Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

Building on learning and skills developing through the other programme modules, this module aims to develop the ability to apply CBT in different contexts, to diverse groups and in a way that is adapted to individual need. Core CBT knowledge, skills and attitudes gained in the other modules and in their clinical practice will be adapted to meet the needs of patients with more complex needs or from diverse backgrounds. In this way, the module helps prepare trainees to rise to the challenge of post-qualification practice as a CBT therapist (including an emphasis on therapist wellbeing).

Outline Of Syllabus

The syllabus reflects BABCP and the National Curriculum for High Intensity Therapy Training and includes a range of topics including:
• Group CBT
• Neurodiversity
• Interpreter Mediated Therapy
• Working with younger people
• Dual Diagnosis
• Co-morbidity, interpersonal & systemic complexity
• LGBTQ+
• Intersections of mental health, aging and long term conditions
• Therapist self-care & transitions to being qualified (incl. accreditation portfolio)

Intended Knowledge Outcomes

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

1. Demonstrate knowledge of guidance and standards for applying CBT to different populations

2. Describe factors to address when adapting delivery of CBT across the lifespan and for people with different cognitive abilities in healthcare services

3. Define culture and show awareness of the range factors that influence individual perceptions of difference such as race, parental status, sexual orientation, gender, education, language, socio- economic status, and religion or belief

4. Understand the concept of intersections and how difference across various factors may impact on access to and required adaptations of therapist, therapies and services

Intended Skill Outcomes

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

1. Adapt CBT to meet the needs of people with common mental health difficulties across the lifespan and with different levels of cognitive ability

2. Demonstrate cultural competence when working with people in different contexts

3. Demonstrate an ability to sensitively adapt CBT, and actively address disparities in equity of access and outcomes across all protected characteristics, taking into account cultural and social differences and values

4. Communicate effectively with people from diverse cultures including working with interpreters

5. Assess clients with co-morbidities, identify and understand the distinction between primary and secondary diagnoses, and develop appropriate conceptualisations and treatment goals in the context of comorbidities

6. Demonstrate self-direction and originality in tackling and solving therapeutic problems in straightforward and more complex situations

7. Examine the challenges to therapist wellbeing in practice, evaluate self-care practice and devise self-care interventions

8. Develop and implement effective continual professional development strategies to continually enhance CBT proficiency

Teaching Rationale And Relationship

The choice of teaching methods is informed by two models of skill acquisition. Individual workshops will follow the training model developed by Barton (2018) which identified the main components of a successful training process, and the interactions between them: guidance, demonstration, reflection, practice, feedback. The second model informing the training within this module is the Declarative Procedural Reflective (DPR) model (Bennett-Levy, 2006). This model emphasises experiential learning and the transformation of factual knowledge to practical knowledge or skills, through the process of reflection. This enables trainees to learn to discriminate which skill to apply to which client, under which set of circumstances, and at which point in time in therapy.

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.

Within regular clinical supervision sessions, trainees are enabled to embed theory in their clinical practice. They receive formative feedback on the quality of their clinical work and are encouraged to reflect on the personal impact of their work and to develop effective self-care strategies.

The case study assessments require trainees to effectively communicate how they have drawn links, between theory and practice, to apply evidence-based models, analysed and address challenges that arise and reflected on their learning from undertaking this work.

The Reflective Log (initiated in the Fundamentals module), to help trainees reflect on the process of applying CBT to the specific needs of patients in different healthcare settings

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.

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 oral presentation case study will require trainees to evaluate their work with a client within their host service and to reflect on the cultural context and the personal and professional impact of this work.

The use of an oral means of presentation requires trainees to demonstrate effective communication skills across different modalities that are relevant for clinical practice.

General Notes

N/A