Postgraduate Course: CBT for Complex Disorders (CLPS11070)
|School||School of Health in Social Science
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course builds on foundation-level CBT skills with a series of workshops, online synchronous and asynchronous activities, and a supervised clinical placement, to develop skills in assessment, formulation and intervention of complex problems in children and young people. Using a cognitive-behavioural framework, students are introduced to strategies for change for children and young people experiencing a range of mental health problems, including trauma (PTSD), obsessive-compulsive disorder (OCD), and autism. Students will explore complex formulation, working therapeutically in the context of attachment-based interpersonal difficulties, and using CBT systemically. Students taking this course will contribute towards a portfolio that can be submitted for accreditation with British Association of Behavioural and Cognitive Psychotherapies (BABCP).
The course aims to provide students with the knowledge and skills to deliver CBT, under supervision, to children and young people experiencing complex mental health problems including trauma (PTSD), obsessive-compulsive disorder (OCD), and autism. Through a series of workshops drawing on the expertise of visiting clinical contributors, and regular online synchronous and asynchronous tasks, students will be introduced to the core elements of CBT as they applied to complex presentations, including formulation and re-formulation, engaging young people in a change strategy, and developing and maintaining a therapeutic relationship in the context of interpersonal difficulties. Students will simultaneously complete a supervised placement comprising a minimum 50 hours of clinical contact with at least 5 cases presenting with various complex disorders (minimum 3 different types of presentation should be evident). Students will develop a portfolio of supervised clinical work demonstrating CBT practice, reflection and evaluation. Students may wish to increase their contact hours to a level that allows for application for individual practitioner accreditation with BABCP.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2019/20, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 42,
Supervised Practical/Workshop/Studio Hours 40,
Online Activities 64,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 100,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||2 x Clinical Recordings of Client Sessions: 20% + 20%
2 x Reflective Case Summaries (500 words) (one each submitted in conjunction with
summative clinical recordings) 15% + 15%
Extended Case Conceptualisation (4000 words): 30%
Portfolio of clinical activity (including; Case log; Supervision log; Supervisor's
evaluation of competence including forms): Pass/Fail
||A minimum of 1 and maximum of 2 audio recordings will be reviewed in full by the tutor team and/or peers.
Clinical supervision provides regular (weekly) feedback on clinical practice. Critical friend and tutor feedback is embedded in the workshop and online activities as an ongoing practice.
|No Exam Information
On completion of this course, the student will be able to:
- Be proficient in conducting, and critically appraising, a functional analysis of complex disorders in children and young people via the use of self-report, parental/ other report, observations and interview methods.
- Demonstrate awareness of, and proficiency in, providing cognitive behavioural formulation and re-formulation of complex disorders in children and young people in a written format.
- Demonstrate awareness of, and proficiency in, the application of CBT for a range of complex disorders, with evidence of a change strategy and a reflective approach to supervision of CBT.
- Clinical practice should demonstrate an understanding of the developmental and systemic perspective of the child/young person and its relationship with their presenting problem.
- Demonstrate a critical appreciation of theoretical models of CBT as applied to complex disorders
|Perrin, S., Leigh, E., Smith, P., Yule, W., Ehlers, A., & Clark, D. (2016). Cognitive Therapy for PTSD in Children and Adolescents. Evidence-based Treatments for Trauma-Related Disorders in Children and Adolescents.|
March, J. S., & Mulle, K. (1998). OCD in children and adolescents: A cognitive-behavioral treatment manual. Guilford Press.
Schmidt, U. (2009). Cognitive behavioral approaches in adolescent anorexia and bulimia nervosa. Child and adolescent psychiatric clinics of North America, 18(1), 147-158.
Dummett, N. (2006). Processes for systemic cognitive-behavioural therapy with children, young people and families. Behavioural and Cognitive Psychotherapy, 34(02), 179-189.
Spain, D., Spain, D., Sin, J., Sin, J., Harwood, L., Harwood, L., ... & Happé, F. (2017). Cognitive behaviour therapy for social anxiety in autism spectrum disorder: a systematic review. Advances in Autism, 3(1), 34-46.
|Graduate Attributes and Skills
||This course will contribute to graduates having a curiosity for learning that makes a positive difference, specifically in their local communities in helping children and young people. As skilled therapists, they will be creative problem solvers and researchers, critical and reflective thinkers, and skilled communicators.
|Keywords||CBT,children and young people,lifespan,therapy training
|Course organiser||Prof Elizabeth Gilchrist
Tel: (0131 6)51 3982
|Course secretary||Mrs Clara Shaw
Tel: (0131 6)50 3037