PSYC9014 Introduction to Cognitive Behaviour Therapy

2017

4.5

1 x 3-hour seminar weekly

1 Admission into MPSC-Master of Psychology (Clinical)
1a Admission into PHDCP-Doctor of Philosophy (Clinical Psychology)
2 PSYC9210 - Foundations in Psychological Practice
3 PSYC9035 - Psychological Assessment
3a PSYC9036 - Psychological Assessment
Must Satisfy: ((1 or 1a) and 2 and (3 or 3a))

PSYC9051 has been successfully completed

Cognitive-behaviour therapy is the perspective of choice when providing an introduction to psychotherapy in clinical psychology because the cognitive-behavioural perspective is consistent with the foundation principles of the scientist-practitioner model. The disorders of anxiety, depression and emotional responses to traumatic events will be reviewed because they are the most common in clinical practice and because many of the techniques used when treating anxiety and depression are also applicable to other disorders. A number of cognitive and behavioural techniques will be reviewed, along with the techniques involved in conducting an initial interview using the cognitive-behaviour perspective. Students will also need to be acquainted with the literature concerning the effectiveness of cognitive-behaviour therapy when used to treat anxiety and depression. Another aspect of the topic involves a review of considerations regarding ethical behaviour, confidentiality and professional conduct in clinical practice.

The primary aim of the topic is to introduce students to the basics of cognitive-behaviour therapy in clinical practice.

On successful completion of this topic, students will have acquired:

• an understanding of the nature of the scientist-practitioner model
• brief history of the development of cognitive and behavioural therapies
• the interventions used with each of the anxiety and depressive disorders
• effectiveness of CBT for anxiety and depression based on the literature
• basic skills required for cognitive-behaviour therapy
• aspects of an assessment interview
• behavioural techniques (e.g. grading, scheduling)
• cognitive techniques (e.g. eliciting automatic thoughts)
• issues concerning ethical practice, confidentiality and professional conduct