Overview of CBT Teaching, D Clin Psy, University of Exeter
Convenor: Dr Kim Wright (K.A.Wright@exeter.ac.uk)
2015 intake: Updated August 2015
Overview
Overall learning objectives:

To attain a good understanding of the theory and evidence base underpinning
Cognitive Behavioural therapeutic approaches, including its strengths and
limitations.

To become familiar with core therapeutic techniques used across and within
different problem areas and client groups, and to attain a basis for developing
competence in these through the clinical practice elements of the programme.

To gain an appreciation of the place of cognitive behavioural therapy within
the practice of Clinical Psychology.

To develop an awareness of areas for individual professional development
within cognitive behavioural understanding and practice, both during training
and post qualification.
The CBT teaching spans approximately 47 centrally taught sessions across the
DClinPsy programme, with an additional 8 unfacilitated study sessions. In addition,
CBT is covered within sessions that form part of other teaching strands.
The content of the sessions is informed by the British Psychological Society
competencies for doctoral programmes in Clinical Psychology, the UCL CBT
competencies frameworks, the IAPT high intensity curriculum and emerging SMI
curriculum and the Health Professions Council Standards of Proficiency.
The present curriculum aims to provide coverage of basic and specific competencies,
with generic competencies being covered by both the CBT strand and teaching
provided within the Psychological Therapies strand (Core Skills sessions) as well as
the Reflective Organisational Practice strand. The CBT strand provides some
coverage of the problem-specific competencies. Some elements of the problemspecific competencies are covered in other strands (such as the Adult strand), whilst
some teaching on client-group specific CBT work is covered in lifespan strands (for
example, using CBT when working with people with learning difficulties). Where
applicable, the generic, basic, specific and problem-specific competencies addressed
by each session are listed in the session descriptions below. In addition, where
applicable the items from the IAPT high intensity curriculum covered by each session
are listed in the session descriptions below.
The structure and delivery of the CBT teaching is informed by the requirements of
the BABCP for individual accreditation as a CBT practitioner, and we provide trainees
with a substantial proportion of the taught hours required by BABCP for accreditation
as a CBT practitioner on an individual level. In keeping with the criteria for
accreditation with BABCP, the majority of our teaching is skills-based. We note that
additional requirements for individual-level accreditation specify hours of supervised
practice and completed cases. Whilst this cannot be provided by the taught element
of the DClinPsy course, trainees wishing to pursue secondary accreditation are
encouraged to develop a portfolio of relevant clinical experience through placementbased activities with CBT practitioners.
Core Text:
Westbrook, D., Kennerley, H. & Kirk, J. (2011). An introduction to Cognitive
Behavioural Therapy: Skills and applications. London: Sage. [in library]
Key supporting texts:
Beck, A.T. (1991). Cognitive therapy and the emotional disorders. Penguin Books
Ltd.
Beck, A.T., Rush, A.J., Shaw, B.F., & Emery, G. (1979). Cognitive therapy of
depression. New York: Guilford.
Beck, J. S. (2011). Cognitive therapy: Basics and beyond. New York: Guilford. [in
library]
Bennett-Levy, J., Butler, G., Fennell, M., Hackman, A., Mueller, M. & Westbrook, D.
(2004). Oxford guide to behavioural experiments in cognitive therapy. Oxford
University Press.
Friedberg, R.D. and McClure, J. M. (2002) Clinical practice of cognitive therapy with
children and adolescents: The nuts and bolts. The Guildford Press.
Fuggle, P., Dunsmuir, S., & Curry, V. (2013). CBT with children, young people and
their families. London: Sage.
Kuyken, W., Padesky, C.A. & Dudley, R. (2009). Collaborative case
conceptualization. New York: The Guilford Press.
Laidlaw, K., Thompson, L.W., Siskin-Dick, L., & Gallagher-Thompson, D. (2003)
Cognitive Behavioural Therapy with older people. Chichester: John Wiley &
Sons, Ltd.
Leahy, R.L., Holland, S.J. & McGinn, L.K. (2011). Treatment plans for anxiety and
depression, second edition. New York: The Guilford Press.
Padesky, C.A. & Greenberger, D. (1995). Clinician’s guide to mind over mood. New
York: The Guilford Press.
Reinecke, M A., Datillio, F. M. and Freeman, A. (Eds) (2003) Cognitive therapy for
children and adolescents: a case book for clinical practice. The Guildford Press
Stenfert Kroese, B., Dagnan, D. & Loumidis, K. (1997). Cognitive-Behaviour
Therapy for people with learning disabilities. Routledge.
Whittington, A. & Grey, N. (2014). How to become a more effective CBT therapist:
Mastering metacompetence in clinical practice. Chichester, U.K.: Wiley
Blackwell.
Please note: the content and ordering of some sessions may change
* denotes a session that is typically delivered on an individual locality basis. All other
sessions are centrally delivered.
The following BPS doctoral competencies apply across the curriculum: GMC 2, GMC
4, PI 2, PI 3. Session-specific BPS and IAPT competencies are listed below.
YEAR 1
An introduction to the CBT model and evidence base
Learning Objectives:

An understanding of the history and development of CBT

Familiarity with cognitive and behavioural models of psychological distress

An introductory-level awareness of the evidence base underpinning cognitive
and behavioural models

Knowledge of the general structure of a course of CBT

An awareness of the rationale for CBT as this might be explained to and
understood by clients
CBT competencies:
Generic:

Knowledge of a model of therapy, and the ability to understand and employ
the model in practice

Ability to foster and maintain a good therapeutic alliance, and to grasp the
client’s perspective and ‘world view’

Knowledge of basic principles of CBT and rationale for treatment

Ability to explain and demonstrate rationale for CBT to client
IAPT High intensity curriculum items covered:
F1, F7
Includes skills-based practice
Assessment, measurement and goal-setting
Learning Objectives:

An appreciation of the rationale for conducting assessment within the CBT
approach, including its contribution to the improvement of therapy and
service delivery and to the therapeutic relationship

An understanding of the key elements of initial assessment within a CBT
approach

An awareness of a range of assessment / measurement tools commonly used
within CBT

An understanding of the purpose, process and collaborative nature of goalsetting within CBT
CBT competencies:
Generic:

Ability to foster and maintain a good therapeutic alliance, and to grasp the
client’s perspective and ‘world view’

Ability to undertake generic assessment (relevant history and identifying
suitability for intervention)
Basic:

Ability to implement CBT using a collaborative approach

Ability to agree goals for the intervention

Ability to use measures and self monitoring to guide therapy and to monitor
outcome
Specific:

Ability to develop formulation and use this to develop treatment plan / case
conceptualisation
IAPT High intensity curriculum items covered:
F3,F7,F8,F10,A5,D5,D6,D10,D11
BPS competencies covered:
PA 2, E 1, E 2.
Includes skills-based practice
Assessment and Formulation with young people (2 sessions)
Learning Objectives:

An appreciation of how the needs of younger clients impact upon the process
of assessment and formulation within CBT

Knowledge of methods by which the assessment and formulation processes
can be adapted to best meet the needs of younger clients

Knowledge of appropriate assessment tools / outcome measures for work
with younger clients
IAPT High intensity curriculum items covered:
F3,F7,F8,F10,A5,D5
BPS competencies covered:
PA 2, E 1, PF 1, PF 5.
Basic Skills in CBT (2 sessions)
Learning Objectives:

An awareness of the nature and role of core skills in CBT

An understanding of the basic structure of a session of CBT
CBT competencies:
Basic:

Ability to implement CBT using a collaborative approach

Knowledge of basic principles of CBT and rationale for treatment

Sharing responsibility for session structure & content

Ability to adhere to an agenda

Ability to plan and to review practice assignments (‘homework’)

Using summaries and feedback to structure the session
Specific:

Guided discovery & Socratic questioning
IAPT High intensity curriculum items covered:
F7,F9
Includes skills-based practice
CBT Interventions with young people (2 sessions)
Learning Objectives:

Knowledge of the epidemiology and presentation of common mental health
problems within young people

An understanding of issues in the use of CBT that are specific to working with
younger clients

Awareness of means of adapting CBT for work with younger clients
IAPT High intensity curriculum items covered:
A2,A5,D1,D5,D9
BPS competencies covered:
PI 1, PF1, PF 8.
Working with parents within CBT
Learning Objectives:

An awareness of how parents and the family are accounted for within
Cognitive Behavioural approaches to work with younger clients

An understanding of the role of parents within Cognitive Behavioural
interventions with younger clients

Knowledge of means by which the process of CBT can be adapted to take into
account the role of parents
BPS competencies covered:
PI 1
Phobias and exposure (2 sessions)
Learning Objectives:

Knowledge of the principles underlying behavioural models of anxiety

Knowledge of the symptoms, phenomenology and epidemiology of phobias

Knowledge of the main cognitive and behavioural model of phobias and
phobic avoidance

Familiarity with the technique of graded exposure and means of introducing
and using this techniques collaboratively with clients

Familiarity with the techniques of identifying and challenging cognitions
maintaining phobias
CBT competencies:
Basic:

Knowledge of basic principles of CBT and rationale for treatment
Specific:

Exposure techniques
Problem-Specific:

Phobias assessment

Phobias intervention
IAPT High intensity curriculum items covered:
A1,A5
BPS competencies covered:
PI 1, PF 2, PF8
Includes skills-based practice
CBT with people with learning difficulties (1 locality and 1 central session)
Learning Objectives:

An appreciation of how the needs of clients with learning difficulties impact
upon the application of CBT, including the formulation stage

Knowledge of methods by which formulation and intervention within CBT can
be adapted to best meet the needs of clients with learning difficulties
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
Introduction to CBT for depression*
Learning Objectives:

Knowledge of the epidemiology and presentation of depression

Familiarity with a key cognitive model of depression

Familiarity with the evidence base for the cognitive model

An awareness of the key factors to take into account in the assessment of
depression
CBT competencies:
Problem-Specific:

Depression knowledge

Depression Assessment
IAPT High intensity curriculum items covered:
D1,D2,D3,D4,D5,D7,D10,D14,D16
BPS competencies covered:
PI 1
Applied Relaxation*
Learning Objectives:

An understanding of the roles of applied relaxation and applied tension within
CBT

Familiarity with the techniques of applied relaxation and applied tension
CBT competencies:
Specific:

Applied relaxation and applied tension
IAPT High intensity curriculum items covered:
A5
BPS competencies covered:
PI 1
Includes skills-based practice
Safety and Coping*
Learning Objectives:

Knowledge of the nature and role of safety behaviours within cognitive
models

An understanding of how a CBT practitioner would work with safety
behaviours

An understanding of the need to balance reduction of safety behaviours with
retention of adequate means of coping within CBT
CBT competencies:
Specific:

Ability to identify and work with safety behaviours
IAPT High intensity curriculum items covered:
A5
Activity Scheduling & Problem Solving
Learning Objectives:

An understanding of the role of activity scheduling within CBT

Familiarity with the techniques of activity scheduling

An understanding of the roles of problem-solving techniques within CBT

Familiarity with problem-solving techniques and the introduction and use of
these techniques with clients
CBT competencies:
Basic

Problem-solving
Specific:

Activity monitoring and scheduling
IAPT High intensity curriculum items covered:
A5, D9,D15
BPS competencies covered:
PI 1
Includes skills-based practice
CBT for depression: Working with Cognitive Products
Learning Objectives:

Knowledge of the nature and role of cognitive products within Beck’s cognitive
model of depression

Familiarity with techniques for working with cognitive products
CBT competencies:
Problem-Specific (High intensity Intervention: Beck – Cognitive Therapy):

Depression knowledge

Depression Assessment

Depression Intervention
IAPT High intensity curriculum items covered:
D9,D15
BPS competencies covered:
PI 1
Includes skills-based practice
Working with Conditional Assumptions
Learning Objectives:

An understanding of the concept of conditional beliefs within the cognitive
model

Familiarity with techniques for identifying and modifying conditional beliefs
within CBT
CBT competencies:
Problem-Specific:

Depression: intervention
IAPT High intensity curriculum items covered:
D9,D15
BPS competencies covered:
PI 1, PI 5
Includes skills-based practice
Working with Core Beliefs
Learning Objectives:

An understanding of the concept of core beliefs within the cognitive model

Familiarity with techniques for identifying and modifying core beliefs within
CBT
CBT competencies:
Specific:

Ability to identify and help client modify core beliefs
Problem-Specific:

Depression: intervention
IAPT High intensity curriculum items covered:
D9,D15
BPS competencies covered:
PI 1, PI 5
Includes skills-based practice
YEAR 2
Using Key Skills from Dialectical Behavioural Therapy (DBT) in Clinical
Practice
Learning Objectives:

Familiarity with some of the main transferable techniques and concepts used
in DBT, as well as the theory and evidence base underpinning their use.

Awareness of the clinical situations in which it might be appropriate to use
these techniques and concepts.
BPS competencies covered:
PI 1
Using Mindful Awareness in Clinical Practice of CBT
Learning Objectives:

Familiarity with the concept of mindful awareness, and techniques that can be
used to encourage this.

Knowledge of the evidence base for the use of mindful awareness as a
standalone technique.

Awareness of the clinical situations in which it might be appropriate to use
mindful awareness.
BPS competencies covered:
PI 1
Using compassion work in Clinical Practice of CBT
Learning Objectives:

Familiarity with the concept of compassionate mind, and techniques that can
be used to encourage this.

Knowledge of the evidence base for the use of compassion-based approaches
and techniques.

Awareness of the clinical situations in which it might be appropriate to use
compassion-based techniques.
BPS competencies covered:
PI 1
CBT and complexity (2 locality and 2 central sessions)
Learning objectives:

An awareness of some of the issues involved in using CBT with clients with
multiple difficulties.

Familiarity with principles commonly used by CBT therapists in working with
clients with multiple difficulties.

An awareness of how evidence based practice may be maintained whilst
working with clients with multiple difficulties.

An awareness of how CBT therapists can maintain the therapeutic relationship
in the face of difficulties.

An understanding of how the therapeutic relationship can be used as a
therapeutic tool within CBT.
IAPT High intensity curriculum items covered:
F13
BPS competencies covered:
GMC 4
Includes skills based practice
CBT for psychosis (2 sessions)
Learning Objectives:

Knowledge of the presentations and epidemiology of psychosiss

Knowledge of a key cognitive model of the positive symptoms of psychosis

Familiarity with key techniques used in working with individuals with
psychosis from a CBT perspective

An awareness of particular adaptations to the standard CBT approach when
working with individuals with psychosis
BPS competencies covered:
PI 5
Includes skills-based practice
CBT for Bipolar Disorder (2 sessions)
Learning Objectives:

Knowledge of key biobehavioural and cognitive models of bipolar disorder

Familiarity with key therapeutic techniques used across therapy modalities
with individuals with Bipolar Disorder, including detection and management of
early warning signs.

Familiarity with key techniques used in working with individuals with bipolar
disorders from a CBT perspective
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
Group Work and Psychoeducation Groups in CBT
Learning Objectives:

Familiarity with the key principles in working with groups from a CBT
perspective.

Knowledge of the evidence base for group based approaches in CBT.

Knowledge of the evidence base for psychoeducational groups for people with
Bipolar Disorder.

Familiarity with the key components of psychoeducation groups for people
with Bipolar Disorder.
BPS competencies covered:
PI 1
Includes skills-based practice
CBT for Social Phobia (2 sessions)
Learning Objectives:

Knowledge of the presentation and epidemiology of social phobia

Knowledge of a key cognitive model of social phobia

Familiarity with key techniques used in working with individuals with social
phobia from a CBT perspective
CBT competencies:
Problem-Specific:

Social phobia: Clark & Wells basic competencies

Social phobia: Clark & Wells assessment

Social phobia: Clark & Wells intervention
IAPT High intensity curriculum items covered:
F1,A1,A2,A5,A6,A8,A9,A10,A11
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
CBT for Generalised Anxiety Disorder (GAD) (2 sessions)
Learning Objectives:

Knowledge of the presentation and epidemiology of GAD

Knowledge of a key cognitive model of GAD

Familiarity with key techniques used in working with individuals with GAD
from a CBT perspective
CBT competencies:
Problem-specific:
IAPT High intensity curriculum items covered:
F1,A1,A2,A5,A6,A8,A9,A10,A11
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
CBT for Panic Disorder (2 sessions)
Learning Objectives:

Knowledge of the presentation and epidemiology of panic disorder

Knowledge of a key cognitive model of panic disorder

Familiarity with key techniques used in working with individuals with panic
disorder from a CBT perspective
CBT competencies:
Problem-Specific:

Panic: Clark knowledge

Panic: Clark assessment

Panic: Clark intervention
IAPT High intensity curriculum items covered:
F1,A1,A2,A5,A6,A8,A9,A10,A11
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
CBT for Obsessive Compulsive Disorder (OCD) (2 sessions)
Learning Objectives:

Knowledge of the presentation and epidemiology of OCD

Knowledge of a key cognitive model of OCD

Familiarity with key techniques used in working with individuals with OCD
from a CBT perspective
CBT competencies:
Problem-specific:

OCD knowledge

OCD assessment

OCD intervention
IAPT High intensity curriculum items covered:
F1,A1,A2,A5,A6,A8,A9,A10,A11
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
CBT for eating disorders (2 sessions)
Learning Objectives:

Knowledge of the presentation and epidemiology of eating disorders

Knowledge of a key cognitive model of eating disorders

Familiarity with key techniques used in working with individuals with eating
disorders from a CBT perspective
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
Combined psychological therapies teaching sessions:
Year 2
Two days: Advanced Formulation Skills
CBT Learning Objectives:

An understanding of both longitudinal and maintenance models of
psychological distress from a CBT perspective

An awareness of what about formulation is specific to CBT and what is shared
with other perspectives

An understanding of how formulation can be used in individuals presenting
with complex difficulties
CBT competencies
Basic:

Ability to devise maintenance cycles and use this to set targets
Specific

Ability to develop formulation and use this to develop treatment plan / case
conceptualisation
IAPT High intensity curriculum items covered:
F3,F7,A5,D5
BPS competencies covered:
PF 4, PF 6, PF 7
Includes skills-based practice
Year 3
Dialectical Behaviour Therapy (DBT) (two sessions)
Learning objectives:

Knowledge of the theoretical background to DBT

Knowledge of the evidence base for DBT

Familiarity with the general therapeutic approach and philosophy used in DBT

Familiarity with key components of DBT

Awareness of the place of DBT within the role of a Clinical Psychologist
working with client groups to whom it is relevant, and the further training
necessary to practice competently in DBT
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
Mindfulness Based Cognitive Therapy (MBCT) (two sessions)
Learning objectives:

Knowledge of the theoretical background to MBCT

Knowledge of the evidence base for MBCT

Familiarity with the general therapeutic approach and philosophy used in
MBCT

Familiarity with key components of MBCT

Awareness of the place of MBCT within the role of a Clinical Psychologist
working with client groups to whom it is relevant, and the further training
necessary to practice competently in MBCT
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
Acceptance and Commitment Therapy (ACT) (two sessions)
Learning objectives:

Knowledge of the theoretical background to ACT

Knowledge of the evidence base for ACT

Familiarity with the general therapeutic approach and philosophy used in ACT

Familiarity with key components of ACT

Awareness of the place of ACT within the role of a Clinical Psychologist
working with client groups to whom it is relevant, and the further training
necessary to practice competently in ACT
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice
Compassion Focussed Therapy (CFT) (two sessions)
Learning objectives:

Knowledge of the theoretical background to CFT

Knowledge of the evidence base for CFT

Familiarity with the general therapeutic approach and philosophy used in CFT

Familiarity with key components of CFT

Awareness of the place of CFT within the role of a Clinical Psychologist
working with client groups to whom it is relevant, and the further training
necessary to practice competently in CFT
BPS competencies covered:
PI 1, PF 1, PF 8
Includes skills-based practice