Run by School of Human and Behavioural Sciences
30.000 Credits or 15.000 ECTS Credits
Overall aims and purpose
This module begins by outlining the expectations and requirements of the programme, the requirement to compile a practice portfolio, and guidelines on academic requirements to successfully complete the programme. A formative skills assessment activity is completed during this module to self-assess core CBT competencies.
The teaching in this module focuses on the developing knowledge of the fundamental principles of Cognitive Behavioural Therapy (CBT) and consists of training in cognitive and behavioural theory, assessment skills, risk assessment and formulation skills. Teaching covers the context within which practice takes place covering the guidance in the Competence Framework for CBT (Roth and Pilling), evaluating the evidence base for CBT approaches (e.g. NICE Guidance), ethical practice within professional frameworks (e.g. BABCP) and use of the CTSR (Cognitive Therapy Scale - Revised) for structuring and rating CBT sessions. Formulation skills begin with a focus on using a Beck longitudinal formulation for depression before specific teaching on interventions for depression. Frequent and constructive use of peer and individual CBT supervision is an integral component of the module with the aim of maximizing clinical application, reflection and evaluation to facilitate a Scientist / Practitioner approach to clinical practice. Each student will receive individual case-based supervision from an appropriately qualified clinical supervisor in their clinical setting and from course tutors.
Topics covered include: Cognitive and Behavioural theory, standards of CBT practice (Competence Framework, BABCP), evidence base for CBT interventions, CTSR, Formulation skills, CBT for depression, behavioural activation, activity monitoring and scheduling, cognitive restructuring.
Comprehensive case study/essay, demonstrating clarity of argument and expression with depth of insight into CBT and its evidence base and human development. Detailed understanding with no factual errors. Comprehensive solutions to client problems presented based on a solid CBT conceptualisation of problems. Critical analysis showing evaluation and synthesis of ideas linking theory and practice experience. Originality in approach, interpretation and/or voice. Extensive independent research. Logically defended arguments with evidence for all claims. Highly focused and well structured. Excellent presentation with accurate and appropriate expression. Correct format in appropriate referencing style.
Adequate case study/essay but largely descriptive with no real development or discussion. Understanding of the main concepts in applying the CBT model. Limited analysis showing only obvious points of evaluation and linking theory and practice experience. Highly limited originality in approach, interpretation and/or voice. Limited independent research. Arguments presented but lack of coherence and evidence for only some claims. Focused but with some irrelevant material and weaknesses in structure. Acceptable presentation and appropriate expression. Attempt correct format and appropriate referencing style.
Reasonably presented case study/essay that is well organized and structured, demonstrating a good understanding of the application of the CBT model. Clear understanding and mostly free of factual errors. Appropriate intervention/s to client problems based on an understanding of the CBT model. Some analysis showing evaluation and synthesis of ideas linking theory and practice experience. Some originality in approach, interpretation and/or voice. Some independent research. Coherent arguments with evidence for some claims. Focused and well structured. Good presentation with accurate and appropriate expression. Mostly correct format in appropriate referencing style.
- Assess and evaluate own level of CBT skill development with reference to the Roth and Pilling Competence Framework for CBT.
- Complete a CBT assessment and formulation for depression in collaboration with a client.
- Identify an appropriate CBT intervention for depression with reference to the evidence base.
- Critically evaluate the outcome and reflect on own clinical practice.
- Use peer and individual CBT supervision, to prepare case formulations and develop skills.
- Understand professional standards of CBT practice i.e. BABCP standards
- Demonstrate an in initial understanding of the core CBT competencies as outlined in the CTS-R Rating Scale (e.g. agenda setting and adherence, feedback summaries, collaboration, eliciting appropriate emotional expressions, eliciting key cognitions, eliciting and planning behaviours, guided discovery, conceptual integration, application of change methods and homework setting).
- Understand the application of cognitive and behavioural theories of depression presentations (e.g. behavioural activation, activity monitoring and scheduling, cognitive restructuring).
- Demonstrate an understanding of the place of medication alongside the psychosocial treatment of depression.
- Critically evaluate the evidence base for CBT interventions across a range of mental health presentations.
Upon completion of the module participants should be able to: 1. Demonstrate an understanding of the application of cognitive behavioural theories to depression and anxiety (e.g. behaviourism, safety behaviours, exposure-based interventions, cognitive biases, cognitive restructuring). 2. Complete a CBT assessment, conceptualisation and maintenance cycle in collaboration with a client 3. Identify the most appropriate interventions with reference to evidence based research. 4. Provide specific CBT interventions and evaluate outcome/clinical effectiveness. 5. Demonstrate an ability to critically appraise and reflect upon their CBT clinical practice. 6. Utilize peer and individual supervision, through preparation and contribution, to develop skills in CBT formulation, planning and delivering evidence-based intervention/s and evaluating outcome. 7. Demonstrate CBT core competencies as outlined in the CTS-R Rating Scale (e.g. agenda setting and adherence, feedback summaries, collaboration, eliciting emotional expression, eliciting key cognitions, eliciting and planning behaviours, guided discovery, Socratic dialogue, conceptual integration, application of change methods and homework setting). 8. Demonstrate an understanding of the place of medication alongside the psychosocial treatment of common mental health disorders.
|Case Study 2||25.00|
|Case Study 1||25.00|
|Live Clinical Work||40.00|
|Live Clinical Work||10.00|
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- 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.
- Communicate psychological concepts effectively in written form.
- 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.
- Carry out empirical studies by operationalizing research questions, generating hypotheses, collecting data using a variety of methods, analysing data using quantitative and/or qualitative methods, and present and evaluate research findings (under appropriate supervision).
- Be aware of ethical principles and approval procedures.
Resource implications for students
Access to approved recording equipment from workplace
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/php-4301.html
Policies, governmental documents and NICE guidance BABCP (2009). Standards of Conduct, Performance and Ethics in the Practice of Behavioural and Cognitive Psychotherapies. Bury, Lancashire: BABCP. http://www.babcp.com/silo/files/conduct--ethics.pdf DoH (2007). The competencies required to deliver cognitive & behavioural therapy for people with depression and anxiety disorder. London: DoH. National Institute for Health and Clinical Excellence (2008). Cognitive Behavioural Therapy for the management of common mental health problems. Commissioning Guidance: Implementing the NICE Guidance. London: NICE. (appraisal of NICE guidance) Roth A.D. & Pilling, S. (2007). Cognitive Behaviour Therapy for people with depression & anxiety: what skills can service users expect their therapists to have? http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh078534.pdf Therapeutic relationship Ackerman, S. J., & Hilsenroth, M. J. (2001). A review of therapist characteristics and techniques negatively impacting on the therapeutic alliance. Psychotherapy: Theory, Research, Practice, Training, 38, 171–185. Ackerman, S. J., & Hilsenroth, M. J. (2003). A review of therapist characteristics and techniques positively impacting on the therapeutic alliance. Clinical Psychology Review, 23, 1–33. Gilbert, P & Leahy, R. (Eds). (2007). The Therapeutic Alliance in Cognitive Behavioral Psychotherapies. New York: Guilford Press. Leahy, R.L. (2001). Overcoming Resistance in Cognitive Therapy. New York: Guilford Press. Safran, J.D. & Muran, J.C. (2000). Negotiating the therapeutic alliance. New York: Guilford Press. Safran, J. & Segal, Z. (1996). Interpersonal Process in Cognitive Therapy. MD, USA; Aronson Publications.
General CBT skills Barnard, P.J. & Teasdale, J.D. (1991). Interacting cognitive subsystems: A systemic approach to cognitive-affective interaction and change. Cognition and Emotion, 5(1), 1-39, DOI: 10.1080/02699939108411021 Beck, J. (1995). Cognitive Therapy: Basics and Beyond. New York: Guilford Press. Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D. (Eds). (2004). Oxford Guide to Behavioural Experiments in Cognitive Therapy. Oxford: Oxford University Press. Blackburn, I.M., James, I.A., Milne, D.L & Reichelt, F.K. (2001). Cognitive Therapy Scale Revised (CTS-R). Behavioural and Cognitive Psychotherapy, 29 (4), 431-446. Carr, A., (2000). What works with children and adolescents? Acritical review of psychological interventions with children and adolescents and their families. London: Routledge Drummond, L. M. (2014) CBT for Adults: A practical guide for Clinicians. Royal College ISBN 978-1-909-72627-7 Dummett, N., & Williams, C., (2008) Overcoming teenage low mood and depression: a five areas approach. Hodder Arnold: London Friedberg, R.D. & McClure, J.M. (2002). Clinical Practice of cognitive therapy with children and adolescents: The nuts and bolts. New York: Guilford Press Fuggle, P., Dunsmuir, S., & Curry, V., (2013) CBT with Children, Young People and Families. Sage: London Grant, A., Townend, M., Mills, J. and Cockx, A. (2011) Assessment and case formulation in CBT. Sage Greenberger, D. & Padesky, C.A. (2015). Mind over mood (second edition). London: Guildford Press.
Greenberger, D. & Padesky, C.A. (1995). The clinician’s guide to mind over mood. London: Guildford Press.
Hawton, K., Salkovskis, P.M., Kirk, J., & Clark, D.M. (Eds.) (2000) Cognitive Behaviour Therapy for Psychiatric Problems (13th Edition). Oxford: OU Press.
Kendall, P.C. (2006) Child and Adolescent Therapy: Cognitive Behavioural Procedures. New York: Guilford Press
Kennerley, H., Kirk, J., & Westbrook, D., (2017). An introduction to Cognitive Behaviour Therapy: skills and 2nd edition. Sage: London
Laidlaw, K. CBT with older people.
Leahy R.L., (2003) Roadblocks in Cognitive Behavioural Therapy Guilford Press New York
Longmore, R.J. & Worrall, M. (2007). Do we need to challenge thoughts in cognitive behavioural therapy? Clinical Psychology Review, 27, 173-187, DOI: 10.1016/j.cpr.2006.08.001 Person, J. B., (1989) Cognitive Therapy in practice: A case formulation approach. New York: Thorson Stallard, P., (2002) Think Good Feel Good: A cognitive-behavioural therapy workbook for children and young people. Chichester: John Wiley & sons. Stallard, P., (2002) A clinician’s guide to Think Good Feel Good: using CBT with children and young people. Chichester: John Wiley & sons. Sorocco, K. H. (2011) CBT with Older Adults: Innovations across care settings. Enhanced CBT skills Beck, J.S. (2005). Cognitive Therapy for Challenging Problems: What to do when the Basics don’t Work. New York: Guilford Press. Blackburn, I., & Davidson, K. (1995). Cognitive Therapy for Depression and Anxiety. London: Blackwell. Branch, R. (2011). The CBT Handbook. London: Sage Publishing. Clark, G. & Egan, S.J. (2015). The socratic method in cognitive behavioural therapy: A narrative review. Cognitive Therapy and Research, 39, 863-879, DOI: 10.1007/s10608-015-970 Davidson, W. G. (2007). Cognitive Behavioural Therapy Explained. Oxford: Radcliffe Medical Press. Hofmann, S. G. (2008). Common misconceptions about cognitive mediation of treatment change: a commentary to Longmore and Worrell (2007). Clinical psychology review, 28(1), 67-70; discussion, 71-4, DOI: 10.1016/j.cpr.2007.03.003 Hoffman, S.G. (2012). An Introduction to Modern CBT: Psychological Solutions to Mental Health Problems. Chichester: Wiley-Blackwell. Leahy, R. (2003). Cognitive therapy techniques: A practitioner’s guide. New York: Guilford Press. Simos, G. (Ed). (2005). Cognitive Behaviour Therapy. A Guide for the Practising Clinician. 4th Edition Hove: Routledge.
Stott, S., Mansell, W., Salkovskis, P., Lavender, A., & Cartwright-Hatton, S. (2010). Oxford Guide to Metaphors in CBT: Building Cognitive Bridges. Oxford; Oxford University Press.
Waller, G. & Turner, H. (2016). Therapist drift redux: Why well-meaning clinicians fail to deliver evidence-based therapy, and how to get back on track. Behaviour Research and Therapy, 77, 129-13, DOI: 10.1016/j.brat.2015.12.005 Depression Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). Cognitive therapy of depression. New York: Guilford Press. Beck, A.T., Alford, B.A.(2009). Depression: Causes and Treatment – Second Edition. University of Pennsylvania Press, Philadelphia Fennell, M. (2000). Depression In: Hawton, K., Salkovskis, P.M., Kirk, J & Clark, D.M (Eds). (2000). Cognitive Behaviour Therapy for Psychiatric Problems (13th Edition). Oxford: OU Press. Gilbert, P. (2009). Overcoming Depression – Third Edition. Robinson Kanter, J.W., Busch, A.M. & Rusch, L.C. (2009). Behavioral Activation: Distinctive Features. Hove: Routledge. Kuehlwein, K.T. (2002) Chapter 1: The Cognitive Treatment of Depression In: Simos, G. (Ed). (2003). Cognitive Behaviour Therapy. A Guide for the Practising clinician. Hove: Routledge. Leahy, R.L. & Holland, S. J. (2000). Treatment Plans and Interventions for Depression & Anxiety. New York: The Guilford Press. Martel, C.R., Addis, M.E. & Jacobson, N.S. (2001). Depression in context; strategies for guided action. New York: Norton Moore, R.G. & Garland, A. (2003). Cognitive Therapy for Chronic & Persistent Depression. Chichester: Wiley & Sons. Moore, R.G. & Garland, A (2003) Cognitive Therapy for Chronic & Persistent Depression Chichester, Wiley & Sons