Overview

This module is 5th of 6 which combine as a Diploma in CBT designed to meet the requirements for accreditation with BABCP. The purpose of the module is to increase skills and competencies in CBT of staff working in the NHS and other statutory agencies, to intervene with children, adolescents and adults presenting with a range of mental health disorders using Cognitive Behavioural Therapy models in accordance with evidence-based recommendations (NICE Guidelines). The module aims to develop participants’ metacognitive skills, increasing knowledge and understanding of the positive impact of self-reflection/self-practice and the use of supervision on the skills of CBT practitioners at all levels of experience. The Self practice-Self-reflection (SPSR) content offers participants the experience of using a self-experiential strategy that provides a structured approach to using CBT on themselves and reflecting on the experience of using those techniques to address either a personal or professional issue, and the implication for their clinical practice and understanding of CBT theory. The supervision content explores models of CBT supervision and how to implement these in practice.

Topics covered include: guidance on self-care, theoretical underpinnings of SPSR, identifying and understanding Old Ways of Being (choosing, an SPSR focus, formulating for change, using behavioural activation, unhelpful thinking and behaviour, cognitive modification) and creating and strengthening New Ways of Being (unhelpful assumptions and new alternatives, using behavioural experiments, constructing and embodying new ways of being, maintaining and enhancing new ways of being; frameworks and models of CBT supervision e.g. Newcastle model, Padesky, Roth and Pilling.

Assessment Strategy

Students are required to pass all elements of assessment

Assessment Criteria: Excellent: 70%> honest and insightful reflection resulting in positive development of self-reflective capacity impacting on CBT skills. Detailed understanding with no factual errors. Comprehensive knowledge of self-reflection/self-practice. 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.

Good: 60%> Honest and considered reflection resulting in positive development of self-reflective capacity impacting on CBT skills. Clear understanding and mostly free of factual errors. Strong knowledge of self-reflection/self-practice. 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.

Threshold: 50%> Honest reflection resulting in some positive development of self-reflective capacity impacting on CBT skills. Understanding of the main concepts with some factual errors in non-core concepts. Limited knowledge of self-reflection/self-practice. 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

For the Clinical Practical Assessment marked using the CTSR, a minimum total score of 36 is required with no individual item scoring less than 2.

Learning Outcomes

• Complete a CBT assessment in collaboration with a client on a complex presentation, summarising relevant background information and link underlying CBT theory to an intervention plan

• Critically evaluate the theoretical underpinnings, rationale and experience of applying SPSR

• Critically evaluate and apply culturally responsive adaptations of CBT

• Identify and apply the core CBT competencies required in individual therapy as defined in the CTSR- Scale at the competent level achieving a total score of 36 or more (min 2 on each item).

• Identify and evaluate relevant models and frameworks of CBT supervision

• Make effective use of personal learning to enhance professional practice by applying learning to clinical case examples