module specification

The module introduces students to core areas of psychological knowledge and models relevant to cognitive behavioural therapy practice. It provides students with a broad based theoretical and philosophical introduction to the field of cognitive behavioural therapy, as well as a framework that supports the development of their identities as applied professionals working in mental and physical health.  The module promotes development of core cognitive and intellectual skills that underpin the ability to translate cognitive behavioural theory into practice.  It also provides a foundation for more advanced study and practice, as well as integrating approaches into other core modules within the course.

Module aims:
• To provide students with good theoretical and philosophical knowledge on the practice and application of cognitive behavioural therapy
• To provide students with a good understanding of research relevant to cognitive behavioural therapy techniques.
• To provide an introduction to the core skills on assessment, formulation and treating planning used in cognitive behavioural therapy.
• To provide students with knowledge around common psychological problems requiring cognitive behavioural therapy in practice. 
• To provide students with the skills to conceptualise their practice within cognitive behavioural therapy theory and present this to an audience

• The origins and philosophical background to cognitive behavioural therapy
• Psychological and research knowledge relevant to cognitive behavioural therapy practice
• Common psychological problems and trends in service provision
• Presenting cognitive behavioural therapy application and ideas
• Core principles of assessment, formulation, intervention and evaluation
• The application of cognitive behavioural therapy techniques from assessment through to evaluation

Learning Outcomes LO 1 - 4

The module’s learning and teaching strategy incorporates a variety of methods that help students achieve the learning outcomes. Formal lectures, supplementary reading and Weblearn resources develop CBT knowledge and understanding; in-class discussion promotes student-led critical evaluation; and problem-based exercises hone intellectual skills in case formulation and treatment planning.  22% of learning is acquired through taught sessions with the remainder spread between literature searches, background reading and evaluation, and reflection of clinical practice.

Reflection on individual learning and future development is a component of the module’s assessment. Further reflective practice is a requirement across the module through acquirements of new skills as well as reflective log of activity, and use of the CTS-R measure of CBT skills. Face-to-face, print and online resources are used to deliver learning.

On successful completion of this module students will:

1. Have a critical understanding of the philosophical and theoretical basis of cognitive behavioural therapy

2. Have an awareness of a range of cognitive behavioural therapy techniques; and be able to critically reflect on and evaluate these from a practitioner perspective

3. Have a critical understanding of advanced principles of assessment, formulation and treatment planning, and be able to translate this effectively into practice, using a cognitive-behavioural model

4. Be able to demonstrate presentation skills on common clinical issues based on cognitive behavioural therapy theory and practice

In-class oral presentations
Assessment will take place at the end of the module and will comprise of two parts:

1) Case formulation - Presentation
Students are required to present a psychological assessment, formulation and treatment plan for a case from their work-based learning placement work. This will use a cognitive-behavioural model as the main theoretical framework to the case alongside a detailed explanation of their actions and outcomes (up to 20 minutes, 70% weighting). Addressing learning outcome 2, 3 and 4.
The case formulation presentation shows that students have the key skills in assessment, formulation and treating planning based on a real-life case study example. Students will be required to also present a self-assessment of CBT skills from the case using the CTS-R scale to show application of CBT skills. This assessment requires them to use strong knowledge of a range of cognitive behavioural therapy techniques and their suitability for different clients; to be able to understand and apply a theoretical approach to evaluation and treatment; and to present this to an audience as part of the learning experience. As part of this students will be required to submit their powerpoint sides.

2) Reflective exercise - Presentation
Students are required to present their reflections on the areas of psychological knowledge and models of cognitive behavioural therapy presented in the module, and critically consider their potential relevance and utility from a cognitive behavioural therapy perspective (up to 5 minutes, 30% weighting). Addressing LO 1, 2 and 4.
The reflective exercise presentation requires students to reflect on the theoretical and philosophical background to their clinical decision making as part of their case formulation. This allows them to demonstrate a range of clinical cognitive and behavioural therapy techniques which are appropriate for their case study issue. They will need to ensure that can present information in an understandable and meaningful manner that demonstrate reflective practice.  As part of this students will be required to submit their powerpoint sides.

https://rl.talis.com/3/londonmet/lists/1A15DD0B-76FC-FBEA-C1D5-87F77455EDBD.html?lang=en-gb&login=1