Introduction to Cognitive Behavioural Therapy
Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Christine Blincoe
Overall aims and purpose
To aim of this stand alone module is to enable NHS staff working with individuals with common mental health difficulties to skillfully apply and evaluate the use of a manualised transdiagnostic Cognitive Behavioural Therapy(CBT) framework in their work
-The core theories and principles that underpin the practice of CBT -Use of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (Barlow et al., 2018) -Basic CBT formulation of common emotional disorders such as anxiety and depression -Use of the Scientist‐Practitioner approach -Formulation of the links between thoughts, feelings and behaviours. -Skills practice including carrying out CBT assessments, producing case conceptualisations -Evaluation of treatment outcomes within clinical settings. -Use of supervision to guide clinical practice
Case Study Comprehensive knowledge Detailed understanding of the subject area Extensive background study Highly focused answer & well-structured Logically presented & defended arguments No factual/computational errors Original interpretation New links to topic are presented New approach to a problem Excellent presentation with very accurate communication
C- to C+
Case Study Knowledge of key area/principles Understands the main elements of the subject area Limited evidence of background study Answer focused on question but with little irrelevant material, & weaknesses in structure Arguments presented but lack coherence Has several factual/computational errors No original interpretation Only major links between topics are described Limited problem solving Minor weaknesses in presentation & accuracy
Case Study Knowledge of key areas/principles only Limited evidence of background study Answer only poorly focused on question & with some irrelevant material & poor structure Attempts to present relevant and coherent arguments Has several factual/computational errors No original interpretation Only major links between topic are described Limited problem Many weaknesses in presentation & accuracy
Case Study Strong Knowledge Understands most but not all of subject area Evidence of background study Focused answer with good structure Arguments presented coherently Mostly free of factual/computational errors Some limited original interpretation Well known links described between topics Problems addressed by Existing methods/approaches Good presentation, accurate communication
Formulate emotional disorders (anxiety and depression) at a maintenance formulation level within a CBT framework
Demonstrate competence at the level of Novice in a sample of live clinical work
- Understand and apply the key principles and core treatment concepts of CBT models for emotional disorders as described in the Unified Protocol manual
Demonstrate the capacity to use supervision to reflect on clinical work
Assess mild to moderate mental health problems within a CBT framework
Conduct basic behavioural and cognitive interventions as outlined in the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders.
|Clinical Work Sample DVD||40.00|
Teaching and Learning Strategy
This module has two taught components comprised of academic content (50%) along with practical application of taught skills (50%) in formulation and how to structure a CBT session.
A Scientist‐Practitioner approach will be implicit within the module. Formulating the links between thoughts, feelings and will be taught and practised. Students will engage in skills rehearsal and role plays during teaching days, when they will practice carrying out CBT assessments, conceptualisations, and methods of evaluating treatment outcomes, and within clinical settings. The teaching component is extended through the provision of small group supervision and individual work‐based supervision. Supervision time follows the curriculum of the teaching days and is used to review the skills introduced on the teaching days, focus on further practice and their application in the students’ work setting and explore the evidence base.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Communicate psychological concepts effectively in oral form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Engage in effective teamwork for the purpose of collaborating on psychological projects.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Understand and investigate the role of brain function in all human behaviour and experience.
- Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
- Be aware of ethical principles and approval procedures.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/php-3301.html
Beck, J. (1995). Cognitive Therapy: Basics and Beyond. The Guildford Press, New York. Friedberg, R. D. & McClure, J.M. (2002). Clinical Practice of Cognitive Therapy with Children and Adolescents – The Nuts and Bolts. The Guilford Press, London. Graham, P. (1998). Cognitive-Behaviour Therapy for Children and Families. Cambridge University Press, UK. Greenberger D Padesky C (1995) Clinicians Guide to Mind over Mood The Guilford Press New York Greenberger D Padesky C (1995) Mind over Mood: change How you feel by changing the way you think Guilford Press New York Hawton, K., Salkovskis, P.M., Kirk, J. & Clark, D.M. (1989). Cognitive Behaviour Therapy for Psychiatric Problems. A Practical Guide. Oxford University Press. Leahy RL (2003) Roadblocks in Cognitive Behavioural Therapy Guilford Press New York Stallard, P. (2002). Think Good-Feel Good – A Cognitive Behaviour Therapy Workbook for Children and Young People. Wiley, Chichester. Stallard, P. (2008). Anxiety (CBT with Children, Adolescents and Families). Routledge. Verduyn, C., Rogers, J. & Wood, A. (2009). Depression 1 (CBT with Children, Adolescents and Families). Routledge.