The Fundamentals of Cognitive Behavioural Therapy
| Module title | The Fundamentals of Cognitive Behavioural Therapy |
|---|---|
| Module code | PYCM037 |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Ms Debbie Williams (Convenor) Mr Shane Fitzgerald (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 | 11 |
| Number students taking module (anticipated) | 68 |
|---|
Module description
This module will provide a means for you to develop and update your knowledge of the fundamental principles of Cognitive Behavioural Therapy (CBT) theory, research and practice and develop a critical and reflective approach to such theory, research and practice.
The module will aim to enable you to have an understanding of how the scientific principles inform CBT clinical practice.
This module will focus on core clinical competencies (skills) necessary in undertaking CBT.
Module aims - intentions of the module
The aim of this module is to enable you to develop:
- An advanced knowledge and understanding of how scientific principles inform CBT clinical practice.
- An advanced knowledge of core clinical skills necessary for CBT practice.
- Practical competency in the fundamentals of CBT
- The capacity to reflect critically on CBT theory, research and practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe and critically analyse key theoretical concepts of CBT models, their research bases and their relationship with practice
- 2. Demonstrate the technical expertise needed in relation to therapy for anxiety and depression
- 3. Discuss in detail the evidence of theoretical, evidence based interventions integrated within and guiding therapy
- 4. Implement and critically evaluate a range of CBT interventions (such as setting goals, eliciting and evaluating thoughts, identifying and working with safety behaviours, problem solving)
- 5. Take personal responsibility for clinical decision making in complex and unpredictable situations
- 6. Acquire insightful knowledge of CBT and identify your own values and beliefs and the application of CBT to your own life
- 7. Demonstrate and implement good practice in use of supervision on the course
- 8. Sensitively adapt CBT, and ensure equitable access for people from diverse cultures and with different values and for all the protected characteristics
- 9. Demonstrate the application of the principles and practice of high intensity psychological therapy within a stepped-care system
- 10. Use and understand outcome measures
- 11. Work ethically, safely and effectively
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 10. Understand, interpret, critically evaluate, and apply theoretical ideas and evidence
- 11. Analyse personal competencies and address these in relation to theoretical models of change
- 12. Understand, interpret, critically evaluate, and apply theoretical ideas and evidence
- 13. Analyse personal competencies and address these in relation to theoretical models of change
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 12. Select, organise and evaluate material to produce a coherent argument
- 13. Reflect on personal practice, to set personal learning goals and evaluate progress
- 14. Select, organise and evaluate material to produce a coherent argument
- 15. Reflect on personal practice, to set personal learning goals and evaluate progress
- 16. Communicate understanding of theory and application to practice in written and verbal formats
Syllabus plan
Two full day workshops will introduce programme members to the programme by providing an overview of content, method and context. Trainee wellbeing will also be covered. This will be followed by an intensive two-week block of teaching and a series of whole day workshops and half day small group tutorials.
One day workshops and tutorials will cover
- Introduction to stepped care in NHS Talking Therapy Services and to the programme
- Introduction to CBT model, history, evidence base and suitability, socialisation to model
- Engaging clients through active listening and guided discovery
- Assessment: carrying out a generic CBT assessment,
- Risk assessment and management
- Accessing automatic thoughts, underlying assumptions and beliefs: using guided discovery and thought records
- Formulation – the functions and methods of case formulation.
- Formulation – state of the art/science – using case formulation with more complex presentations and co-morbidity
- Verbal interventions for addressing automatic thoughts and underlying assumptions – thought records, guided discovery, collecting evidence, responsibility pies – use of these in relation to case and own automatic thoughts.
- Behavioural interventions for addressing automatic thoughts and underlying assumptions - surveys, behavioural experiments and use of these in relation to assessed case and own automatic thoughts; personal experience of behavioural experiments
- Using supervision; including outcome-focused supervision
- Models of CBT supervision and becoming a supervisor
- The person as therapist and engagement issues
- Foster and maintain a good therapeutic alliance; managing and repairing ruptures
- Standardised and individualised clinical measurement in CBT; personal experience in completing these measures
- Introduction to the Cognitive Therapy Rating Scale–Revised and programme assessments on course
- CTS-R Agenda setting and adherence
- CTS-R Feedback
- CTS-R Collaboration
- CTS-R Pacing and efficient use of time
- CTS-R Interpersonal Effectiveness
- CTS-R Guided discovery
- CTS-R Eliciting emotion – work with affect and manage the emotional content of sessions
- CTS-R Eliciting key cognitions
- CTS-R Eliciting and planning behaviours
- CTS-R Conceptual integration
- CTS-R Application of change methods
- CTS-R Home-work setting
- Endings and relapse prevention
- Knowledge of pharmacological interventions
- Substance use
- Cultural and diversity/inclusivity issues and adjustments to therapy
- Diagnostic classification; identifying presenting problems and prioritising primary problem
- Models of delivery
- Ethical and Professional Issues
- Reflective practice
- Competence in both in-person and digital delivery of therapy
- Awareness of the evidence base for group therapy
- Understanding and addressing therapist beliefs
- Use clinical judgement and adapt interventions
All sessions will include reference to literature, including research into outcome and processes of therapy.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 125 | 175 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 125 | Teaching will be a combination of whole day workshops and half-day small group tutorials. These sessions will combine didactic, experiential and discussion methods of teaching and learning aimed at the integration of theoretical and research knowledge with practice. Workshops will be led by a variety of speakers with expertise in specific problems and settings. A part of each session will be used for role-play practice of skills, practical exercises or small group discussion of issues, as appropriate. Tutorials will be led by University based accredited cognitive therapists. Teaching sessions will be across terms 1 to 3. |
| Guided independent study | 175 | Reading and preparation for workshops, tutorials, treatment of patients and case report. Self-practice and self-reflection tasks. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Formative experiences are provided through discussion and role-play throughout workshops and clinical supervision | Participation is required throughout formal teaching and supervision | 1-16 | Oral feedback on contributions within workshops and tutorials, supervision and in a one-to-one session with individual tutors |
| Self-practice, self-reflection (SPSR) tasks and diary/blog | SPSR tasks will be completed weekly or fortnightly throughout the module | 4, 6, 8, 10, 11, 12-16 | Oral feedback on contributions within workshops and tutors and peers comments on online blogs |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Extended case report - of a client with PTSD or an anxiety disorder (this report will include an analysis/discussion of research evidence and theory related to the case) (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 90 | 7000 words | 1-16 | Written |
| Summary of self-practice, self-reflection (SPSR) learning to be submitted with SPSR diary/blog (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 10 | 500 word summary plus a minimum of 10 SPSR diary/blog entries | 4, 6, 8, 10, 11, 12-16 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Extended case report | Extended case report (90%) | 1-16 | Four weeks from the date that feedback was provided |
| Summary of self-practice, self-reflection (SPSR) learning to be submitted with SPSR diary/blog | Summary of self-practice, self-reflection (SPSR) learning to be submitted with SPSR diary/blog (10%) | 4, 6, 8, 10, 11, 12-16 | Four weeks from the date that feedback was provided |
Re-assessment notes
Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
Basic reading:
- Beck, J. S. (2021). Cognitive therapy: Basics and beyond. Guilford.
- Beck, J. (2005). Cognitive therapy for challenging problems: What to do when the basics don’t work. Guilford Press.
- Bennett-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M., and Westbrook, D. (Eds.). (2004). Oxford guide to behavioural experiments in cognitive therapy. Oxford University Press.
- Clark, D. M., and Fairburn, C. G. (Eds.). (1997). Science and practice of cognitive-behaviour therapy. Oxford University Press.
- Hawton, K., Salkovskis, P. M., Kirk, J., and Clark, D. M. (Eds.). (1989). Cognitive-behaviour therapy for psychiatric problems. Oxford University Press.
- Kazantzis, N., Deane, F. P.; Ronan, K. R., and L’Abate, L. (2005). Using homework assignments in cognitive behavior therapy. Routledge
- Kennerley, H., Kirk, J., & Westbrook, D. (2017). An introduction to cognitive behaviour therapy: Skills and applications. Sage.
- Leahy, R. L. (Ed.). (2006). Contemporary cognitive therapy. Guilford.
- Roth, A., and Fonagy, P. (2005). What works for whom: A critical review of psychotherapy research (2nd ed.). Guilford Press.
- Tarrier, N. (Ed.). (2006). Case formulation in cognitive behaviour therapy: The treatment of challenging and complex cases. Routledge.
- Salkovskis, P. M. (Ed.). (1996). Frontiers of cognitive therapy. New York: Guilford.
- Wills, F., and Sanders, D. (1997). Cognitive therapy: Transforming the image. London: Sage.
Indicative learning resources - Web based and electronic resources
Indicative learning resources - Other resources
Journals:
- Behaviour Research and Therapy
- Behavioural and Cognitive Psychotherapy
- Cognitive and Behavioural Practice
- Cognitive Therapy and Research
- International Journal of Cognitive Therapy
- Journal of Consulting and Clinical Psychology
| Credit value | 30 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | PYCM038 Cognitive Behavioural Therapy (CBT) for Depression, PYCM039 Cognitive Behavioural Therapy (CBT) for Anxiety Disorder, PYCM040 Cognitive Behavioural Therapy (CBT) - Clinical Practice |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 12/12/2012 |
| Last revision date | 06/12/2023 |
