PSY8090 : Fundamentals of CBT
- Offered for Year: 2024/25
- Module Leader(s): Mrs Michelle Bowen
- Lecturer: Mr Matthew Stalker, Dr Christine Blincoe, Dr Anna Chaddock, Mr Stephen Holland
- Owning School: Psychology
- Teaching Location: Mixed Location
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
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
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 30:00 | 30:00 | Writing up SP/SR experience for summative assessment |
| Placement/Study Abroad | Employer-based learning | 35 | 1:00 | 35:00 | Placement based activity delivering CBT to clients according to NHS / placement protocols. AV recordings of CBT sessions, reviewing recordings in preparation for supervision, reading and planning for therapeutic work. |
| Guided Independent Study | Assessment preparation and completion | 1 | 10:00 | 10:00 | Preparation for submission of a clinical recording, including self-assessment of competence using the CTS-R. |
| Scheduled Learning And Teaching Activities | Small group teaching | 1 | 1:00 | 1:00 | Meeting with tutor |
| Scheduled Learning And Teaching Activities | Workshops | 22 | 3:00 | 66:00 | PiP workshops To include methods: didactic teaching, group activities & skills practice |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 6:00 | 18:00 | PiP workshops To include methods: didactic teaching, group activities & skills practice |
| Guided Independent Study | Reflective learning activity | 20 | 0:30 | 10:00 | Writing the reflective log across the programme |
| Guided Independent Study | Reflective learning activity | 6 | 5:00 | 30:00 | Self-Practice / Self-Reflection |
| Total | 200:00 |
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 Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Prof skill assessmnt | 1 | M | 25 | Trainees will submit a 60 minute recording of their clinical work with a patient, to be marked using a standardised measure of CBT competence (CTS-R). This assessment must be passed in order to pass the module. |
| Report | 1 | M | 75 | Trainees will submit a 3,000 word written report of their SP/SR learning. This assessment must be passed in order to pass the module. |
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.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY8090's Timetable