GEN PRAC 7003 - Cognitive Behavioural Therapy & Trauma

North Terrace Campus - Semester 2 - 2014

This course introduces students to cognitive-behavioural therapy (CBT), an evidence-based treatment suitable for use with a variety of mental health disorders and issues. Students will learn about the background and theoretical basis of CBT, and gain skills in determining client suitability for CBT treatment. They will also develop knowledge, skills, and confidence in the use of the techniques and processes of CBT in the counselling setting, including with clients experiencing trauma.

  • General Course Information
    Course Details
    Course Code GEN PRAC 7003
    Course Cognitive Behavioural Therapy & Trauma
    Coordinating Unit General Practice
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 3 x 8 hour workshops over 3 days
    Restrictions Available to M. Counselling & Psychotherapy students only
    Course Description This course introduces students to cognitive-behavioural therapy (CBT), an evidence-based treatment suitable for use with a variety of mental health disorders and issues. Students will learn about the background and theoretical basis of CBT, and gain skills in determining client suitability for CBT treatment. They will also develop knowledge, skills, and confidence in the use of the techniques and processes of CBT in the counselling setting, including with clients experiencing trauma.
    Course Staff

    Course Coordinator: Dr Mark Pearson

    School Office:

    Learning & Teaching Team +61 8313 2128 postgrad_enq@adelaide.edu.au Level 7, 178 North Terrace, Adelaide
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    1 Employ increased knowledge in relation to the theoretical background and evidence base to CBT in a therapeutic context
    2 Identify the background issues that may be treated with cognitive-behavioural therapy (CBT), particularly depression and anxiety
    3 Critically appraise techniques and research related to the clinical application of CBT
    4 Distinguish the indications for and contraindications to CBT in practice
    5 Assemble psychoeducation for clients regarding the nature of CBT and ways to minimise symptoms
    6 Apply knowledge and skills in use of  the theories and processes of CBT in counselling practice, in particular with clients experiencing trauma
    7 Evaluate a range of CBT resources, including online programs
    8 Assess the evidence base to CBT in relation to different presenting issues, as well as its strengths and limitations in practice.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,3,4,6,8,
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,5,7,8
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,5,6
    Skills of a high order in interpersonal understanding, teamwork and communication. 1,5,6
    A proficiency in the appropriate use of contemporary technologies. 3,5,7,8
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 5,7,8
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2,6
  • Learning Resources
    Required Resources
    There is no required text book for this course. An extensive hard copy Training Manual will be provided. A range of support articles will be made available via MyUni.
    Recommended Resources
    Addis, M.E., & Martell, C.R. (2004). Overcoming depression one step at a time: The new behavioural activation approach to getting your life back. New York: New Harbinger Press.

    Andrews, G. et al. (1999). The treatment of anxiety disorders: Clinician’s guide and patient manuals. Cambridge, UK: Cambridge Uni Press.

    Beck, J. S. (2011). Cognitive behaviour therapy: Basics and beyond (2nd ed.). New York: Guilford Press.

    Beck, J.S. (2005). Cognitive therapy for challenging problems. What to do when the basics don’t work.  New York: Guilford Press.

    Benson, J. (2009).  Mental health across cultures:  A practical guide for health practitioners.  Oxford: Radcliffe Publishing.

    Benson, J., & Thistlethwaite, J. (2009). Chapter 4: Modified CBT. In Mental health across cultures. A practical guide for mental health professionals. Oxford: Radcliffe Publishing.

    Corey, G. (2009). Theory and Practice of Counselling and Psychotherapy (8th ed.). Belmont, CA. Brooks/Cole.

    Edelman, S. (2006). Change your thinking: positive and practical ways to overcome stress, negative emotions, and self-defeating behaviours using CBT. Sydney, NSW: ABC Books.

    Ellis, A. & Ellis, D.J. (2011). Rational emotive behaviour therapy. Washington, DC: American Psychological Association.

    Greenberger, D., & Padesky, C. (1995). Mind over mood: Change how you feel by changing the way you think. New York: Guildford Press.

    Meichenbaum, D. (2002). Treatment of individuals with anger-control problems and aggressive behaviours: A clinical handbook. Clearwater, FL: Institute Press.

    Tanner, S., & Ball, J. (2001) Beating the Blues: a self-help approach to overcoming depression.  Sydney: Southward Press.

    Wells, A. (1999). Cognitive therapy of anxiety disorders: A practice manual and conceptual guide. Chichester, UK: John Wiley & Sons
    Online Learning
    MyUni
    Please check the website regularly as it may contain announcements that are relevant to your study in the course.

    Student email
    It is important that you set up your student email and check it regularly. Information from your course coordinator and student administration will be sent to you at your University of Adelaide email address. It is your responsibility to check your email.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.