CBT 1 - Certificate in CBT - Level 3 (Part 1 of Diploma)

This course stands alone and results in a Certificate in CBT, if you want to further your studies you can progress to our CBT 2 - Diploma in CBT. Please note you must complete part 1 before part 2 as part 2 is a more advanced course.

CBT is a series of strategies specifically targeted at an individual’s disorder.
These can include:

• cognitive therapy
• relaxation
• breathing techniques
• interceptive exposure

People with specific issues such as panic attacks, depression, anxiety, anger, etc. are helped by teaching them to control their thought patterns instead of their thought patterns controlling them.
You are introduced to the ABC Model of counselling. This describes the interaction between the clients’ behaviours, feelings and thoughts.

You are also taught to identify errors in thinking and to challenge damaging beliefs your clients may have. The aim is to enhance your effectiveness as a counsellor by teaching you the skills and the techniques of CBT, through providing case studies, illustrations, practical activities and assignments. This Certificate in CBT is fully academically referenced and has been written by thought leaders in the field. The course contains extensive recommended reading materials and links to websites containing the most up to date thinking and research in this important area of counselling. Students completing this course will gain a full understanding of CBT and become equiped with practical tools and techniques that they can instantly put into practice in counselling clients.

Cognitive Behavioural Therapy (CBT) is the preferred therapeutic intervention in the NHS today. Indeed, Cognitive Behavioural Therapy (CBT) has gradually gained the central stage of psychotherapy in the UK - an arena historically dominated by psychoanalytic psychotherapy.

The reason for this is that numerous studies have reported CBT to be effective in treating clients diagnosed with mental health issues or with social and emotional concerns.

As would be expected, there are some differences between CBT and other counselling approaches. For example, if we compare person-centred counselling and cognitive behavioural therapy we will see that CBT is more directive in its approach with clients. Yet there are also important similarities and many key areas of overlap. For example, CBT still advocates that, as a general rule, clients will benefit from working with counsellors who convey the core counsellor qualities (empathy, congruence and unconditional positive regard).

Just as Rogers has emphasised the need for counsellors to convey respect to clients, so too, Ellis has warned counsellors against making value judgments in their work with clients. This is because Ellis believes that clients will always feel manipulated if they sense they are being evaluated by the counsellor – even where this is construed as being positive in nature and intention.

With regards to empathy, research indicates that this quality has been a key contributor to the success of CBT. Also, Beck emphasised the importance of being warm, accepting and genuine with clients – that is real and congruent.

CBT – AN OVERVIEW

CBT[1] is based on the premise that our interpretation of an event is crucial - for it determines how we will feel and react. Where beliefs and thought patterns are unrealistic and negative, this can lead to a variety of problems and to the development of emotional disorders (such as depression or phobias).

CBT aims to alleviate emotional distress through confronting and challenging errors in thinking. It does this throughidentifying and exploring the way the client views and interprets a particular experience or incident. Beck frames these in terms of misconceptions, faulty analyses, self-deceptions, distortions and personal blind spots. These errors in thinking are appraised and challenged, by testing their validity against objective reality. The client can then assess himself and the world more realistically – as maladaptive thinking is often based on hypotheses, not facts.

In summary, CBT is founded on three main assumptions:

1. Feelings and behaviours are directly affected by the way a person thinks.

1. Negative and unrealistic patterns of thinking give rise to emotional disorders.

1. Altering negative, unrealistic thought patterns can reduce emotional disturbance or distress.

Clients enter counselling for a variety of reasons.

Some may be troubled by overwhelming emotions that drive their reactions or behavioural responses. These are often experienced as difficult to manage and may be perceived as being beyond conscious control.

An example would be the client who suffers from exam phobia, and whose mind goes blank on entering the examination room.

Others regard themselves as victims - they blame other people or external factors for their unhappiness, frustration, failures, and so on. An example would be the mother of a delinquent teenager who lashes out at her son for ruining the family’s reputation and wasting her life!

In the examples given above, the client may say something like:

If it weren’t for having to sit an exam I’d be fine, and everything would be OK”.

Or,

“If only he’d ‘buck up’ and start acting responsibly, then I could get on with living my own life for a change”.

It is also common for the client to describe ‘problems’ in terms of the emotions they stir up. The client may be worried or suffer anxiety attacks or be troubled by feelings of anger or rage.

Yet everyday experience clearly demonstrates that the same life event can lead to a variety of responses.

For example, one woman may be elated when she receives the news that she is finally pregnant after her fifth attempt at IVF.

Another may be horrified because she is 16, still at school and dependent on her parents.

It is not the event itself that gives rise to the feeling, but the way that event is appraised by the individual. This is at the heart of Beck’s Cognitive Behavioural Therapy.

As Epictetus the first century philosopher proclaimed:

“Men are disturbed not by things but by the views which they take of them”.

THOUGHTS AND BELIEFS

CBT focuses on two distinct aspects of thinking:

1. Automatic thoughts and images which pass through the mind fleetingly.

Beck[2] postulates that these can lead to emotional disorders - if habituated, automatic thoughts are self-defeating or negative.

2. Underlying beliefs, which are evaluative in nature These can be either adaptive and rational, or maladaptive and irrational. Again, these can lead to emotional disorders.

Adaptive beliefs are expressed relatively, in terms of wishes and preferences. In contrast, irrational beliefs are expressed more extremely, as demands, ‘musts’, ‘shoulds’ and ‘oughts’. Albert Ellis, a founding father in the field of cognitive therapy (Rational Emotive Therapy), identifies 3 main types of irrational belief. These are:

• I must always succeed and obtain the approval of everyone, otherwise it means I am totally worthless.

This leads to the self-defeating belief, “I am worthless because…”

• Everyone musttreat me in exactly the way I expect, with consideration and kindness. If they don’t, they deserve to be blamed and then punished.

This leads to the self-defeating belief, “It is awful that…”

• Life must always, and at all times, give me what I want or demand. There should be no struggle, wait or delay. It mustn’t give me anything I do not want.

This leads to the self-defeating belief, “I can’t stand it that…”

CONTENTS OF LESSON ONE

OBJECTIVES OF LESSON ONE

STUDY INSTRUCTIONS

INTRODUCTION

CBT- AN OVERVIEW

THOUGHTS AND BELIEFS

DEVELOPING AUTOMATIC AND PATTERNED THOUGHT PROCESSES

THE ABC MODEL

FILLING IN THE BLANKS

THE TRIADIC STRUCTURE OF CBT

SOME COMMON MISCONCEPTIONS

IN SUMMARY

SELF TEST EXERCISE

REFERENCES

WEBSITES

CONTENTS OF LESSON TWO

OBJECTIVES OF LESSON TWO

STUDY INSTRUCTIONS

INTRODUCTION

FOCUSING ON AUTOMATIC THOUGHTS AND BELIEFS

SCHEMATA - OR UNDERLYING BELIEFS

COMMON COGNITIVE ERRORS

DISTINGUISHING BETWEEN INFERENCES AND EVALUATIONS

CORRECTING DISTORTIONS IN THINKING

DISTANCING AND DECENTRING

MODIFYING THE RULES

SAFETY VERSUS DANGER

PLEASURE VERSUS PAIN

SELF TEST EXERCISE

REFERENCES

WEBSITES

CONTENTS OF LESSON THREE

OBJECTIVES OF LESSON THREE

STUDY INSTRUCTIONS

INTRODUCTION

APPLYING COGNITIVE TECHNIQUES

DAILY RECORD OF DYSFUNCTIONAL THOUGHTS (DRDT)

CASE STUDY

THE DOWNWARD ARROW TECHNIQUE

THE DYSFUNCTIONAL ATTITUDE SCALE (DAS)

SOCRATIC QUESTIONING AND GUIDED DISCOVERY

ADDITIONAL STRATEGIES FOR FACILITATING COGNITIVE CHANGE

INFORMATION GIVING AND USING ANALOGIES

MODELLING THE ADAPTIVE ATTITUDES OF OTHERS

ROLE REVERSAL

USING IMAGERY TO MODIFY MALADAPTIVE THOUGHT PROCESSES

IN SUMMARY

SELF TEST EXERCISE

REFERENCES

WEBSITES

CONTENTS OF LESSON FOUR

OBJECTIVES OF LESSON FOUR

STUDY INSTRUCTIONS

INTRODUCTION

THE CENTRALITY OF TEACHING PROBLEM-SOLVING SKILLS

THE ROLE OF BEHAVIOURAL TASKS

APPLYING BEHAVIOURAL METHODS AND TECHNIQUES

SELF-MONITORING

SCHEDULING ACTIVITIES/HOMEWORK ASSIGNMENTS

REVIEWING HOMEWORK – BLOCKS AND FAILURES

GRADED TASK PERFORMANCE

ADDITIONAL BEHAVIOURAL STRATEGIES FOR FACILITATING COGNITIVE CHANGE

IN SUMMARY

SELF TEST EXERCISE

REFERENCES

WEBSITES

CONTENTS OF LESSON FIVE

OBJECTIVES OF LESSON FIVE

STUDY INSTRUCTIONS

INTRODUCTION

THE TRIADIC STRUCTURE AND THE JOURNEY OF FAITH

JASON’S STORY

CBT – AND THE LIFE OF THE SOUL

THE SIGNIFICANCE OF SYMBOLS

APPLYING THE ABC MODEL

ROB’S STORY

APPLYING CBT METHODS – CHALLENGING MALADAPTIVE THOUGHTS

THE IBC MODEL

SELF TEST EXERCISE

REFERENCES

WEBSITES

CONTENTS OF LESSON SIX

OBJECTIVES OF LESSON SIX

STUDY INSTRUCTIONS

INTRODUCTION

A COGNITIVE APPROACH TO UNDERSTANDING RELATIONSHIPS

MIND READING

MISREADING THE SIGNALS

THE ROLE OF EXPECTATIONS

APPLYING THE RULES

THE SIGNIFICANCE OF SYMBOLS

BIAS OR PREJUDICIAL THINKING

CHANGING OUR PERSPECTIVE

COMMON COGNITIVE DISTORTIONS

SELF TEST EXERCISE

ASSIGNMENT 1

REFERENCES

WEBSITES

CONTENTS OF LESSON SEVEN

OBJECTIVES OF LESSON SEVEN

STUDY INSTRUCTIONS

INTRODUCTION

LOSS AND DEPRESSION

COGNITIVE RESPONSES TO LOSS

UNDERSTANDING THE DEPRESSIVE CHAIN REACTION

SARAH’S STORY

ACHIEVING COGNITIVE REORGANISATION

1. i) CATEGORISING THE PROBLEM
2. ii) CHALLENGING ASSUMPTIONS

iii) EXAGGERATING PROBLEMS AND PERCEIVED EXTERNAL DEMANDS

1. iv) CBT TECHNIQUES

THE TARGET APPROACH TO DEPRESSION

ADAM’S STORY

SELF TEST EXERCISE

REFERENCES

WEBSITES

CONTENTS OF LESSON EIGHT

OBJECTIVES OF LESSON EIGHT

STUDY INSTRUCTIONS

INTRODUCTION

SYMPTOMS OF ANXIETY

ANXIETY, FEAR AND PHOBIAS

UNDERSTANDING PHOBIAS

CATEGORISING PHOBIAS

UNDERSTANDING ANXIETY NEUROSIS

FAULTY THINKING AND ANXIETY NEUROSIS

UNDERSTANDING PSYCHOSOCIAL FEARS

GENERALISED ANXIETY DISORDERS

APPLYING THE TECHNIQUES OF COGNITIVE THERAPY

KATHY’S STORY

SELF TEST EXERCISE

ASSIGNMENT 2

REFERENCES

WEBSITES

CONTENTS OF LESSON NINE

OBJECTIVES OF LESSON NINE

STUDY INSTRUCTIONS

INTRODUCTION

ME, MYSELF, I… THE ROLE OF EGOCENTRIC THINKING

THE HOSTILITY SEQUENCE

OFFENCES AND DIMINISHMENT

SHOULDS AND SHOULDN’TS

THE ROLE OF SELF-ESTEEM

BECK AND SELF-IMAGE

THE BECK SELF-CONCEPT TEST (BST)

SELF-ESTEEM, VIOLENCE AND HOSTILITY

DOMESTIC VIOLENCE AND CHILD ABUSE

GREG AND TIMOTHY’S STORY

SELF TEST EXERCISE

REFERENCES

WEBSITES

CONTENTS OF LESSON TEN

OBJECTIVES OF LESSON TEN

STUDY INSTRUCTIONS

INTRODUCTION

INTRODUCING A COGNITIVE DIMENSION

THE INTEGRATIVE NATURE OF CBT

THE EFFECTIVENESS OF CBT

ADDRESSING THE ISSUE OF HUMAN COMPLEXITY

CBT - AND LEVELS OF RESISTANCE

CBT - AND INDIVIDUAL COPING STYLES

CBT – AND LEVELS OF SUBJECTIVE DISTRESS

SOCIOTROPY VERSUS AUTONOMY

ECLECTICISM AND CBT

CLINICAL PASTORAL EDUCATION (CPE)

COURSE REVIEW QUESTIONS

SELF TEST EXERCISE

ASSIGNMENT 3

REFERENCES

WEBSITES

This course is for existing practitioners who are looking to update their knowledge, individuals who are working in counselling and are looking for ways they can improve their work with clients with and help to guide them through difficult times.

If you are interested in becoming a CBT practitioner then this course is for you, once you have completed the certificate you can take our Diploma course to further your knowledge.

This course will really let you into the details of CBT and help you to understand what it is and how to use it. It will then teach you tools and techniques that you can deploy to reach these people and be someone they can trust and rely on for guidance through difficult times.

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Counsellor, CBT Therapist, Therapist, Coach

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