Have knowledge of relevant pharmacological interventions||KCP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Workshop Hours: 28
Independent Study Hours: 100
Lecture Hours: 22
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Draw on the three-part model of Therapist skill development presented by Bennet-Levy (2006). This model proposes that three systems of learning must operate for effective skill development: the declarative system (knowledge gained through lectures and reading), the procedural system (knowledge gained through application of declarative knowledge in practice) and the reflective system (knowledge gained through reflection on practice). Throughout this module and across the course the Trainees will therefore be encouraged to;
- Acquire theoretical, empirical and practice based CBT knowledge
- Think critically to evaluate this knowledge to support their clinical decision making and practice
- Develop clinical skills to achieve the best outcomes for patients
- Develop reflective practice skills to help evaluate their development as effective CBT practitioners and therapy professionals
- The above learning and teaching strategy relates to this module in terms of supporting trainees in the acquisition of the fundamental theoretical, empirical and practice-based knowledge of CBT for clients with common mental health problems. Together with the opportunity to apply critical thinking to the knowledge acquired; and to develop clinical and reflective practice skills to build a solid base as effective CBT practitioners.
The learning and teaching methods include:
The three systems of learning described above will be utilised through lecture/workshop presentations of a key concept or method and the application of this to practice in role play of a specific therapeutic scenario, played by other participants or actors. Structured opportunities for reflection on this form of practice will be included, as will opportunities to self-practice (i.e. application of CBT methods to participants’ own lives). Other methods employed will be;
class debate and discussion, participant presentations, group exercises, skills practice, video and audio recordings, tutorials, self- directed inquiry, personal reflection and guided reading.
The above methods allow for key skills to be developed and tested in application. Critical evaluation and personal reflection is encouraged, drawing on research evidence and clinical experience and knowledge of self, fellow trainees and tutors.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
The module is only available to students undertaking the Psychological Intervention (CBT) PGDip.
Programmes this module appears in
|Psychological Intervention (CBT) PGDip(CORE)||1||Core||Each unit of assessment must be passed at 50% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.