Cognitive Behaviour Therapy programmes
School of Psychology
‘ Cognitive behaviour therapy is an evidence based psychological therapy which is now recommended as a first line treatment for many psychological disorders (by NICE guidelines). More health professionals than ever are now using CB approaches in their work to help manage psychological stress and to realise their clients goals.’
Dr Geraldine Fletcher, CBT Programmes Director
Create impact.
Our aim is to design and deliver high quality Cognitive Behavioural Therapy courses, including traditional and
‘third wave’ approaches.
We aim to develop our students so that they become confident and competent CB Psychotherapists. We also develop academic skills to enable our students to critically evaluate research and theory, and contribute to the evidence base.
The School of Psychology offers a number of postgraduate programmes related to cognitive behaviour therapy, which are:
n Introductory Practitioners Certificate Course (IPC)
n Postgraduate Diploma (PGDip) in Cognitive Behaviour Therapy n MSc in Cognitive Behaviour Therapy n High Intensity Postgraduate Diploma
(PGDip) in Cognitive Behaviour Therapy
Cognitive behaviour therapy is an evidence based psychological therapy which is now recommended as a first line treatment for many psychological disorders (by NICE guidelines). More health professionals than ever are now using CB approaches in their work to help manage psychological stress and realise their goals.
The courses are mainly aimed at those who currently work in a typical health or social care environment.
Welcome to our Cognitive
Behaviour Therapy programmes
Our academic team
Dr Geraldine Fletcher CBT Programmes Director
Geraldine is a Consultant Clinical Psychologist and currently works two days per week in the NHS, where she heads a CBT Service and three days per week directing CBT programmes at the University of Birmingham. She is an accredited therapist, trainer and supervisor with the BABCP, and a Chartered Clinical Psychologist with the BPS. She has worked as a Clinical Psychologist for 20 years, and specialised in CBT when she realised how helpful the approach was for clients who were referred to Adult Mental Health Psychology Services within her Trust. She completed the Oxford Diploma in Cognitive Therapy in 1999, and between 2006 and 2008 completed the Oxford Diploma in Advanced Cognitive Therapy Studies. She has been Director of CBT Programmes at Birmingham for four years, and has taught CBT on many postgraduate courses over the past 15 years she has also taught CBA and CBT to a variety of mental health professionals over the years within her role in the NHS.
Dr Elizabeth Newton MSc Course Lead
Lizzie has worked in the NHS since 1995 and has specialised in Early Intervention in Psychosis since qualifying as a Clinical Psychologist.
She uses CBT to treat psychotic symptoms and other adult mental health difficulties. Prior to clinical training, Lizzie worked as a research psychologist at the Institute of Psychiatry, and has continued to conduct and publish research investigating the efficacy and experience of psychological and other interventions in early psychosis. Lizzie is also accredited as a therapist with the BABCP.
Dr Melanie Snape
Postgraduate Diploma in CBT Course Lead
Mel has worked in the NHS for 20 years, always based in Birmingham and involved with Community Mental Health work. She has a long held interest in Post Traumatic Stress Disorder, which is her clinical specialism, and has been involved in teaching and supervising with the CBT programme since it started at the University of Birmingham.
Mel is also accredited as a therapist with the BABCP.
Dr Richard Bennett
High Intensity PGDip Course Lead
Richard has worked in the NHS for approximately 20 years, primarily in adult mental health and forensic mental health. He has specialized in providing Rational Emotive Behaviour Therapy (REBT) and CBT to service users with a wide variety of clinical presentations, in addition to extensive experience in the provision of teaching, training and supervision. His research interests include emotional processing, care pathways in forensic services and violent fantasy. He is accredited as a cognitive behavioural therapist with the British Association of Behavioural and Cognitive Psychotherapies (BABCP).
The School of Psychology
The School of Psychology is one of the largest and most active Psychology departments in Britain, with an excellent reputation for teaching and research. We gained 23 out of 24 in the QAA Quality Assessment Review of teaching and were ranked third in the UK in the 2008 Research Assessment Exercise (RAE). Over
£8 million of research grants and contracts are currently held.
The School’s student population consists of around 500 undergraduates, and there are approximately 250 postgraduates who are engaged in professional training on courses in Clinical and Forensic Psychology, and in research toward a PhD in Psychology. We have 45 teaching staff, whose research and teaching interests cover all areas of contemporary psychology, and around 45 staff supported by outside grants.
The School has a democratic but efficiently organised management structure which allows student participation in decision making. We try to provide all our students with a friendly and supportive social environment for their work as well as a high quality education.
The School is housed in two adjacent buildings at the centre of the campus. These have been completely modernised to meet our particular needs and house purpose-designed research laboratories, specially equipped for work in the cognition of vision, speech, action, neuropsychology, and rehabilitation. We also have several rooms with closed-circuit
television suitable for research. Specialist equipment includes: two 128-channel EEG/
ERP laboratories, two laboratories for trans-cranial magnetic stimulation (TMS), five eye trackers for measuring eye movements, robotic systems for motor control, four sets of motion analysis system and a specialist baby lab for studying, EEG, eye movements, and non-verbal behaviour in infants and children.
The School is a major partner in the Birmingham University Imaging Centre (BUIC), which houses a research-based 3T fMRI scanner, along with additional specialist equipment for EEG/eye and hand tracking, and TMS. It is also leading the new centre for Computational Neuroscience and Cognitive Robotics in partnership with Computer Science.
Excellent research opportunities are also provided by our links with local hospitals and clinics, local schools and nurseries, other University departments, industrial companies and departments of local and national government, both in this country and overseas.
Besides the School’s own equipment and laboratories, many facilities in outside organisations can be used. There are strong links with departments in our own and in other Divisions covering the arts, social, engineering and medical disciplines. Common interests include: functional brain imaging, psycholinguistics, cognitive science, cognitive neuropsychology, developmental psychology, forensic psychology, clinical psychology, consumer psychology, social psychology, the relations of behaviour to genetics, the actions of foods, hormones and drugs, sensory perception and behavioural neuroscience.
There are international research centres in the Behavioural Brain Sciences Centre (for work in cognitive neuroscience), the Centre for Family and Forensic Psychology (for work in family psychology and forensic psychology), and the Centre for Neurodevelopmental Disorders (for research into the association between genetic disorders and cognitive and behavioural problems).
Introductory Practitioners Certificate Course (IPC)
Programme length: ten days
The Introductory Practitioners Certificate Course is a basic cognitive behaviour competences programme, which can be a) a stand-alone accredited module of ten days teaching plus two written assignments, or b) a ten day non-accredited short course (ie, with no assignments). The ten day-course will run over approximately a five-month period.
Content focuses primarily on cognitive behavioural approaches (CBA) as applied to generic adult mental health issues, but those who work with other client groups – eg, adolescents, older adults, drug and alcohol services, physical healthcare, educational or occupational support services – find the course useful as CBA is such a broad spectrum approach.
The key aims of the course are to:
n Understand cognitive behavioural models and approaches
n Assess and formulate using cognitive behavioural approaches
n Select and use appropriate CB strategies to help to manage distress and to help clients reach their goals
Who is this course aimed at?
n Those working in mental health services, including primary care mental health teams n Secondary care specialist teams, inpatient
or day services
n Drug and alcohol, or forensic services n Physical health or non-healthcare services
who have clients with various types of psychological distress
Course structure
Day Title
1 Introduction to Cognitive Behaviour Approach (CBA) 2 Assessment, Formulation
and Suitability for CBA 3 Structured Cognitive Methods 4 Structured Behavioural Methods 5 Reducing fear and anxiety using
CBA methods
6 Managing your mood using CBA methods
7 Using CBA methods with other specific presentations 8 Alternative methods of delivery,
limits and endings
9 Consolidating your CBA skills and knowledge
10 Developing Your Use of CBA Methods
Please note that there will be three or four week gaps between days 8, 9 and 10 to allow practice opportunities.
‘ Of the 2010 cohort, 100%
of students rated the overall teaching on the course as extremely good.’
‘ Very good [course] –
covered a huge amount
of detail in a short time but
wasn’t overwhelming at all.’
Assessment methods There are two assignments for the Accredited IPC, and they are:
n A 2,000-word description of the use of core CB strategies during one clinical session with two separate clients, plus a reflective analysis of these methods n A 2,000-word essay demonstrating the
student’s understanding of the typical Cognitive Behaviour Approach to the treatment for anxiety
Entry requirements Minimum of:
1. Either:
(a) a relevant professional qualification (eg, health, social care, education related) or
(b) a relevant first degree or postgraduate award (eg, in psychology, counselling, social care, teaching)
or
(c) two years full-time equivalent work experience with clients with mental health or psychological problems in a supervised clinical setting
2. Currently working with clients with mental health or psychological problems 3. Accredited version only – you should
have access to clients with whom you must be able to use some basic CB methods, and be able to write about sessions of your work with thes clients, and submit this information (preserving client confidentiality) to the programme as part of an assignment. This contact can be with individuals or groups.
Fees and funding For the latest course fees, please visit our website.
How to apply
Apply online at www.apply.bham.ac.uk This allows you to complete the application process at your own pace, using our
‘save and return’ option. Alternatively, application forms can be obtained from the Course Administrator.
‘ Very well paced, providing useful examples from practice.’
Former Student
‘ Group work very useful to consolidate learning, plus videos showing real life cases.’
Former Student
Learn more
For further information, please contact:
n Course Administrator Tel : 0121 414 3763
Email: [email protected] n Course Tutor
Melanie Snape Tel: 0121 414 7518 Email: [email protected]
Postgraduate Diploma (PgDip) in Cognitive Behaviour Therapy
PGDip – 18 months part-time
Our Postgraduate Diploma is designed to enable participants to gain the necessary knowledge and skills to practice as Cognitive Behavioural Therapists. The course contributes significantly towards the criteria required to become accredited as a practitioner with the British Association of Behaviour and Cognitive Psychotherapy (BABCP).
The PGDip course is structured by attending 45 days of teaching and 16 supervision support groups. It involves a number of activities, including but not limited to:
n Writing essays and case reports n Submitting tapes of sessions with clients n Attending SU groups provided
within the course
n Carrying out CB orientated clinical work with a number of clients for the duration of the Diploma, thinking about their own practice and skills
n Reading and researching literature and online to discover new ideas n Discussing CBT and the students’ own
views on it – as well as on mental health and psychological therapy in general
Who is this course aimed at?
This course is aimed at people who currently work in a typical health or social care environment.
Course structure
The Diploma is an 18-month course, split over two academic years. Year 1 consists of two modules which students take in the January – July period of the first academic year, and Year 2 is a full academic year, consisting of four further modules from late September to July. Teaching will be on one day per week, with breaks over the Christmas/New Year and Easter holiday periods.
The aim is also for no teaching to take place in Birmingham school holiday periods (including half-term). Study days, which contribute to the time in which students are required to work on background reading and the production of assignments, will be interspersed throughout both sections of the course.
Assessment
Assessment methods throughout the course include essays, session logs, case studies and audio assignments. In year 2, students will also be assessed via two supervisor reports from the fortnightly supervision support groups that students will attend.
Entry requirements
There are a number of criteria that students are required to fulfil in order to achieve a place on this course, including a combination of academic qualifications and work experience, and there are a number of routes available.
For full entry requirements, please refer to the University of Birmingham website.
N.B. For entry onto the PGDip, formal learning and experience must be at least equivalent to the content of module 1 (Psychological Therapy Foundation Course).
It is not currently being offered as part of the Diploma as the course is targeted at those with a background in mental health, social care, counselling, psychological therapy etc, who will have covered this module’s content in their prior core training. Information must be provided in the application form concerning your prior learning and work experience equivalent to this module, so that the CBT Director can be assured that this content has been covered. However, the selection process will also take into account a variety of other factors.
As the Introductory Practitioner Course (IPC) has been running as a short course since 2003, applicants who have done it previously and who later decide they wish to apply for the full Diploma can do so and, if offered a Diploma place, will be exempted from attending the ten days teaching but will be required to do the assignments for this module. Such applicants should include in their Diploma application evidence of their CBT-related continuing professional development experience since attending the IPC.
Fees and funding
For the latest fees please visit our website.
How to apply
Apply online at www.apply.bham.ac.uk This allows you to complete the application process at your own pace, using our ‘save and return’ option.
Learn more
For further information, please contact:
n Course Administrator Tel : 0121 414 3763
Email: [email protected] n Programme Leader
Geraldine Fletcher Tel: 0121 414 4908
Email: [email protected]
‘ The standard of teaching was brilliant and the wide range of relevant topics were delivered by passionate and inspirational lecturers in a creative and interesting manner.’
To obtain a Postgraduate Diploma requires 120 credits at Higher Education level 4.
A summary of the module structure for the course is below:
Year Module Number Title Credits
N/A 1 (Psychological Therapy Foundation
Course) (not currently offered – see entry requirements for further details))
(30)
Year 1 (Thursdays) 2 Introductory Practitioner Course in Cognitive Behaviour Therapy (see pages 4 and 5)
20
3 Professional Issues in Psychological Therapy (PIPT)
10
Year 2 (Tuesdays) 4 Cognitive Behaviour Therapy –
Fundamental Skills
20
5 Cognitive Behaviour Therapy for
Common Mental Health Problems
10
6 Cognitive Behaviour Therapy for
Complex Presentations
20
7 Trans-Diagnostic Cognitive Behaviour Therapy for Complex Presentations
10 Total credits after seven modules (PGDip): 120
MSc in Cognitive Behaviour Therapy
PGDip (33 months part-time or 12 months part-time APL route)
The MSc in CBT has two main aims. The first is to enable students to achieve the level of knowledge and clinical skills to operate effectively as psychological therapists, using evidence based CBT methods routinely in their clinical work. The second aim is to provide therapists with a sound understanding of both evidence based practice and practice based evidence and to equip them with the skills to carry out research and literature reviews relevant to their roles as CBT practitioners.
Overall, the course aims generate enthusiastic CBT practitioners with the research experience and skills to allow them to evaluate, reflect on and utilise the evidence base for CBT and other treatments in their clinical practice as well as having the knowledge and skills to contribute to this evidence base, by conducting their own research.
Who is the course aimed at?
The course is aimed at people who currently work in a typical health or social care environment. It is aimed particularly at those clinicians who are interested in both CBT and research in clinical settings and in furthering both their academic and research skills.
Entry requirements
There are two routes of entry to this course.
Route 1: For students who want to complete the full, 33 month, MSc in CBT.
Route 2: For students who already have a Post Graduate Diploma/ High Intensity Diploma or other equivalent qualification in CBT who can apply for Accreditation of Prior Learning for the first 120 credits and can enter for Year 3 only to complete the ‘Dissertation Component’ of the MSc qualification.
All students applying for the MSc in CBT must demonstrate
1. Potential to be able to make significant use of CBT and research skills in current work-setting on being awarded an MSc in CBT, and future ambitions concerning practicing as a CB Therapist.
2. References and managerial support – How confidently the applicant’s two referees confirm the statements and evidence supplied by the applicant and a written . statement of support from your manager 3. Ability To meet the various demands and requirements of the MSc – the application form requires applicants to confirm that they can meet all of these.
4. In addition Standard English language requirements apply.
To obtain an MSc requires 180 credits. Details of the first two years’ modules (following the same path as PGDip students) can be found on page 6. A summary of the module structure for the third year of the course is below:
Year Module Number Title Credits
Year 3
(The majority of teaching/supervision falls on Tuesday and Wednesday with a few exceptions during the first teaching block)
8 Psychological Research
In Clinical Settings
10
6 Data Collection, Analysis
and Interpretation
10
7 CBT Project 40
Total: 60 credits (plus 120 credits from the first two years)
Plus
Entry requirements route 1
1. A good first degree in a health or social care related area (2:1 or above). If this requirement is not met we may consider other degrees or higher education qualifications plus work experience in a related area, this will be at the discretion of the course director.
and
2. Background (ie, ONE of the A B or C below).
a) Typical health, social care or other relevant professional qualification (eg, nursing, occupational therapy, social work, psychiatry, psychology, counselling, teaching) AND 2 years full time equivalent post qualification relevant work experience.
b) Applications from those who do not have a prior professional qualification as above will be considered, if they have an honours degree in a relevant subject (eg, Psychology, Health, Social Sciences) in which they achieved a 2:1 or above PLUS 3 years relevant full time equivalent post degree relevant work experience (eg, in mental health or social care services), which should include relevant continuing professional development experiences gained as part of this work experience.
c) In exceptional circumstances , applications from those who do not have an honours degree at 2:1 or above AND/OR do not have a typical health, social care or other relevant professional qualification will be considered if the if they have 5 years full time equivalent post full-time education relevant work experience (eg, in mental health or social care services), which should include relevant continuing professional development experiences gained as part of this work experience, and preferably also some relevant further or higher education courses that will be indicative of their academic ability beyond a GCSE or ‘A’
level limited education. In this situation
the student will also need to demonstrate the ability to work at a Masters level.
This decision will be based on the marks achieved in years 1 and 2 of the MSc demonstrated by grades overall of 60%
or above.
3. Module 1 equivalent learning and experience. Formal learning and experience gained during either 1a), b) or c) above that is at least equivalent to the content of module 1 on of the MSc Psychological Therapy Foundation Course (see ‘before you apply – 1’ below for a summary of the content of this module).
4. Overall experience in the psychological therapies, including counselling and CBT.
Entry requirements route 2
1. Prior CBT qualification (120 credits at M level).
a) A PGDip or equivalent qualification from the University of Birmingham. Previous CBT awards should be at the level of merit (60%) or above for entry to the MSc. However, where such a grading is not available or was not achieved, decisions for entry to the course will be at the discretion of the Course Director.
b) A PGDip in CBT or equivalent from another institution from which the credits may be transferred subject to University Accreditation of Prior Learning requirements and at the discretion of the course director.
Previous CBT awards should be at the level of merit (60%) or above for entry to the MSc. However, where such a grading is not available or was not achieved, decisions for entry to the course will be at the discretion of the Course Director.
2. If the time since obtaining any prior professional qualification, degree, PGDip in CBT or equivalent qualification is more than 5 years, the applicant would be expected to provide evidence of their relevant continuing professional development over the intervening period.
Course Structure Years 1 and 2 (route 1 only) For the first 18 months of the MSc, students who have entered via Route 1, will join students undertaking a PGDip in CBT. This part of the course is designed to enable students to become a ‘developing cognitive behaviour therapist’ – developing’
as it lays the foundations for pursuing this role. The student will require continued practice, clinical supervision and professional development following the course in order to become an independent cognitive behaviour therapist. Year 1 consists of two modules which students take in the January – July period of the first academic year, and Year 2 is a full academic year, consisting of four further modules from late September to July.
In total there are 45 teaching days and 16 supervision support groups over this period.
Teaching will be on one day per week. There is no teaching in Birmingham school holiday periods. Study days, which contribute to the time in which students are required to work on background reading and the production of assignments, will be interspersed.
Year 3 (route 1 and route 2) Following successful completion of Years 1 and 2 MSc students will embark on the dissertation component of the course in Year 3. Those students entering via Route 2 will complete year three only , joining the Route 1 students at this point. Year 3 comprises of three modules which run over the period of September to September. There are two taught, ten credit modules, with approximately 15 teaching days focussing on research methods, between September and November.
The final, 40 credit module, CBT Project, gives the student to use the skills that they have learned in the previous two research modules in planning and carrying out either a literature review of publishable quality in an area of CBT or by carrying out an original research project in a clinical or empirical area of CBT. This module is assessed by an 8000 word written dissertation. Learning and practical work from January to September in year 3 will be largely self directed with regular support and supervision provided by an allocated University supervisor, and if appropriate, an on-site research supervisor. It is anticipated that the project will require approximately 400 study hours to complete.
Assessment
Assessment methods throughout the course include essays, session logs, case studies, audio assignments, a group research task and a research proposal. In year 2, students will also be assessed via two supervisor reports from the fortnightly supervision support groups that students attend. The CBT project, to be completed by September of year 3 can be either a systematic literature review of publishable quality in an area of CBT or an original research project in either a clinical, or empirical, area of CBT not previously researched. This module is assessed by an 8000 word written dissertation.
Fees and funding
For the latest fees for each course please visit our website.
How to apply
Apply online at www.apply.bham.ac.uk This allows you to complete the application process at your own pace, using our ‘save and return’ option.
For the MSc, a second application form is also required on which information regarding the entry requirements should be detailed.
For further details, visit our website or contact the Course Administrator using the details below.
Learn more
For further information, please contact:
n Course Administrator Tel : 0121 414 3763
Email: [email protected] n MSc in CBT Course Lead
Elizabeth Newton Tel: 0121 414 7518 Email: [email protected]
High Intensity Postgraduate Diploma (PGDip) in Cognitive Behaviour Therapy
12 months full-time
This programme is designed to enable students to achieve the level of knowledge and clinical skills to operate effectively as high intensity psychological therapists. The course is accredited at level 2 with the BABCP, which means that it will provide a significant component of the current requirements for accreditation as a CB Therapist. Those applicants who may eventually wish to take this path should note that additional supervised clinical CBT experience will be required to fulfil BABCP accreditation criteria.
All prospective students are strongly advised to look at the BABCP website (www.babcp.com) prior to applying to ensure that they understand the entry criteria for this course and in particular those relating to the core professional qualification requirements.
The programme aims to:
n Equip practitioners with the skills to offer ‘high intensity’ CBT for people with moderate and moderate to severe depression and anxiety at step three within the primary care settings
n Equip practitioners to function as skilled and relatively independent Cognitive Behaviour Therapists, in accordance with the BABCP guidelines for good practice
n Equip practitioners to reach the necessary standards required for provisional accreditation as a CBT practitioner to the BABCP on successful completion of the course
n Facilitate the development of a critical knowledge of the theory and research relating to CBT
Who is this course aimed at?
This is a Diploma which is core funded by West Midlands NHS and is designed to provide postgraduate training for a group of the Improving Access to Psychological Therapy [IAPT] High Intensity CB Therapists, and, as such, is only open to West Midlands NHS staff. More information can be found on the NHS website.
Module outlines
The course is formed of three modules, each consisting of 20 days of teaching.
Module 1: The fundamentals of
Cognitive Behavioural Therapy (40 credits) This module will focus on the fundamental principles of CBT. Trainees will be encouraged to develop a critical understanding of the theoretical and research evidence for cognitive models, and an ability to evaluate the evidence.
The module aims to enable trainees to have an understanding of how scientific principles inform CBT clinical practice. This module will focus on core clinical competencies necessary for undertaking CBT. It covers cognitive models, maintenance and developmental conceptualisations of cases and the core aspects of the cognitive and behavioural processes of therapy. Clinical workshops will address the most up-to-date evidence for the effectiveness of CBT and provide direct training in applying CBT. The lectures and workshops will consist of information giving, role-play, experiential exercises, and video and case demonstrations; the experiential exercises encourage self-reflection, increase self- awareness and skills acquisition. Sessions will also incorporate a focus on therapists’ beliefs.
Module 2: Cognitive Behavioural Therapy for Anxiety Disorders (40 credits) This module aims to develop skills in CBT for anxiety disorders to an advanced level, improving proficiency in the fundamental techniques of CBT, and developing competencies in the specialist techniques applied to anxiety disorders. Specific models, evidence base, assessment and specialist treatment strategies will be covered in workshops on specific phobia, panic disorder, social phobia, obsessive compulsive disorder (OCD), post-traumatic stress disorder (PTSD), generalised anxiety disorder (GAD) and health anxiety. The clinical workshops will provide practitioners with a strong foundation in the evidence base for working with CBT and anxiety disorders, and address the most up-to-date research developments.
Module 3: Cognitive Behavioural Therapy for Depression (40 credits) This module aims to develop skills in CBT for depression to an advanced level, improving proficiency in the fundamental techniques of CBT and developing competency in the specialist techniques used in the treatment of depression. Specific cognitive and behavioural models of depression, empirical evidence, and assessment and specialist cognitive and behavioural treatment strategies will be covered in workshops. The clinical workshops will provide trainees with a strong foundation in the evidence base for CBT with depression, and address the most up-to-date research methods.
Assessment and learning methods There are a total of nine assignments to be handed in during the Diploma, including 4 case studies, two essays and three audio assignments.
Learning is through a combination of methods, including a supervised clinical placement within the IAPT service, academic lectures, skills workshops, individual and group clinical supervision, guided self study and individual tutorials.
How to apply
Apply online at www.apply.bham.ac.uk This allows you to complete the application process at your own pace, using our
‘save and return’ option. Alternatively, application forms can be obtained from the Course Administrator.
Fees and funding
For the latest course fees, please visit our website.
Learn more
For further information, please contact:
n Course Administrator Tel : 0121 414 3763
Email: [email protected] n Programme Leader
Richard Bennett Tel: 0121 414 3763 Email: r.bennett @bham.ac.uk
Short Courses in Rational Emotive Behaviour Therapy (REBT)
The Centre for Rational Emotive Behaviour Therapy at the University of Birmingham was developed to teach REBT in the UK in the same way it is taught at the Albert Ellis Institute in New York. REBT was developed by Dr Albert Ellis in 1955, and was the first form of cognitive behavioural therapy to be developed.
The Centre at Birmingham is the only training centre in the United Kingdom accredited by the Albert Ellis Institute.
REBT helps people to understand the different types of irrational beliefs that individuals hold and how to challenge them. It does this using a variety of thinking, emotional, behavioural and experiential techniques. Our short courses are aimed at people who currently work in a typical health or social care environment.
We believe in continuing to support individuals who undertake training in REBT too. We offer a monthly peer supervision group that is free to individuals who have successfully completed one of our training programmes.
Primary Certificate in REBT
Our Primary Certificate is designed to increase course participants’ theoretical understanding, improve their clinical skills, and become aware of the experience of receiving REBT. It takes place over three days (Friday to Sunday) and includes live demonstrations of REBT and 12 hours of supervised peer counselling. We believe that the best way to learn REBT is practically and we have found that students value the peer counselling sessions more than any other part of the training.
On the first day, the morning is dedicated to lectures detailing the principles and practice of REBT. In the afternoon, the group spends time watching demonstrations of REBT in practice, featuring a mix of video and live demonstrations.
The final part of the day is spent in the first session of peer counselling and supervision.
The second day begins with a lecture on how to identify the irrational beliefs that underpin emotional distress. The afternoon and evening sessions offer further opportunity for peer counselling and supervision. On the final day, the lecture focuses on disputation. In the afternoon there is the final session of peer counselling and supervision, followed by a short multiple choice examination.
This course is open to psychologists, counsellors, social workers, psychiatrists, nurses, therapists, and Psychology graduate
students. Other helping professionals may be eligible to participate in the full Practicum but will receive a Paraprofessional certificate.
Advanced Certificate in REBT
The Advanced Practicum runs for four days (Thursday to Sunday). On each day, the morning is dedicated to lectures detailing the advanced aspects of the principles and practice of REBT.
After lunch, the group engages in peer counselling and supervision.
The lectures involved in the Advanced Practicum vary according to the needs and interests of the audience, but typically involve integrating behavioural and emotional therapies, cognitive and emotive change, why we don’t raise our client’s self-esteem, and the application of REBT to various disorders.
This course is open to all who have successfully completed an Albert Ellis Institute Accredited Primary Certificate.
Associate Fellowship
The Associate Fellowship Practicum runs for four days (Thursday to Sunday). On each day, the morning is dedicated to lectures detailing aspects of the principles and practice of REBT.
During the afternoon, group supervision takes place of your current REBT practice by reviewing tapes of actual REBT therapy sessions.
The Associate Fellowship Certificate is the highest Albert Ellis Accredited programme offered externally to the institute. As a pre- requisite, participants are asked to provide five 20-minute recordings of actual REBT practice, certified by an Albert Ellis Institute accredited supervisor prior to the 4-day practicum.
During the practicum participants must bring ten full-length (45 minutes) recordings to the practicum for supervision during the group supervision sessions. Following the practicum,
participants will be required to provide 20 tapes (ten 45-minute and ten 20-minute tapes) supervised by at least three different certified supervisors. Participants should not submit all 20 tapes at one time – the idea is to receive supervisory feedback and build upon that feedback.
When all 20 tapes are completed, participants submit their 21st ʻgolden’ tape (in which you clearly demonstrate the REBT therapy process from identification of problem through to homework setting) and submit this tape to the Albert Ellis Institute in New York for review by a member of the International Training Standards and Policy Review Committee, before the award of Associate Fellow can be conferred.
Assessment
As these are only short courses there are no essays. However, in each course there are criteria that are required to be met during the peer counselling sessions. Each participant is expected to demonstrate that they have learnt from the teaching component of the course and applied that in the live counselling session. At the end of the Primary Certificate course there is also a short multiple choice test.
How to Apply
An application form is available from our website. For further details on how to apply, please contact our Course Administrator.
Further information regarding available dates is also available on our website.
Fees and Funding
For the latest course fees please visit the website.
Learn more
n Course Administrator Tel : 0121 414 3763
Email: [email protected] www.rebt.bham.ac.uk
Continuing Professional Development
In addition to our accredited CBT courses, we run a variety of short courses ranging from 1-5 days duration. Certificates of attendance are given to all of these courses which can be used towards CPD hours with the BABCP and other professional bodies for the full CPD programme. Please visit our website www.birmingham.ac.uk/cbt which includes dates and prices. However, the details of some of our established CBT courses which have proved popular over the years are listed below.
Mindfulness-based Cognitive Therapy (MBCT) 5-Day experiential course
Facilitators
n Dr Esther Riggs n Dr Susan MacPherson
Coventry and Warwickshire Partnership Trust
n Dr Melanie Fennel Course Supervisor Oxford Mindfulness Centre
The CBT Programmes at the University ofBirmingham is delighted to announce news of our 5 day MBCT course. This is an excellent opportunity to attend an MBCT experiential course, led by experienced practitioners and trainers.
n Day 1: The theoretical context: A brief introduction (Classes 1 and 2) n Day 2: Classes 3 and 4
n Day 3: Classes 5 and 6 n Day 4: All day practice n Day 5: Classes 7 and 8
This 5-day experiential course offers participants a rare opportunity to explore Mindfulness-Based Cognitive Therapy (MBCT) in depth, by experiencing the 8-week MBCT programme for themselves (delivered within 5 full days).
MBCT integrates mindfulness meditation techniques with elements of cognitive therapy.
Clinical trials have shown it to be a cost-effective method of reducing relapse and recurrence in people who have suffered recurrent episodes of depression. In Oxford it is now being used to help patients with chronic fatigue (Christina Surawy, Jill Roberts), eating disorders (Jill Roberts), and for patients who recurrently become suicidal as well as depressed (Mark Williams, Melanie Fennell).
The course is designed for people who already have some familiarity with cognitive therapy for depression, and would like to explore the possibility of embarking on this exciting new approach. Ideally, they will already have attended a 1-day introduction to MBCT. The course will allow them to experience mindfulness meditation practices, and to reflect on and discuss their
experiences. They will be expected to commit themselves to practising what they learn at home on a daily basis.
Places are allocated on a first come first served basis and there are a maximum of 20 available.
Short Courses in Clinical Supervision for CBT practitioners
Our 5 day Clinical Supervision course aims to equip supervisors with the skills required to deliver effective clinical supervision to CBT practitioners in accordance with the competencies in ‘A Competence Framework for the Supervision of Psychological Therapies (Roth and Pilling, 2008).
The course emphasises the development of supervision skills and the teaching is therefore a mixture of theory and skills, including live supervision practice. The content includes:
n Principals of adult learning
n The demands of effective clinical supervision n Models of supervision
n Working with difference and power dynamics in the supervisory relationship
n The supervisory alliance n Contracting within SU n Measuring competence n Group supervision
n CPD for supervisors (including SOS)
To find out about all of the CPD courses we offer, to check course dates and to book a place please visit www.birmingham.ac.uk/cbt
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College of Life and Environmental Sciences Edgbaston, Birmingham, B15 2TT, United Kingdom
www.birmingham.ac.uk
Hear from our students
‘ I felt that a qualification in CBT could only enhance my chances of a career in counselling and was keen to learn about an exciting and evolving therapy that was emerging as a treatment of choice by both the NHS, researchers and service users alike.
We had a wide range of lecturer’s each with different areas of expertise who made the learning process genuinely interesting and relevant. The team at Birmingham were always so supportive and approachable.
I’m currently doing work for the IAPT service in rugby using CBT for NHS patients while working towards my accreditation.’
Wayne Ruddell, Counsellor
‘ I completed the Postgraduate CBT Diploma in 2011, six years after qualifying as a Clinical Psychologist and it proved to be a valuable learning experience that has enriched and informed my CBT practice. The teaching provided the most up-to-date evidence-based CBT methods and the quality of the teaching practice was of a very high standard.’
Dr Jilvan Culshaw, Senior Clinical Psychologist
‘ The learning I have taken from the course has given me the confidence to work with interventions in a way that I never anticipated.’
Wendy Dignan, Health Psychologist
‘ I found the course to be really enjoyable and informative. The quality of the lectures was excellent, both from the course staff and guest lecturers. The course team was very supportive and supervision was of great value. I believe it has greatly complemented my training as a Health Psychologist and that it has definitely improved my clinical skills.
I would certainly recommend the course to others.’
Dr Sue Chesters, Health Psychologist
‘ Completing the CBT course has been both exciting and challenging. Expanding knowledge and learning new skills can be difficult; the course has helped me to bring everything together with clear directions. The support given throughout the course from the staff and other trainees who have the same interest and passion has made the whole process much more rewarding.’
Tracie Burgess, Cognitive Behavioural Psychotherapist
‘ I now work much more closely with my Psychology colleagues and I am
clinically supervised by the Psychology department in recognition and support of my Cognitive
Behavioural practice.’
Kim Kelly, Social Worker
