Download a printable application form (PDF, 345k) for this course.
NB! - Course runs for 3 (THREE) consecutive days from the date advertised.
Approved by the British Psychological Society Learning Centre for the purposes of Continuing Professional Development (CPD).
This course introduces you to Cognitive Behavioural Therapy within a context of other therapeutic methods using a a wide range of learning techniques.
Our aim is to provide you with the highest possible standard of training and enable you to make immediate use of your learning.
You will leave this course with a solid grounding in CBT that you can put into practice straight away.
The course covers: the history and meaning of CBT, conceptualising cases in CBT terms, the format of a standard CBT session, and the most important CBT techniques.
At every stage of your learning theory will be constantly applied to practical examples.
We will provide you with quality seminar materials on a free CD including photocopiable work- sheets, checklists and forms to use with your clients.
All techniques will be illustrated either by live or video demonstrations. Delegates will practise techniques in group and pair exercises.
Delegates' Feedback:
"The course was brilliant - I thoroughly enjoyed in & learnt a lot & would definitely be interested in doing more courses with you in future."
"The variety of learning aids helped to validate my learning, good use of role plays, videos, handouts, case studies etc. "
Click Here to sign up for an online test in order to receive a Certificate of Assessed Academic Competence (25 hours CPD)
You can sign up to post-course assessment of academic competence that entitles you to a Certificate of Assessed Academic Competence and 25 CPD hours. To sign up - please CLICK HERE
Course Outline:
PLEASE READ CAREFULLY BEFORE THE COURSE
Every day will consist of the morning session (starting at 9.30 AM) and afternoon session (finishing between 4.30 and 5 PM). Refreshments provided during your morning and afternoon break. Lunch break (1 hour) – lunch by own arrangements.
Day 1
Introduction group members, facilitator, course objective and timetable
Learning expectations
History of CBT. What is CBT now? Constructivist exercise
Goal setting (SMART). Learning goals for this course.
Structure of session, therapeutic alliance
Agenda setting/session bridging. (Examples & exercise of agenda setting)
Maintenance formulation. Hot Cross Bun.
Basic CBT conceptualization.
Beck’s triad. How can knowledge of Becks triad enhance the hot cross bun model?
Thinking errors. Working with cognition (hot cognition, thought records)
Cognitive restructuring: Socratic Method, balance of evidence table
Homework effect on treatment outcome – how to set up homework tasks
Day 2
Review and timetable for day 2. Setting day’s objective
Check out home work – how to evaluate homework use of diary, how to overcome difficulties
CBT developmental model (J Beck)
Characteristics of core beliefs and dysfunctional assumptions
Identifying core beliefs downward arrow technique
Eliciting negative assumptions and modifying them
Techniques to modify dysfunctional assumption and beliefs
Positive thought log and other techniques to modify higher order cognitions
Setting up behavioural experiments / surveys
Designing behavioural experiments to confirm or disconfirm those beliefs
Principle of Behavioural Activation. Explain how to fill in an activity log
Alternative, additional behavioural methods (exposure, desensitization)
Homework behaviour experiment. End of the day round ‘What have I learnt’
Day 3
Review and timetable for day 3. Setting day’s objective
Check out home work. Review homework – how to use “wrong results” in therapeutic practice
Functional analysis. Classical ABC
Modification of antecedents and consequences
Role of Monitoring, Scales and standardised questionnaires
Progress monitoring formal scales, self constructed scales
Closure of therapy – therapy blue print and relapse prevention
How to formulate a treatment plan
Review of course goals and progress monitoring
Feedback in written form
Summary and closure
There is a heavy reliance on video and live demonstrations of techniques, combined with specially developed exercises that allow participants to practise the skills learnt.
COURSE PREPARATION:
This article from Christine Padesky explains Socratic Questioning – one of the imposrtant CBT techniques – PLEASE read this arrticle as this will be referred to on the first course day:
http://www.padesky.com/clinicalcorner/pdf/socquest.pdf
The following article outlines the historic content and main characteristic of CBT. It is a good introductory reading and introduces terms and concepts which will be consolidated during the three day introductory course:
http://www.scielo.br/pdf/rbp/v30s2/en_a02v30s2.pdf
Course Leader:
Tom Werner/Glen Macklin
Tom Werner is a Locum Consultant Psychiatrist in Community Forensic at South London & Maudsley NHS Foundation Trust. He worked for a number of years at the Cognitive Behavioural Therapy Unit in the Maudsley Hospital and has extensive experience of working with a range of different client groups including adult mental health, older people, substance misusers, children and families. An accredited CBT therapist from Kings College, London, he also has experience of working with a range of other models including (amongst others) Kleinian psychodynamic psychotherapy, NLP and systemic family therapy. He has a particular interest in trainee learning styles and has an excellent reputation as an informed and dynamic trainer.
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Glen Macklin is an Honorary Lecturer at Birmingham University, an accredited CBT therapist and a Consultant to Birmingham Youth Offending Services. With over thirteen years in a forensic setting looking after and treating adolescent offenders, he has extensive practical experience of working with challenging adolescents. His combined knowledge of evidence based practice, extensive experience and superb training skills make him an excellent and stimulating tutor to work with.
MANCHESTER