Course Lead: Alison Croft

Applications closing dates:
22 January 2021, 12 noon

14 May 2021, 12 noon

18 June 2021, 12 noon

9 July 2021, 12 noon *** For HEE funded applicants only***

 

Further information is now available on the University of Oxford Graduate Admissions website

The course aims to equip practitioners with the CBT skills necessary to implement evidence-based treatment for the most common psychological disorders.  The course is open to all mental health professionals with at least one year’s experience of supervised clinical practice.  It comprises 20 days of teaching over two terms, including weekly supervision groups.

The Course takes full advantage of the high levels of theoretical knowledge and clinical expertise available among practitioners of CBT in Oxford. The design, organisation, training and supervision are by BABCP accredited therapists and/or supervisors and trainers, who have extensive experience in the practice of CBT and in related training and research.

Dates of term:

Induction	13 – 16 September 2021 (4 days)
Term I	24 September – 10 December 2021
Term II	7 January – 4 February 2022

COURSE CONTENT

While it is important to cover the main methods and concepts of CBT we recognise that room must be made for differences in skill, experience and areas of interest. Teaching and supervision take account of students’ needs and interests so far as is consistent with the aims of the Course.

Broadly, the first part of the course will concentrate on the acquisition of basic concepts and skills. The second part focuses on developing these skills in relation to particular client groups and problem areas.

Part I: Basic concepts and skills

In teaching sessions, emphasis is placed on observation of CBT in action and on experiential learning with participation in role-play and other practical exercises.

Topics include:

• Beck’s cognitive model of emotional disorder
• CBT assessment and formulation
• The structure of CBT (agenda setting, goal setting, pacing, homework etc.)
• The style of CBT (collaboration, explicitness, feedback)
• Socratic methods
• Identifying and re-evaluating automatic thoughts
• Identifying and re-evaluating dysfunctional assumptions and core beliefs
• The role of behavioural experiments
• Working with imagery, role-play and other non-verbal methods
• Process and termination issues in CBT

Part II: Special applications – Developing the basics

Term II covers the use of CBT with common mental health problems (anxiety, depression, eating disorders). Sessions focus on consolidating and developing basic knowledge and skills and on emphasising concepts and methods especially relevant to each problem area. Teaching practical CBT skills is linked to outcome data and other related empirical research.

Workshops focus on problem areas such as:

• Depression and suicidality
• Simple phobias
• Panic disorder and agoraphobia
• Social anxiety disorder
• Health anxiety
• Obsessive compulsive disorder
• Eating disorders
• Generalised anxiety disorder
• An introduction to trauma

 

TEACHING METHODS

1. Formal teaching

This covers theoretical and research issues as well as clinical skills. A workshop format is normally used involving active participation, a strong experiential element and clear relevance to clinical practice. Teaching is provided by local experts and by invited speakers with specialised knowledge of particular topics. 

2. Small group supervision of clinical casework

Supervised clinical practice is organised to encourage exposure to a variety of client groups and problem types and to a range of therapeutic styles within CBT. All supervisors are BABCP accredited CBT therapists and are trained and experienced supervisors. Students are expected to follow through practice cases during the course and to routinely record treatment sessions to review in supervision groups.  Supervisors will also provide feedback on recordings of students’ therapy sessions.

 

LOCATION

Training and clinical supervision takes place at the Warneford Hospital in Oxford. Clinical practice is carried out at the student’s normal place of work.

 

STUDENT TESTIMONIALS 

“The student group have been great.  The teaching and content is second to none.  Top class.  I feel very privileged to be taught by the people we had.  I liked the course structure and content.  It was very well organised and the information readily available.  Communications were really good.  Would love to do it all again.”

“I enjoyed every single one of the presentations without exception.  I felt they were delivered by experts and exceptionally clear.”

“The teaching and support was always to a very high standard.  I liked getting a broad overview of so many CBT approaches.  I liked the idiosyncratic approach – tailoring treatment to individual preservations.  Also being encouraged to find my own individual style as a therapist.”

“Excellent inspirational lectures and supervision.  Very down to earth and approachable – warm, friendly tutors.  Set in beautiful historical Oxford.”

“Supervision in small groups was a very positive and affirming learning experience.’ 
 Feedback from PG Diploma students of 2016-17

 

  

 

 

 

 

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