Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

1. To develop practical competency in the fundamentals of CBT
2. To develop critical knowledge of the theoretical and research literature of CBT

This module will:

- help trainees to identify and consolidate pre-existing CBT knowledge, skills and attitudes and provide a framework for identifying specific learning needs and supporting student goal setting

- encourage on-going reflection of the learning process, encourage attention to both internal and external sources of feedback and provide opportunities for trainees to use and develop self-knowledge as they learn the fundamental principles of CBT

- encourage the development of a critical understanding of the theoretical and research evidence for CBT models, the ability to evaluate that evidence, and enable trainees to have an understanding of how scientific principles inform their clinical practice

- support reflection on the knowledge, skills and attitudes that have been gained and what needs to be done to consolidate future progress

Outline Of Syllabus

The syllabus reflects BABCP and the National Curriculum for High Intensity Therapy Training and includes a range of topics.

• CBT theory and evidence
• Assessment of common mental health problems
• Fundamental CBT skills (such as collaboration, guided discovering etc.)
• CBT formulation
• Therapeutic relationships
• Reflective practice, supervision & service awareness
• The principles of stepped care and the role of psychological therapies within that framework
• Cultural humility
• Service user involvement

Intended Knowledge Outcomes

By the end of the module trainees will be able to:

1. Demonstrate a systematic knowledge of the principles of CBT and the evidence base for the application of CBT techniques

2. Demonstrate a critical understanding of the theoretical and research evidence for cognitive behavioural models and an ability to evaluate the evidence

3. Explain and discuss the fundamental principles of CBT including evidence supporting and questioning those principles; specifically, building therapeutic alliances, eliciting patient problems, goal setting, collaborative empiricism, formulation building, key change processes, outcome evaluation and relapse prevention

4. Reflect on the factors that influence the development of professional and personal attitudes in CBT, including respect for diverse patients’ cultures and values; inquisitiveness and scientific curiosity about highly individual or unusual clinical presentations; openness to working collaboratively with patients from a broad range of socio-economic backgrounds, including how CBT principles are relevant to their own personal experience

5. Demonstrate insightful knowledge of CBT and an ability to identify own values and beliefs and CBT’s application to their own lives

6. Understand how to work ethically, safely & effectively, attending to professional and clinical boundary issues including those specific to online practice.

Intended Skill Outcomes

By the end of the module trainees will be able to:

1. Practice as “scientist practitioners” advancing their knowledge and understanding and develop new skills to a high level

2. Assess clients for suitability for short-term CBT

3. Evaluate CBT interventions using session by session outcome measures, explain what outcome measures mean to a client and how the measures can help to inform sessions

4. Practice core CBT skills such as agenda setting, interpersonal effectiveness, eliciting emotions, behaviours and cognitions, guided discovery and homework setting

5. Collaboratively develop CBT case formulations with clients

6. Identify and use a range of change techniques derived from a maintenance formulation

7. Form and maintain effective therapeutic relationships

8. Facilitate access to emotions, emotional expression, and differentiation in a way that facilitates change.

9. Implement and evaluate a range of core CBT skills such as:
- Structuring CBT using agenda setting & pacing
- Agreeing goals and tasks
- Case conceptualisation
- Collaboration
- Identifying and working with emotions, cognitions and behaviours
- Guided discovery & socratic dialogue
- Facilitating change using specific change methods and homework tasks
- Managing therapy endings


10. Use supervision effectively to personalise and extend their learning & development

11. Work ethically, safely and effectively – including attending to professional and clinical boundary issues specific to online practice

12. Take personal responsibility for clinical decision making

Teaching Rationale And Relationship

Within each workshop there is didactic teaching regarding the declarative knowledge required for the module. Workshop leaders offer demonstrations of specific clinical skills and trainees work in small groups to enable formative practice of these skills, receive formative feedback on their performance and reflect on their learning.

Within individual tutorials trainees reflect on their learning styles and are encouraged to develop effective learning strategies. They undertake discussions regarding the theories underpinning models so as to enhance their depth of understanding. Personal tutors have a key role in encouraging reflective practice and responding to pastoral needs of trainees during the programme. They will also take the lead in supporting students to prepare academically for summative assessments.

Trainees develop their applied clinical skills by delivering CBT to clients in their host services, with regular opportunities to adapt and optimise interventions according to the needs of individual clients.

The formative Reflective Log increases self-awareness of the knowledge, skills and attitudes acquired across the programme. CBT has its effects through promoting patient learning and competent therapists need to be sufficiently aware of their own learning processes and styles.

Self-Practice/Self-Reflection is an evidence-based training paradigm. Trainees will be asked to apply aspects of CBT to themselves and then reflect on the implications of this learning for their practice with clients. The written summative assessment requires trainees to summarise their reflections and relate their experience to the wider CBT literature on one aspect of their practice (linking theory & practice).

Assessment Rationale And Relationship

The assessments are required to be within the scope determined by the national NHS Talking Therapies curriculum, set by Health Education England, & the British Association of Cognitive Behavioural Therapies (accrediting body).

The SP/SR report will examine trainees’ grasp of the theory and practice of CBT and it’s applicability to the trainee’s own experience. It promotes the development of skills in accessing and evaluating the literature and evidence base.

Assessment of clinical competence are required by our two regulating bodies. A clinical recording of the trainee’s work with patient allows us to assess the extent to which their learning in this module has transferred into their clinical practice. This assessment is also an opportunity early in the programme to provide systematic feedback to the trainee to help them identify areas of skill requiring further development.

In order to pass the module, trainees must pass both assessment components.

General Notes

N/A