MSc in Cognitive Behavioural Therapy

Module Aims
To introduce the fundamental principles, theoretical models, and evidence base of Cognitive Behavioural Therapy, establishing a solid foundation for clinical application. Participants will learn the origins of CBT, the cognitive-behavioural model of psychological distress, and the structure of CBT practice. This module lays the groundwork for all subsequent modules by ensuring a common understanding of CBT terminology, methodology, and the role of CBT across various contexts.

Module Content

• Introduction to CBT
• Core Theoretical Models
• Structure of CBT Practice
• Assessment and Case Formulation
• Professional Reflection Practice in CBT: Conduct, Ethics and Performance
• CBT in Context

Learning Outcomes

1. Critically evaluate the theoretical foundations, core models, and evidence base of cognitive behavioural therapy, including the structural components of CBT in practice, in order to explain the interaction between cognition, emotion, behaviour, and physiology in psychological distress across healthcare contexts.
2. Construct and justify CBT case formulations using assessment data and recognised CBT frameworks to conceptualise clinical presentations within the learner’s professional scope of practice.

Module Aims
To develop learners’ understanding of Cognitive Behavioural Therapy in clinical practice, building on Module 1. It covers the assessment and pre-treatment phase, including evaluating suitability, motivation, readiness to change, and the importance of risk assessment and safety planning. Learners will examine Socratic questioning and guided discovery as mechanisms of cognitive change and explore collaborative case formulation and treatment planning. The module focuses on core therapeutic and professional skills – engagement, collaboration, formulation, ethical judgement, and reflective decision-making – rather than disorder-specific techniques, preparing students to practice CBT safely and effectively within their professional scope.

Module Content

• Engagement and Developing the Therapeutic Rationale
• Assessment of Suitability and Readiness to Change
• Risk Assessment, Management, and Safety Planning
• Socratic Questioning and Guided Discovery
• Collaborative Case Formulation
• Integration: Formulation and Treatment Planning

Learning Outcomes

1. Critically apply the principles and processes of CBT, including Socratic dialogue and guided discovery, to consolidate professional socialisation to the model and inform clinical reasoning.
2. Design, justify, and adapt comprehensive, evidence-informed treatment plans that link formulation, risk assessment, therapeutic goals, and intervention strategies, demonstrating advanced professional judgement and safe practice within the CBT framework.

Module Aims
To learn and apply CBT principles and techniques to depressive and related mood disorders, enabling students to competently assess, formulate, and intervene in cases of depression. This module builds on the core skills by contextualising them in the treatment of unipolar depression (and touching on other mood problems such as dysthymia or bipolar depression in overview). Participants will learn evidence-based CBT strategies for depression – as recommended by clinical guidelines (e.g. NICE recommends CBT, often in combination with medication, as a first-line treatment for moderate to severe depression) – and will practice using these strategies through case studies. The module also addresses managing risk (suicidality) and tailoring CBT to standard features of depression (like low motivation and negative self-schema).

Module Content

• Understanding Depression
• Assessment and Case Conceptualisation in Depression
• Cognitive Techniques for Depression
• Behavioural Activation in Practice
• Advanced Applications
• Case-Based Synthesis and Reflection

Learning Outcomes

1. Synthesise CBT theory, assessment findings, and clinical guidance to formulate and justify CBT-based intervention strategies for depressive and mood-related presentations.
2. Critically apply behavioural activation, cognitive restructuring, and relapse-prevention approaches to support ethical, recovery-focused practice within multidisciplinary settings

Module Aims
To equip students with the knowledge and skills to apply CBT approaches to common anxiety and stress-related disorders. This module covers a range of anxiety disorders – including generalised anxiety disorder (GAD), panic disorder (with agoraphobia), phobias, and social anxiety – and related conditions like obsessive–compulsive disorder (OCD) and post-traumatic stress disorder (PTSD). Students will learn disorder-specific CBT models (e.g. the panic cycle, the social anxiety maintenance model, etc.) and evidence-based interventions tailored to each condition. By the end, they will understand how to assess and formulate anxiety problems and how to implement CBT treatments such as exposure therapy, worry management, and trauma-focused techniques in a safe, ethical manner. Emphasis is placed on following evidence-based protocols and guidelines for these disorders (for instance, NICE guidelines endorse CBT, including trauma-focused CBT for PTSD and exposure-based treatments for anxiety/OCD).

Module Content

• Transdiagnostic Foundations of Anxiety
• CBT for Panic Disorder and Agoraphobia
• CBT for Phobias and Social Anxiety
• CBT for Generalised Anxiety Disorder (GAD)
• CBT for Obsessive–Compulsive Disorder (OCD)
• CBT for Trauma and PTSD

Learning Outcomes

1. Critically evaluate disorder-specific and transdiagnostic CBT models alongside assessment frameworks in order to differentiate anxiety, OCD, and trauma-related presentations, identify comorbidities, and justify the selection and adaptation of evidence-based interventions.
2. Integrate cognitive, behavioural, and exposure-based strategies into coherent, formulation-driven CBT intervention plans within the learner’s professional scope of practice.

Module Aims
To broaden students’ competence by exploring how CBT is adapted and applied in a variety of contexts beyond standard adult outpatient therapy for depression/anxiety. This module addresses delivering CBT-informed care across different healthcare settings (e.g. primary care, general hospitals), with special populations (such as older adults), and within diverse cultural contexts. It also covers using CBT models/approaches for patients with chronic physical illnesses and pain, highlighting the mind-body interplay. Students will learn to adapt CBT to be culturally sensitive and appropriate for different patient groups and healthcare systems around the world. The aim is to ensure graduates can generalise their CBT skills to whichever environment or population they work with, making interventions inclusive and globally relevant. This includes understanding limitations – knowing when a modified ‘low-intensity’ CBT approach is suitable and when a patient needs referral for more specialised therapy.

Module Content

• CBT in Primary Care and General Health Settings
• CBT for Chronic Illness and Pain Management
• Working with Older Adults
• Cultural Adaptations of CBT
• Low-Intensity and Digital CBT Interventions
• Special Topics – CBT at the Interface of Physical and Mental Health, and Course Synthesis

Learning Outcomes

1. Critically analyse how cultural, contextual, and population-specific factors influence CBT assessment, formulation, and intervention across global healthcare environments.
2. Adapt and justify CBT-informed approaches for diverse populations and delivery formats to enhance inclusivity, accessibility, and ethical integrity.

Module Aims
To consolidate the entire programme by tackling advanced topics in CBT and preparing students to integrate their CBT learning into their ongoing professional practice. This final module addresses complex and comorbid presentations (where multiple problems or personality factors make therapy more challenging) and introduces ‘third-wave’ CBT approaches and other recent developments, to give students a forward-looking view of the field. A key goal is to enhance students’ ability to think critically and flexibly as CBT-informed clinicians: by the end, they should be able to approach a complex case, break it down with a formulation, and select or adapt appropriate CBT and related strategies. The module also emphasises reflective practice and self-care, ensuring that as they use CBT skills, they maintain personal well-being and seek supervision or support when needed. This is in line with the idea that reflection is the engine of continuing competence in therapy. Ultimately, Module 6 aims to produce well-rounded practitioners who can continue learning beyond the course, staying updated with CBT advancements and applying them ethically in their varied roles.

Module Content

• Managing Comorbidity and Complexity
• Personality Factors and CBT
• Introduction to Third-Wave Therapies
• Emerging Trends and Specialised Applications
• Professional Practice Integration and Self-Care
• Capstone Case Presentations and Course Conclusion

Learning Outcomes

1. Synthesise and evaluate advanced CBT, third-wave, and transdiagnostic approaches to inform formulation-driven responses to complex and comorbid presentations
2. Critically reflect upon and integrate CBT learning into ongoing professional practice to support ethical, sustainable, and evidence-informed career development, including sustained engagement in continuing professional development and the identification of future professional learning needs beyond the programme

Module Aims
To help students recognise, understand, interpret and apply methods used in healthcare research and critically appraise the various methodologies related to the specialty.

Module Content

• Terminology used in epidemiology and research studies such as prevalence, incidence, sensitivity, specificity, false positive and false negatives.
• Interpreting graphical representation of epidemiological and statistical data such as Kaplan-Meier curves, forest plots and meta-analyses.
• Calculations used in the assessment of research data such as relative risk, absolute risk and number needed to treat. Statistical tests and their applications including t-tests, ANOVA and chi-square.
• Qualitative research methods.
• Fundamentals of evidence-based practice and its application into the clinical setting.
• Principles of health economics, audit and quality improvement/assurance systems.
• Establishing patient registers and the value of disease-specific registers.
• Research into educational principles for both healthcare practitioner and patient.

Learning Outcomes

1. Select and apply different methodological perspectives and tools to answer research questions in the field.
2. Critically analyse and interpret research in the subject area to assess its application to delivery/service development.

Module Aims
To develop students’ ability to critically appraise specific areas of clinical, research and/or organisational practice and develop skills in independent research, study and writing for publication.

Module Content

• Literature review and appraisal of the evidence.
• Audit of practice including organisational or clinical.
• Review and implementation of evidence-based practice.
• Qualitative or quantitative research (formal research involving human subjects is not anticipated).
• Case(s)-based and quality of service review with critical appraisal.
• Case report, review of literature and organisational assessment.

Learning Outcomes

1. Design and undertake a professional research/development project related to the field of practice in order to produce an extensive piece of literature which may be suitable for peer-reviewed publication.
2. Critically evaluate practice and suggest improvements or change.
   Incorporate knowledge of the research process in developing services appropriately.