SCOTACS Diploma in Counselling and Groupwork – a cognitive
behavioural approach
Accredited by SQA at SCQF Level 10
COSCA Validated
Recognised by BABCP as fulfilling the training requirements necessary for
accreditation as a Cognitive Behavioural Therapist.
This course is offered on both a weekly and monthly basis. The SCOTACS Diploma in
Counselling and Groupwork – a cognitive behavioural approach is delivered over a
period of 2 years beginning in September and finishing in June. This time scale includes
the annual academic break during the months of July and August.
The course aims to broaden Students understanding of themselves, the dyad and the
group through experiential involvement in a Therapeutic Group, Seminar Group,
Learning Groups and Theoretical Inputs.
The Therapeutic Group offers the opportunity to explore our relating with a variety of
different people. Being in a group brings alive issues familiar to us all; such as
competitiveness, rivalry, difference, belonging and sexuality. The Therapeutic Group can
provide the space to experiment with being different in a safe and supportive setting.
The Seminar Group provides Students with a setting within which they can broaden
their understanding of the Cognitive Triad (Beck) that is composed of Self, Others,
World/Future through literature.
The Learning Group encourages Students to help and support each other on their
journey through the course. Ideas, insights, information and vulnerabilities can be shared
with each other. The learning group aims to strengthen the group bond and demonstrate
what can be achieved together.
Theoretical Inputs are what helps this course to stand out from the crowd. Within these
inputs we will study Rational Emotive Behaviour Therapy, Solution Focused Brief
Therapy, Attachment Theory, Developmental Theory, Transactional Analysis,
Motivational Interviewing, Personal Construct Psychology, Neuro-Linguistic
Programming, Gestalt and Psychosynthesis. By studying these approaches we hope that
Students self awareness is increased as this is a very experiential area of the course. We
also want Students to be able to apply aspects of these approaches to their practice when
necessary.
The course also aims to have Students qualified as a Cognitive Behavioural Therapist at
the end of the 2 years. Furthermore, we aim to provide Students with the training
requirements for accreditation with BABCP, COSCA and BACP. Over 85% of BABCP
Accredited CBT Therapists in Greater Glasgow area are graduates of our course (source:
BABCP website).
To provide Students with the necessary Knowledge, Skills and Attitude Students
participate in the CBT Skills Presentation, Demonstration and Practise. This involves
a Tutor led power point presentation on CBT Theory and Techniques (year 1) and
Working with Complex Cases (year 2). This is followed by a demonstration provided by
two Tutors and then the triad and quad groups provides Students the opportunity to
practise the days learning.
As the course is a Diploma in Counselling and Groupwork Students are required to
participate in CBT in Groups. Within this element of the course Students must work in
pairs or small groups to design and deliver joined up groupwork inputs to each other
throughout the year. In year 1 these inputs focus on working with depression and in year
2 working with social anxiety.
To enable Students to ground their learning from the course in Therapeutic Practice we
require each Student to complete 100 placement hours throughout the 2 years on the
course. The placement must afford Students the Opportunity to practice structured CBT
session with clients/service users. These 100 hours should be split between 80 hours
individual work and 20 hours groupwork or 70 hours individual work and 30 hours
groupwork.
To support Students in their practice as well as ensuring their fitness to practice they must
attend monthly Individual Supervision sessions. Audio recording of placement practice
must be taken to supervision and competency in relation to the Therapist Competency
Scale discussed with the Supervisor. The cost of Supervision is contained within the
course fees.
Monthly Group Supervision sessions are also provided and facilitated by the Course
Tutors. This gives Students a forum to discuss CBT practice based issues with each other.
Thus providing the opportunity to give each other support and generate innovative ways
of using CBT with clients presenting issues. Tutors will also impart information on
relevant techniques and theory in this group.
As a Cognitive Behavioural Therapist Research underpins all that we do. There is a
Research Module contained in year 1 and 2 of the course. This module aims to teach
Students with no research experience and provide further learning opportunities for those
that do, about all relevant aspects of research terminology, methodology and the
relevance to therapeutic practice.
The uniqueness of the SCOTACS Diploma in Counselling and Groupwork – a cognitive
behavioural approach is in the fact that you will graduate with a recognised Counselling
tradition in CBT and will be free to use the Professional title of Qualified Cognitive
Behavioural Therapist. Furthermore, you can consider yourself an Integrative Practitioner
should you wish to implement the numerous theoretical approaches outlined above into
your practice.
At the Centre of Therapy and Counselling Studies we are continually researching the
most relevant and cutting edge approaches to CBT and Therapy as a whole in order to
maintain our materials and teaching as current.
Weekend Diploma – Timetable
Friday
6.00pm – 8.00pm – Therapeutic groups
8.00pm – 9.00pm – Supervision Groups
Saturday
9.30am – 10.30am – Research or Supervision
10.30am – 11.00am – Break
11.00am – 12.00pm – Seminar group or Supervision
12.00pm – 1.00pm – Learning group
1.00pm – 2.00pm – Lunch
2.00pm – 3.00pm – Research or Supervision
3.00pm – 4.00pm – Seminar group or Supervision
4.00pm – 4.30pm – Break
4.30pm – 7.30pm – Theoretical models in Counselling and Therapeutic Practice
Sunday
9.30am – 11.00am – CBT Skills Presentation and Demonstration
11.00am – 11.30am – Break
11.30am – 1.00pm – CBT Skills Practise – Quads
1.00pm – 2.00pm – Lunch
2.00pm – 4.30pm – CBT Skills Practise – Quads
4.30pm – 4.45pm – CBT Skills Plenary
4.45pm – 5.00pm – Break
5.00pm – 6.30pm – CBT in Groups
Weekly Diploma – Timetable
Day 1
9.30am – 11.00am – Theoretical Models in Counselling and Therapeutic Practice
11.00am – 11.30am – Break
11.30am – 12.30pm – Theoretical Models in Counselling and Therapeutic Practice
12.30pm – 1.30pmpm – Lunch
1.30pm – 4.00pm – Therapeutic Groups
4.00pm – 4.30pm – Learning Groups
Day 2
9.30am – 10.30am – Research or Seminar Group
10.30am – 11.00pm – Break
11.00am – 12.00pm – Research or Seminar Group
12.00pm – 1.00pm – Group Supervision
1.00pm – 2.00pm – Lunch
2.00pm – 3.30pm – CBT in Groups
3.30pm – 3.45pm – Break
3.45pm – 4.30pm – Learning Group
Day 3
9.30am – 11.00am – CBT Skills Presentation
11.00am – 11.30am – Break
11.30am – 12.00pm – CBT Skills Demonstration
12.00pm – 1.00pm – CBT Skills Practise - Quads
1.00pm – 2.00pm – Lunch
2.00pm – 4.15pm – CBT Skills Practise – Quads
4.15pm – 4.30pm – Plenary
Day 4
Individual Supervision (Times to be arranged with Supervisor)
SCOTACS Diploma in Counselling and Groupwork – a
cognitive behavioural approach
Aims and Objectives of the Course
The Centre of Therapy is an organisational member of COSCA and subscribes to their
Code of Ethics and Practice.
1. To provide a safe, stimulating and supportive environment which will enable students
to gain the knowledge and experience they need to practice responsibly as counsellors.
2. To offer a program varied experiences and training in the areas of theory; skills and
self awareness; appropriate to the development as a reflective practitioner.
3. To foster a process of learning and assessment in which students take responsibility for
their own learning.
4. To provide opportunity for students to reflect on themselves; personal values and
responses; as they develop as practitioners.
5. To support and encourage the development, and integration of therapeutic skills with
underpinning knowledge and theory.
6. To develop the understanding and practice of the Cognitive Behavioural Therapeutic
Approach within the context of human growth and development theory, and selected
relevant therapeutic approaches.
7. To provide a structured experience of working in groups to enable development as a
Groupwork practitioner.
8. To explore the context of counselling - in organisations and community life - and the
implications this has for therapeutic practice.
9. To provide access to a community of counsellors which will prove mutually validating.
10. To equip students with a training and practice that enables them to progress towards
professional recognition and accreditation.
The benefits of the cognitive behavioural therapeutic
approach
This approach respects the client's ability to work with the counsellor to learn new ways
of dealing with problematic behaviour or emotional states.
In Talk that works: the rise of Cognitive Behaviour/Therapy' BHJ Vol 13.3 14/12/96
- evidence is cited for the effectiveness of this approach in the following disorders: Panic,
Anxiety, Obsessive Compulsive, and Post Traumatic Stress. In addition, it is found to be
effective in the phobias - agoraphobia, social phobia, depression and eating disorders.
Cognitive Behavioural Therapy keeps the focus on the client learning how to control their
own distressing emotions, thoughts and behaviours, using a variety of techniques. In the
Cognitive Behavioural Therapy approach, clients are encouraged to take responsibility
for identifying their own problems, and planning and implementing the best strategies for
change.
The benefits from these techniques are shown to be long lasting. The counsellor works by
offering strategies of intervention in any of the three levels: emotional, cognitive or
behavioural, thereby empowering the client to work in the way best suited to their
individual need.
Accreditation as a Counsellor or Psychotherapist
It is the intention and expectation of SCOTACS that graduates of the Diploma will
progress towards accreditation as a counsellor or psychotherapist.
The validating body of this course is COSCA - an organisation also engaged in the
accreditation of practitioners. Students are openly encouraged to become Student
Members of COSCA early in their training - and progress on to become Practitioner
Members as they work towards accreditation by meeting set criteria.
Full details of the COSCA Accreditation process have been produced in handbook form
and can be downloaded from the organisation's website: www.cosca.org.uk - or
purchased direct from COSCA at18 Viewfield Street, Stirling, FK9 1UA.
Cosca is a recommended accreditation route for students.
It is important for students to have the criteria for accreditation in mind at any early stage
in training, in order to ensure that their work will be acceptable when ultimately applying.
We intend to ensure that the most responsible and responsive route to accreditation is
provided by this Diploma. We invite students to assess the contents of the course with
reference to those criteria.
Additionally, the course team is involved locally with the British Association of
Behavioural Cognitive Psychotherapies BABCP - the accrediting body for cognitive
behavioural psychotherapists.
Graduates of the Diploma course have been accredited both by BABCP and BACP and
for these students the course was recognised as fulfilling the training component of the
criteria required by BABCP for accreditation as a Cognitive Behavioural Psychotherapist.
There are continuing changes in requirements for accreditation and students are advised
to keep themselves informed on these changes. For further information on Accreditation
with a Professional body please refer to the links below:
www.babcp.com
www.cosca.org.uk
Entry Requirements
To apply for entry onto the SCOTACS Diploma in Counselling and Groupwork – CBT,
applicants must have completed the COSCA Certificate in Counselling Skills (SCQF
Level 7), SCOTACS CBT Toolkit (SCQF Level 8) or equivalent. If applicants have
neither of these qualifications but believe that they have an equivalent or higher relevant
qualification an application for the consideration of Accredited Prior Learning may be
made. To discuss this please contact Sarah McFadyen, Course Manager.
It is crucial that applicants have a solid foundation in communication and relationship
building skills as well as an understanding of all of the main Counselling traditions before
undertaking this Diploma.
Achievement
On completion of the Diploma Graduates may use the Professional title of ‘Qualified
Cognitive Behavioural Therapist’. The full title of the award is the SCOTACS Diploma
in Counselling and Groupwork – a cognitive behavioural approach. The Diploma has
been credit rated by SQA AT SCQF level 10 and Graduates receive 187 credits.
Module 1 - Theoretical Models in Counselling and
Therapeutic Practice
Theoretical Input - Complementary Approaches
In this unique element of our course we will focus on different therapeutic strands. We
shall discover what is of value to us in each strand and also set it within a cognitive
framework. The input is provided by tutors and is mostly offered via structured
experiences. Students are expected to be familiar enough with the material to offer an
informed opinion on the strand and its value to them in their cognitive work with clients.
The four strands to be examined this year are as follows:-1. Rational Emotive
Behavioural Therapy, 2.Solution Focused Brief Therapy, 3.Attachment Theory, 4.
Human Development, 5.Comprehensive Drug and Alcohol Assessment, 6.Transactional
Analysis.
Delivery Mode
Lectures and seminars
Experiential exercises
Tutor demonstrations of skills
Overall Aims
To develop an understanding of the Cognitive Behavioural model and other core
psychological theories
Acquire the therapeutic skills deriving from the models
Understand the application of the theories to psychological assessment and formulation
Competencies/Intended Learning Outcomes
Understand purpose and utility of psychological models
Understand the purpose and utility of assessment, in enabling therapeutic work
Appreciate value of CBT formulation and the role of theory in planning interventions
To develop a critical understanding of a variety of other core psychological models
REBT, SFBT, Attachment Theory, Developmental Theories, Comprehensive Drug and
Alcohol Assessment.
To be able to apply techniques and approaches from these models
To be able to use these theories to take a critical perspective on cognitive and personal
development
To develop awareness of issues of equal opportunities in relation to specific theories
Be able to compare and evaluate the relative strengths of the variety of models
To understand the importance of theory for the therapeutic alliance and for counsellor's
interpersonal style
Assessment
Attendance and participation
Evidence reading to underpin learning
Essays
Module 2 - Research, Enquiry and Critical Thinking
As part of this enquiry students will research and present the available literature in the
field and form hypotheses leading to further study research. Although this is essentially
the students' own endeavor, they will have the tutors as a resource in developing the
research elements of the work.
Delivery Mode
Didactic sessions
Small group discussions
Overall Aims
To acquire the skills of critical analysis of theories, research and methods
To develop the skills of identifying relevant sources of literature, research and evaluation
Competencies/Intended Learning Outcomes
To be able to critically review appropriately selected material
To be able to conduct a focused literature review
To be able to identify the implications for therapeutic practice from the literature review
Formulate a linked hypothesis which can be evaluated
Assessment
Attendance
Participation
Essay/report on research methodology and findings
Module 3 - Professional Practice in Context I
Individual Supervision
Individual CBT supervision is offered as an integral part of the course. Students will be
assigned a Supervisor external to the course team during Year 1. This supervisor will
supervise work with individual clients and groups. In Year 2, each student will be
assigned an external supervisor who will closely supervise their work with one particular
client or group.
The purpose of this component is to ensure that professional practice in their workplace
or placement takes place according to the guidelines of the accrediting bodies. It also
ensures that students have CBT supervision.
Delivery Mode
Via relevant professional activity
Individual supervision of practice
Overall Aims
To continue to acquire and practice in a professional context basic therapeutic techniques
and skills in CBT therapy
To acquire skills required to work effectively, under guidance, in a peer relationship with
qualified practitioners
Competencies/Intended Learning Outcomes
Understand purpose of the therapeutic alliance and have the necessary engagement skills
Demonstrate the competencies identified in the Cognitive Behavioural Assessment Scale
Understand their own role and responsibilities and that of other professionals in health
and social care
Appreciate the legal and ethical frameworks within which practice takes place
Understand the links between assessment, formulation and specific interventions
Identify and analyse routine professional problems and issues
Knowledge of a range of assessment instruments
Demonstrate a developing understanding of ethical issues and knowledge of COSCA
Code of Ethics and Practice, BABCP Guidelines and other ethical frameworks
To understand when to seek guidance on ethical issues
To present cases appropriately and take appropriate responsibility for one's own work
Assessment
Attendance at supervision
Completion of required client contact hours
Completion of required groupwork hours
Supervisor's report
Verbal Case reports
CBT Skills Essay (Year 1)
Written Case Study (Year 2)
Submission of recorded evidence of case work (Graded in relation to Therapist
Competency Scale)
Module 4
Professional Skills Training II
Theoretical Input and Skills Practice - Cognitive Behavioural Therapy
In these tutor led sessions we will be looking at the central principles and practice of the
cognitive approach to counselling.
This time will be spent in the development and consolidation of a cognitive approach to
counselling. Work will be based on the core text by the course team - 'Glasgow Gates',
and the core text by David Westbrook, Helen Kennerley and Joan Kirk ‘An Introduction
to Cognitive Behavioural Therapy’.
Didactic presentation will be supported by printed material and is followed by a Tutor
Led demonstration and extensive skills practice in triads and quads. Students are
expected to be familiar with set texts and to be committed to the development of these
core professional skills within the counselling process.
CBT in Groups
During the year, students will present and experience psycho-educational group sessions
focused on specific client issues - using the core text 'Cognitive Behavioural Therapy in
Groups' by Peter J. Bieling, Randi E. McCabe and Martin M. Antony.
The Therapeutic Group
This time will be devoted to the examination and experience of the therapeutic group
process. This provides an opportunity for experiential learning regarding the process of
therapeutic groupwork and for personal growth through learning about self in relation to
others. In particular this is achieved through key role of giving and receiving feedback.
The group will be facilitated by experienced Tutors to provide a safe place for
exploration, experimentation and imitation. This will be followed by feedback from
tutors and a period for cognitive framing of group process. Students are required to be
available to the therapeutic group process.
Supervision Group
These groups will be led by a Course Tutor and will deal with such professional issues as:
working in organisational contexts - contracts and conflicts of interest; assessment skills;
ethical standards; use of supervision; record keeping and confidentiality; responsibilities
in relationships with clients and other professionals; human sexuality; legal issues; and
equal opportunities. Students will be expected to engage in the considerations of the
group and reflect this engagement in their portfolio.
The Seminar Group
Provides Students with a setting within which they can broaden their understanding of the
Cognitive Triad (Beck) that is composed of Self, Others, World/Future through literature.
The Learning Group
A self-directed group, supported by a member of the Course Team, in which students will
offer mutual support, exchange ideas and understanding about course content, work on
new material, receive and offer help with assignments, and explore applications of
material presented to them. The function of these groups is to ground the material in the
student's own experience. They represent a key element in the groupwork aspect of the
course and students are expected to be actively involved in the process of the learning
group. Students facilitate the formation of individual learning agendas - personal aims
and objectives-and will use some Learning Group time for reflecting/recording in
journals.
Delivery Mode
Didactic presentations
Structured skills training via experiential learning
Skills demonstration
Working within a supervision group
Participation in Seminar Group
Experience in and observation of Therapeutic Group
Delivery of a programme of CBT in Groups
Learning Group
Overall Aims
To acquire skills required to work effectively under guidance in a peer relationship with
qualified practitioners
To acquire and develop basic therapeutic skills and techniques appropriate to the practice
of CBT
To develop skills of peer support and supervision
To acquire the ability to exercise autonomy in professional activities
Competencies/Intended Learning Outcomes
To practice in ways that show clear awareness of one's own role and responsibility as
well as that of others
To evidence and have significant responsibility for working with others using a range of
resources
To demonstrate knowledge of COSCA Code of Ethics and practice and BABCP
Guidelines for Practice
To evidence awareness of wider ethical frameworks and recognise the limit of these
codes
To seek guidance appropriately on ethical issues
Understand the purpose of the therapeutic alliance and have the skills to engage with
clients
Understand what their professional role is and the roles of other professionals in health
and social care
Appreciate the legal and ethical frameworks within which practice takes place
Understand the links between assessment, formulation and specific interventions
Identify and analyse routine professional problems and issues
Knowledge of range of assessment instruments
Knowledge of group process
Development of facilitation skills
To develop the ability to take responsibility for the work of self and others
To develop responsibility for managing resources appropriately
To acquire skills of working effectively in peer relationships
To explore cognitive triads through literature
To develop ability to practice in a way which demonstrates awareness of roles and
responsibilities
To learn how to work together to bring about change
Assessment
Participate in Therapeutic Group
Delivery of CBT in Groups
Attendance at all sessions
Participation in skills practice
Offering appropriate feedback
Evidence reading to underpin learning
Essays
Module 5 - Applying Theoretical Models
Theoretical Input - Complementary Approaches
In this unique element of our course we will focus on different therapeutic strands.
We shall discover what is of value to us in each strand and also set it within a cognitive
behavioural framework. The input is provided by tutors and is mostly offered via
structured experiences.
Students are expected to be familiar enough with the material to offer an informed
opinion on the strand and its value to them in their practice with clients.
The five strands to be examined this year are as follows: Motivational Interviewing,
Personal Construct Psychology, Neuro-Linguistic Programming, Gestalt and
Psychosynthesis.
Delivery Mode
Lectures and seminars
Experiential exercises
Tutor demonstrations of skills
Overall Aims
To advance understanding of the Cognitive Behavioural model and other core
psychological theories
Consolidate the therapeutic skills deriving from the models
Develop the application of the theories to psychological assessment and formulation
Competencies/Intended Learning Outcomes
To demonstrate the ability to critically evaluate one's professional practice
To review therapeutic skills development and consolidate knowledge and practice
To be able to offer appropriate professional insights and solutions in therapeutic working
To demonstrate increasing ability to integrate skills to enhance therapeutic practice
To demonstrate originality and creativity in the integration of imagery into practice of
CBT
To demonstrate creativity in dealing with interpersonal issues arising within organisations
To demonstrate competence in the use of skills appropriate to working in groups
To demonstrate competence in CBT formulation and its role in planning interventions
To demonstrate a critical understanding of a variety of other core psychological models
To appropriately apply techniques and approaches from these models
To develop awareness of issues of equal opportunities in relation to specific theories
To critically evaluate the relative strengths of a variety of models
To evince ability in understanding the therapeutic alliance whilst developing one's own
interpersonal style
Assessment
Attendance and participation
Essays
Evidence reading to underpin learning
Module 6
Applying Research to Practice
As part of this enquiry students will research and present the available literature in the
field and form hypotheses leading to further study and research. Although this is
essentially the students' own endeavour, they will have the tutors as a resource in
developing the research elements of the work.
Delivery Mode
Lectures and Seminars
Small group discussions
Overall Aims
To acquire necessary skills to execute a defined project of research, development and
investigation; and then identify and implement relevant outcomes.
Competencies/Intended Learning Outcomes:To work to achieve specific outcomes using autonomy and initiative.
To be able to succinctly present findings from the evaluation.
To demonstrate originality or creativity in the development of the programme to be
tested.
To deliver a programme for purpose of research in context; which may prove
unpredictable.
To demonstrate the ability to apply and/or evaluate a variety of standard research tools
(Questionnaires, scales etc.)
To demonstrate ability to critically select and evaluate measuring tools.
Assessment
Attendance and participation
Essay/Report
Module 7
Professional Practice in Context II
Individual Supervision
Individual CBT supervision is offered as an integral part of the course. Students will be
assigned a Supervisor external to the course team. In year 2, each student will be assigned
an external supervisor who will closely supervise their work with one particular client.
The purpose of this component is to ensure that professional practice in their workplace
takes place according to the guidelines of the accrediting bodies. It also ensures a CBT
element in students' supervision.
Delivery Mode Via relevant professional activity
Individual supervision of practice
Overall Aims To expand and develop the practice in a professional context of more complex
therapeutic techniques and skills in CBT therapy
To expand and develop skills required to work effectively, under guidance, in a peer
relationship with qualified practitioners
To acquire the ability to exercise substantial autonomy as a therapist
Competencies/Intended Learning Outcomes Demonstrate ability to develop a therapeutic alliance, using the necessary engagement
skills
Demonstrate increasing skill in the competencies identified in the Cognitive Behavioural
Assessment Scale
Practice in a manner which demonstrates an understanding of one's own role and
responsibilities and that of other professionals in health and social care
Develop an awareness of and adhere to the legal and ethical frameworks within which
practice takes place
To be able to assess risks and respond appropriately
Demonstrate an ability to make the links between assessment, formulation and specific
interventions
Identify and analyse more complex professional problems and issues
Practice using a range of assessment instruments
Demonstrate a working understanding of ethical issues and knowledge of COSCA Code
of Ethics and Practice, BABCP Guidelines and other ethical frameworks
To appropriately seek guidance on ethical issues
To present cases appropriately within the supervision context and take appropriate
responsibility for one's own work
To communicate effectively and appropriately with other professionals
To critically reflect on one's own role and responsibilities and those of others
Evidence awareness of the limitations of ethical frameworks and codes
Assessment
Attendance at supervision
Evidence completion of required client contact
Supervisor's report
Verbal case reports
Written Case Study
Module 8
Professional Skills Training II
Theoretical Input and Skills Practice Training II
In these tutor led sessions we will be looking at the central principles and practice of the
cognitive approach to counselling.
This time will be spent in the development and consolidation of Case Formulation and a
cognitive behavioural approach to counselling. Inputs and practise will be based on
working with complex cases.
Didactic presentation will be supported by printed material and is followed by extensive
skills practice in triads or quads. Students are expected to be familiar with the set texts
and to be committed to the development of these core professional skills within the
counselling process.
CBT in Groups
During the year, students will present and experience psycho-educational group sessions
focused on specific client issues – using ‘Cognitive Behavioural Therapy in Groups’ by
Peter J. Bieling, Randi E. McCabe and Martin M. Antony.
The Therapeutic Group
This time will be devoted to the examination and experience of the therapeutic group
process. This provides an opportunity for experiential learning regarding the process of
therapeutic groupwork and for personal growth through learning about self in relation to
others. In particular this is achieved through the key role of giving and receiving
feedback. The group will be facilitated by experienced Tutors to provide a safe place for
exploration, experimentation and imitation. This will be followed by feedback from
tutors and a period for cognitive framing of group process. Students are required to be
available to the therapeutic group process.
Supervision Group
These groups will be led by a Course Tutor and will deal with such professional issues as:
working in organisational contexts - contracts and conflicts of interest; assessment skills;
ethical standards; use of supervision; record keeping and confidentiality; responsibilities
in relationships with clients and other professionals; human sexuality; legal issues; and
equal opportunities. Students will be expected to engage in the considerations of the
group and reflect this engagement in their portfolios.
The Seminar Group
Provides Students with a setting within which they can broaden their understanding of the
Cognitive Triad (Beck) that is composed of Self, Others, World/Future through literature.
The Learning Group
A self-directed group, supported by a member of the Course Team, in which students will
offer mutual support, exchange ideas and understanding about course content, work on
new material, receive and offer help with assignments, and explore applications of
material presented to them. The function of these groups is to ground the material in the
student’s own experience. They represent a key element in the groupwork aspect of the
course and students are expected to be actively involved in the process of the learning
group. Students facilitate the formation of individual learning agendas - personal aims
and objectives - and will use some Learning Group time for reflecting/recording in
Journals
Delivery Mode
Didactic presentations
Structured skills training via experiential learning
Skills demonstration
Working within a supervision group
Experience in and observation of therapeutic group
Delivery of a programme of CBT in Groups
Learning Group
Aims To further development skills required to work effectively under guidance in peer
relationship with qualified practitioners.
To expand the therapeutic skills and techniques appropriate to the practice of CBT.
To develop the ability to deal with complex and professional issues in accordance with
professional and ethical codes of practice.
Competencies/Intended Learning Outcomes -
To demonstrate effective use of the skills of peer support and supervision
To exercise autonomy in professional activities
To show clear awareness of one's own role and responsibility as well as that of others
To evidence and have significant responsibility for working with others using a range of
resources
The demonstrate knowledge of COSCA Code of Ethics and Practice and BABCP
Guidelines for practice
To evidence awareness of wider ethical frameworks and recognise the limit of these
codes
To seek guidance appropriately on ethical issues
Understand the purpose of the therapeutic alliance and have the skills to engage with
clients
Understand what one's professional role is and the roles of other professionals in health
and social care
Develop awareness of and adhere to the legal and ethical frameworks within which
practice takes place
Demonstrate the links between assessment, formulation and specific interventions
Identify and analyse complex and challenging professional problems and issues
Application of a range of assessment instruments
Practice with an awareness of group process
Demonstrate facilitation skills within group settings
Communicate using an appropriate range of methods to a variety of audiences
To explore cognitive triads through literature
To evidence the ability to take responsibility for the work of self and others
To take responsibility for managing resources appropriately
To work effectively in peer relationships
To practice in a way which demonstrates awareness of roles and responsibilities of others
To work together to bring about changes
Assessment
Participate in therapeutic group
Delivery of CBT
Attendance at skills workshops
Participation in skills practice
Participation in Seminar group
Offering appropriate feedback to others
Evidence reading to underpin learning
Essays