Cognitive Behavioural Therapy

Course goals

The entire course will be taught in English. This also includes assignments and exams.
For Dutch speaking students, parts of the course may be offered in Dutch.
By the end of the course students will have

• Gained [basic] knowledge of and insight into the most important theories and principles of cognitive behavioural therapy.
• The knowledge and skills of constructing a case conceptualisation of clients presenting different difficulties and needs.
• The knowledge and skills to conceptualise clients problems based on an understanding of theoretical literature and current evidence-based practice.
• The knowledge and skills to plan and apply evidence-based intervention strategies in therapy.
• The knowledge and skills on how to report professionally on a cognitive and behavioural case conceptualisation and treatment plan.
• The knowledge and skills to reflect on your own therapeutical skills and your academic, professional and personal development.
• The knowledge and skills to reflect on other students' therapeutical skills and how to provide feedback.
• Gained experience with different CBT techniques.

How tests relate to learning objectives
 
There are three compulsory sub-tests. The first sub-test is an exam and concerns the required reading, lectures, videos, and working group materials. In this sub-test mainly knowledge of and insight into the most important basic principles and applications of cognitive and behavioural therapy are tested. The second sub-test is an assignment and concerns the conceptualisation of a client and reflection on one's development during the course (course assignment). The third subtest is a roleplay and short presentation within one of the working groups. Insight into and practical application of cognitive and behavioural therapy principles are tested as well as testing the skill of self-reflection.

Collectively, these tests specifically assess the following learning objectives:

1.        Having completed the course, students can conceptualise and analyse a client's problems from a cognitive and behavioural therapy approach at beginner level.
2.        Students can critically reflect on the treatment applied, the required professional skills and their own development as a professional therapist in training.
3.        Students can assume personal responsibility for the scientific, academic and psychological quality of their own actions.
4.        Students can write up central elements of a case conceptualisation and behavioural and cognitive treatment plan.

Content

Cognitive behavioural therapy (CBT) is an evidence-based treatment and recommended by Treatment Guidelines as a means of treating most psychogological disorders.
The use of empirically supported treatments [EST] is important in our field and for therapists who strive to provide the best care and treatment for their patients.
This course uses the case formulation approach as a framework for providing evidence based cognitive-behaviour therapy that meets the unique needs of the particular patient and guiding therapist’s decision making.

The basic theories of cognition, learning and emotion that underlie CBT treatment and how these theories guide systematic case formulation and interventions are explained during the lectures.
The theory is brought to life by frequently presenting and discussing examples from professional practice.

In the working group sessions, students practice the various aspects of the CBT process [formulating the case, treatment planning while keeping the theoretical justification in mind, executing the interventions]. The working groups include roleplays and personal feedback from the tutor and peers.

In the unsupervised meetings, students take on the role of trainee therapist and practice the various steps of the CBT process on self-devised problems and example cases. This provides an opportunity to practice CBT techniques on a fellow student’s ‘problem’, such as procrastination, excessive worrying, low assertiveness. Each student will practice with three different roles: the role of client, the role of trainee therapist, and the role of observer that provides feedback.