Introduction to Cognitive Behavioral Therapy for Youth

Course goals

At the end of the course students:

1. can understand and can apply foundational conceptual underpinnings of cognitive behavioral therapy
2. can analyze a clinical case in form of a scientifically founded case conceptualization (with correct identification of causal, maintaining, and antecedent factors of problem behaviors)
3. can design a treatment plan considering important clinical issues (assessing youth for CBT, priorities and timing of treatment, treatment expectations, differences of youth CBT versus adult CBT, therapeutic obstacles, concluding therapy)
4. can translate a treatment plan into a session plan incorporating various cognitive behavioral techniques (e.g., behavior experiment, relaxation exercise) and can adapt the therapeutic content to ensure a fit with the client’s characteristics (developmental level, cognitive abilities, etc.)
5. have practiced preparing and delivering a session with relevant cognitive behavioral techniques that are implemented correctly and adequately
6. have reflected on their therapeutic role, their characteristics, strength, and weaknesses in the role of a therapist, as we the therapeutic process from a client-focused perspective

Relation between assessment and objectives.

Group Assignment:

1. Students will work in groups of up to four to submit a written end-term assignment. In this assignment they in report and explain their analysis of a real clinical case (goal 1 and 2), their treatment plan (that should be based on the case conceptualization; goal 1 and 3), as well as their session plans (that should be based on the treatment plan; goal 1 and 4). All decisions related to treatment and interventions need to be justified with scientific arguments. The homework assignments completed during the course will prepare students for the end-term assignment. These assignments will be presented and discussed during the tutorials. The revised and consolidated homework assignments will then form the final group end-term assignment. This assignment will account for 50% of the final grade.
2. Additionally, all teams will present and defend their case conceptualization (goal 1, 2), as well as either the treatment plan (goal 1, 3) or one of the session plans (goal 1, 4). The presentation are only graded on pass/fail basis.

Individual assignments:

3. At the end of the course, students will take an exam that will assess whether students understand important principles of CBT, can analyze a clinical case, and design a treatment plan (goal 1, 2, and 3). This exam will contribute 30% of the final grade.
4. Students will submit two brief video segments that they recorded during role plays. One segment represents an effective‑intervention, with a sequence in which they believe their intervention genuinely advanced the client’s progress. The second segment will represent a growth‑opportunity, with a sequence that they found difficult or less effective (goal 6). The video segments themselves will not be graded, but submitting both segments on both occasions is mandatory to pass the course.
5. Additionally, each student will submit a written reflection reports based on the roleplay in which the video segments were recorded. Each reflection has two parts. In the first part, students critically reflect on the overall session: they evaluate their role as therapist, assess session delivery, and systematically analyze the therapeutic process from a client-centered perspective. In the second part, students focus on the submitted video segments, explaining why each clip was chosen, what the segments reveal about their therapeutic strengths and challenges, and—crucially—how their interventions affected the client’s experience, engagement, and progress, outlining concrete, client-focused aims for improvement (goal 6). This report will account for 20% of the final grade.

Content

This course introduces students to the theory and practice of Cognitive Behavioral Therapy (CBT) for children and adolescents. Through five lectures, five tutorials, self study groups, structured readings, practical exercises, and regular homework assignments, students build foundational knowledge of CBT principles while developing essential clinical skills, including case conceptualization, treatment planning, session planning, the application of core CBT techniques, and critical self-reflection on their therapeutic role and practice. Working in small teams, students apply lecture and literature content to a clinical case, present and defend their plans in tutorials, and engage in supervised role-play to practice therapeutic interventions.