FUNDAMENTALS OF CBT 2: PRACTICE - 2020/1
Module code: PSYM100
This module focuses on how to apply CBT theory and research in clinical practice. It begins with an overview of assessment and formulation for common mental health problems and teaches the trainee to practice within the CBT framework based on its fundamental principles and techniques such as; collaborative empiricism, agenda setting, guided discovery, identifying and working with key cognitions and behavioural experiments. The core competencies of formulation, treatment planning, change techniques and relapse prevention are embedded as a strong foundation for CBT practice and for the development of an effective therapeutic practitioner.
O'CONNOR Amy (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: C848
Module cap (Maximum number of students): N/A
Overall student workload
Workshop Hours: 23
Independent Learning Hours: 100
Lecture Hours: 22
Prerequisites / Co-requisites
Entry into diploma programme. The trainees need to have a practice base where they are currently working.
Indicative content includes:
CBT Assessment and formulation
Maintenance and Development conceptualisations for anxiety and depression
Fundamental Principles of CBT (collaborative empiricism and structuring sessions)
The role of therapeutic relationship in CBT
Examples of CBT Skills covered in workshops: Guided discovery, identifying and evaluating key cognitions, working with automatic thoughts, developing alternative perspectives, identifying common thinking errors and processing biases, identifying and evaluating underlying assumptions, attitudes and rules, employing a range of changing techniques, identifying and evaluating core beliefs, eliciting cognitions associated with upsetting emotions, identifying problematic cognitions and related behaviour.
CBT Treatment plans and change techniques for anxiety and depression e.g. pie charts, positive data logs, behavioural experiments.
|Assessment type||Unit of assessment||Weighting|
|Coursework||ASSESSMENT AND FORMULATION CASE REPORT (2500 WORDS)||100|
There are no alternative forms of assessment owing to the requirements of the professional body. Each unit of assessment has to be passed
The assessment strategy is designed to provide students with the opportunity to demonstrate
· Their understanding of the fundamental principles of CBT in clinical practice, with particular emphasis on the stages of assessment and formulation which will then inform and guide the subsequent clinical treatment.
Thus, the summative assessment for this module consists of:
· Clinical case report reflecting fundamental principles of assessment and formulation within the Cognitive Behaviour framework carried out with a patient presenting with either an anxiety disorder or depression, (2500 words)
· To be completed by beginning December.
Formative assessment and feedback
· Formative audio recorded assessment session and self-rated assessment CTS-R with a client assessed and marked by the Course Supervisor using the assessment CTS-R and formative feedback given to the trainee in a meeting with the Course Supervisor.
· Please note that a passed assessment CTSR is required to be included in the final portfolio linked to module PSYM106. The trainee will be given deadlines throughout the course to re-submit any failed assessment CTS-R’s to their supervisor until one is passed with a pass mark of 30 or above.
To be completed by Mid-December.
- Develop practical competency in the Fundamentals of Cognitive Behaviour Therapy.
|001||Assess clients for suitability of short term CBT, including history, risk assessment and contra-indications||KCPT|
|002||Use standard and idiosyncratic measures to aid assessment, diagnosis, progress and outcome.||KP|
|003||Deliver a clear CBT treatment rationale appropriate to the individual client and with the client's collaboration.||KCPT|
|004||Construct developmental and maintenance CBT conceptualisation.||KCP|
|005||Structure CBT sessions and set agreed goals for treatment that are realistic, achievable and measurable.||PT|
|006||Demonstrate knowledge of key CBT skills (e.g. guided discovery, evaluation of key cognitions, identification of common thinking errors and processing biases).||KCP|
|007||Demonstrate an ability to identify and evaluate underlying assumptions, attitudes rules and core beliefs||KCP|
|008||To employ a range of change techniques, such as pie charts, continuums, positive data logs||KP|
|009||Demonstrate an ongoing critical evaluation of the CBT conceptualisation with evidence of a clear treatment plan.||CPT|
|010||Demonstrate ability to develop ongoing and end of treatment plans to effect and maintain therapeutic gains||CP|
|011||Demonstrate ability to form effective therapeutic relationships.||PT|
|012||Demonstrate ability to take responsibility for clinical decision making.||PT|
|013||Evaluate their treatment choices and reflect on their understanding and ability in relation to the fundamentals of CBT practice.||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable effective learning (i.e. reflective, procedural and declarative systems of learning) and skill development by supporting trainees to :
- Acquire theoretical, empirical and practice based CBT knowledge and its core competencies for clients with mental health problems.
- 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 learning and teaching methods include:
Lectures and experiential workshops, presenting key CBT concepts or methods and their application to clinical practice. Structured opportunities for reflection on this form of practice will be included, as will opportunities for lots of practice and self-practice (i.e. application of CBT methods to participants’ own lives and through role-play scenarios), Skills will be practised extensively using peers and Tutors in role-play scenarios and through reviewing audio and or video footage of each others’ clinical work. In addition the following methods will be employed;
Class debate and discusson, participant presentations, group exercises, tutorials, self- directed enquiry, personal reflection and guided reading.
Many of the above methods allow for key skills to be developed and tested in application.
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.
Upon accessing the reading list, please search for the module using the module code: PSYM100
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.