Cognitive behavioural therapy
Consistently recommended in the N.I.C.E guidelines, cognitive behavioural therapy is one of the most exciting and relevant therapeutic approaches available today. The training days here cover all the major concepts:
What is CBT?
Covering
- The meaning of the word ‘cognitive’
- Cognitive psychology
- The behavioural legacy
- The merging into cognitive behavioural therapy
- What now constitutes CBT
- Examples of cognitive techniques, behavioural techniques, cognitive-behavioural techniques
- Becoming (an accredited) CBT practitioner
Format
Mainly lecturing and discussion, with video demonstration of therapeutic techniques. End of day quiz.
Note
This day is designed to fully answer the question in the title of the day: although it may be stimulating and possibly even inspiring, it is not designed to equip delegates to practise CBT.
Case conceptualisation, goal setting & treatment-planning
Covering
- What is meant by case-conceptualisation and why it is important
- Factors that may precipitate problems, factors that may maintain problems
- Choosing goals that are adaptive for the person concerned, regardless of whether they ‘appeal’ to the therapist
- Awareness of the treatment approaches available; how they mesh with achieving the goals in question
- Making the selection
- Ongoing monitoring and evaluation
- Evidence-based practice, feeding the monitoring back into the sequence
Format
Mainly lecturing, case-presentations and case-analyses. End of day quiz.
Note
This day is designed to fully address the topic in the title of the day: although it may generate ideas in you over and beyond the title, it does not cover – or give any practice in – the specifics of particular treatment techniques.
Diary keeping
Covering
- The purpose of diary keeping: guided discovery
- Forms that diaries may take (including the provision of forms you may copy)
- How to instruct a person in diary keeping to maximise the likelihood of them doing so
- Graded diary keeping and motivating the person to keep their diary
- Reading the diary with the person
- What to do with completed diaries
- What to do if diaries are not completed
- Responding to the ‘discoveries’ contained in the diary: setting appropriate behavioural tasks
Format
Lecturing and discussion, video demonstration and the opportunity for skills-practise. End of day quiz.
Note
This day is designed to teach the theory and practise of diary-keeping. Delegates should therefore be prepared to try out the skills demonstrated (in a non-threatening setting).
Identifying 'hot thoughts' - & cooling them down
Covering
- What are ‘hot thoughts’ and why they are so-called
- Identifying your own hot thoughts: the trigger, the thoughts generated, the hot thought(s)
- How to identify them in others
- Modifying hot thoughts: cool thinking to construct a modified appraisal of the trigger
- Checking the effect of the new appraisal
- Ensuring that patients can use the new-found skill on their own
Format
Lecturing and discussion, video demonstration and the opportunity for skills-practise. End of day quiz.
Note
This day is designed to teach the theory and practise of identifying and modifying hot thoughts. Delegates should therefore be prepared to try out the skills demonstrated (in a non-threatening setting).
Socratic dialogue
Covering
- Why is it called Socratic dialogue: Socrates, Plato and the Dialogues
- Examples of Socratic dialogue (a) in original Socrates style and (b) in ‘collaborative discovery’ style, and the appropriateness of each
- The purpose of Socratic dialogue: new realisations
- Helping the person respond to their new realisations: setting appropriate behavioural tasks
Format
Lecturing and discussion, video demonstration and the opportunity for skills-practise. End of day quiz.
Note
This day is designed to teach the theory and practise of Socratic dialogue. Delegates should therefore be prepared to try out the skills demonstrated (in a non-threatening setting).