PSY8023 : Fundamental Principles of CBT
- Offered for Year: 2019/20
- Module Leader(s): Mr Paul Cromarty
- Owning School: Psychology
- Teaching Location: Off Campus
|Semester 3 Credit Value:||20|
The module aims to enable students to use a CBT model to inform their own practice regardless of role and setting and will provide a foundation to develop as a CBT therapist if further training and supervision is sought.
Outline Of Syllabus
The module 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
• Experiential learning illustrating how cognitive behavioural methods can be applied to the students’
• The role of supervision in CBT
|Scheduled Learning And Teaching Activities||Lecture||1||20:00||20:00||See notes below|
|Guided Independent Study||Skills practice||1||10:00||10:00||See notes below|
|Guided Independent Study||Reflective learning activity||1||20:00||20:00||See notes below|
|Guided Independent Study||Independent study||1||150:00||150:00||See notes below|
Teaching Rationale And Relationship
Independent study - Work based tasks, self-practice, reflection, preparing for and undertaking supervision, reading or accessing on line resources and links
Lecture - Includes following the structured on-line materials including video clips and studying diagnostics and phenomenology, plus specific treatment models to develop declarative knowledge
Skills practice - Exercises in response to on-line materials - video, interactive & drag and drop exercises, multiple choice etc.
Reflective learning activity - Includes repeat and consolidation of exercises and study; viewing or participation in discussion forums.
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
• 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
• Problem-oriented learning opportunities, to develop problem-solving, critical reasoning and clinical
decision-making skills through evidence-based activities
The format of resits will be determined by the Board of Examiners
|Essay||3||M||100||Essay (4000 words) Critical and reflective analysis of the theoretical model and key principles of Cognitive Behaviour Therapy.|
|Prof skill assessmnt||3||M||See comments below|
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 examine the students’ grasp of the 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.
Professional Skills Assessment - Clinical Supervision feedback: 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.