Newcastle University

Aims

1. To critically evaluate the key theories and concepts underpinning practice of Cognitive Behaviour Therapy.
2. To study a generic CBT model and principles to inform ones own practice regardless of role and setting.

Original Summary:
This Module will focus on the fundamental principles of Cognitive Behavioural Therapy. It will enable students to use a CBT model to inform their own practice regardless of role and setting. It may also provide a foundation to develop as a CBT therapist if further training and supervision is sought. It will enable the student to critically evaluate the theories and concepts underpinning therapy and focus on developing skills to implement in practice. Experiential exercises will encourage self-reflection, increased self-awareness, skills acquisition and knowledge.

Outline Of Syllabus

The curriculum will cover:

• CBT theory and development
• CBT Assessment and formulation
• Risk assessment
• Application and suitability for CBT
• problem definition and goal setting
• Fundamental principles of Cognitive Behaviour Therapy eg collaborative empiricism : clinical process – formulation, rationale giving, measurement, socratic questioning, active treatment, relapse prevention: structuring sessions – agenda setting, summarising, setting homework
• measurement of change to monitor process and outcome
• The role of the therapeutic relationship in CBT
• Evidence Based practice: Relationship of therapy to outcome research and NICE Guidance
• cognitive-behavioural change techniques
• Idiosyncratic application of theory to practice
• Application of CBT with more complex presentations, deriving CBT driven formulations in cases of co-morbidity
• Experiential learning illustrating how cognitive behavioural methods can be applied to the students’ own lives.
• The role of supervision in CBT

Teaching Rationale And Relationship

It is impossible to say exactly how many hours each learner will need take to undertake the Praxis CBT programme. This varies depending on previous knowledge and experience of CBT, academic ability, confidence with on-line training, learning style and so on. The Guided on-line learning section is equivalent to 30 hours or 5 days of classroom teaching and content is based on classroom versions of the same modules.
     
Independent Study - Includes work based tasks, self practice and reflection, preparing for clinical supervision, undertaking clinical supervision; and reading or accessing on line resources and links (e.g. recommended reading in bibliography and links to NICE Guidance and Diagnostic manuals )

Lecture - This includes following the structured on-line materials including video clips and studying diagnostic and phenomenological information plus specific treatment models to develop declarative knowledge

Skills Practice -This includes exercises in response to lecture based on-line materials including video clips, interactive exercises, drag and drop exercises, multiple choice quizzes and evaluating and reflecting on all of the above. As a guide there are approx. 12 clips per module, 10 minutes each. Approx 10 interactive exercises per module.

Reflective Learning Activity - Includes repeat and consolidation of exercises and study; and any viewing or participation in discussion f orums.


Subject knowledge and understanding will be developed through:
• Systematic on line learning framework for the development of knowledge to explain complex CBT concepts and the relationship between theory and practice.
• On line tutorials and group discussion forums to encourage team work, critical debate and involvement.
• Guided self-study, supported by the provision of targets and to expand knowledge and understanding through active and task-based learning.
• Audio visual demonstrations of practice to be observed and examined on throughout the on line programme
• On-going clinical supervision provided at the place of work
• Problem-oriented learning opportunities, to develop problem-solving, critical reasoning and clinical decision-making skills through evidence-based activities.

Assessment Rationale And Relationship

This essay provides students with the opportunity to access, review and reflect on the academic literature in relation to CBT and will provide the fundamental building blocks for deeper understanding. The essay will examines the students’ grasp of theory & practice of CBT, including reference to its applicability to the student’s own experience, at the same time it will promote critical awareness of the assumptions and philosophical basis of the CBT framework. Formative appraisal of therapy sessions by supervisor using a clinical tool (Revised Cognitive Therapy scale CTSR) is used to reflect on practice in the assignment.

This model is a pre-requisite for all Praxis CBT on-line modules.

Notes on Assessment:
Pass mark for the module is 50%. Students have one opportunity to re-submit after failure. Once started this module is time limited and assessments will have a defined submission date for each cohort.