GEN PRAC 7003 - Cognitive Behavioural Therapy & Trauma

North Terrace Campus - Winter - 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 Winter
    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 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
    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
    The five intensives of the course will include didactic teaching, group discussion, skills practice through small group work, analysis of case material, guest lectures, experiential exercises, and student presentations.

    Course structure
    This course comprises:
    DAY ONE: CBT Monday 7 July 9am – 1pm
    DAY TWO: CBT Friday 11 July 9am – 1pm
    DAY THREE: CBT Monday 14 July 9am – 5pm
    DAY FOUR: Trauma Monday 21 July 9am – 1pm DAY FIVE: CBT Assessments Friday 25 July 9am – 1pm

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The course is conducted as five seminar intensives that are a mixture of lecture and small group learning activities. Attendance at all seminars is essential. As a general rule, in any university course you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact.
    The workload comprises:
    Face to face sessions: total of 24 hours
    Core and background reading: approximately 50 hours
    Preparation of assignments: approximately 22 hours
    Learning Activities Summary
    Day Topic Lecture
    Day 1 Introduction to CBT Theoretical foundations, evidence base, rationale, indicators and contraindications for use of CBT
    Day 2 CBT Knowledge and Skills - 1 CBT with adolescents, examples of client work (Guest lecturer)
    Day 3 CBT Knowledge and Skills - 2 Skills development: Socratic questioning;
    responding to client statements; case conceptualisation;
    treatment and session planning; strengths and weaknesses of CBT,
    counsellor self-care; New directions for CBT: relaxation treatments,
    multi-modal treatment, positive psychology, mindfulness based CBT.
    Day 4 Introduction to Working with Trauma
    Day 5 CBT Assessment Presentations CBT session reports; reports on CBT resources
    Specific Course Requirements
    To pass this course, students must attend all sessions within the five days of the program, as well as submit and achieve a minimum of a Pass (50%) for each of the five components of assessment.
  • 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
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Oral Case Presentation Summative 20% 1-4, 6
    Written and Oral Resource Critique Summative 10% 1, 3, 5, 7
    Written Case Description and Analysis Summative 25% 1-6, 8
    Written Evidence Summary Summative 35% 1, 3, 8
    Class Participation Summative 10% 1, 6, 7
    Assessment Related Requirements

    Word limits
    You are advised to comply with word limits for written assignments. You are, of course, not expected to achieve exactly the required length and a 10% leeway on either side is acceptable. However, a penalty of 5% of available marks will apply for word quota in excess of the 10% leeway. Each assignment must include the word-count at the end of the document.

    Referencing of assignments
    It is essential that you reference all written work accurately and consistently. We ask that use the American Psychological Society Referencing Format (APA 6) and information regarding this system can be found at
    or more detailed information can be found at

    EndNote bibliographic software is a very useful tool for managing your references and it is provided free of charge through the university. Information about EndNote can be found at:

    Be aware that marks will be deducted for incorrect APA style referencing in all assignments.

    Assessment Detail
    Assignment 1

    Oral Case Presentation (15%) Due: 25 July, 2014
    Each student will present to the class a short summary of the case study they are preparing for Assignment Three. You will facilitate a brief group discussion on the aims, relevance, appropriateness, outcomes and any alternatives to the intervention. You have a maximum of 15 minutes for the presentation.

    Marking Guide:

    Summary of case:
    Client’s concerns 15
    How CBT intervention was used 20
    Reasons for use of intervention 15
    Client response / outcomes 15
    Improvements / alternatives for future use 15
    Facilitation of a brief group discussion:
    engagement of audience 10
    clarity of questions posed 10

    Assignment 2

    Written & Oral Resource Critique (10%) Due: 25 July, 2014
    Choose a resource available to assist clients, and prepare a description and critique (value? source? intended client group? claims? research base? ease of access? etc.) for presentation to class.
    Consider ipad apps, online resources for self-help, online resources for counsellors, books of CBT exercises, DVDs, etc.
    You will provide your peers with a hardcopy of the resource, and / or ways to access the resource. You have up to 5 minutes, and 700 words (to be handed in). This presentation will be partly peer assessed.

    Marking Guide:

    Written account of resource:
    Description of resource 20
    Critique - ability to critically appraise
    e.g. relationship of any claims to evidence 20
    Relevance to counselling practice 10
    Oral presentation:
    Clarity and structure 20
    Ability to describe resource 30

    Assignment 3

    Written Case Description & Analysis (25%) Due: 11 August, 2014
    A written description and analysis of an interaction with a “client” where CBT was used (word limit 1,500).
    You are asked to describe the use of at least one, but ideally several, CBT interventions within a counselling session (of between 40 to 60 minutes), with an individual adult client. You will need to outline the session, providing details on the CBT intervention. The session can involve a real client, or a peer in the client role, as long as the engagement in the CBT activity is genuine (not a role-play).

    The report will include:
    A brief summary of the client’s concerns
    After describing the intervention, you will analyse it in terms of its:
    appropriateness, including reasons for its choice,
    level of client engagement and response,
    usefulness of outcomes and how you evaluated the outcome, and
    how your application of the intervention could be improved.
    A summary of the strengths and limitations of the use of this intervention,

    The success or lack of success of the intervention will not affect your assessment, however your level of reporting, critical thinking / analysis of the session will. It will be essential to cite your sources, but there is not a requirement to provide a survey of the literature.

    You will need to download and ask your client to read and sign the Consent Form. The Consent Form must be submitted with your assignment, and it will be removed and retained by the course administrator before being forwarded for assessment.

    Marking Guide:

    Brief summary of the client’s concerns 10
    Description of the use of a CBT intervention within a counselling session 30
    Analysis of appropriateness, including reasons for its choice 10
    Comment on level of client engagement and response 10
    Usefulness of outcomes and how you evaluated the outcome 15
    How your application of the intervention could be improved 10
    A summary of the strengths and limitations of the use of this intervention 10
    Correct use of APA referencing style 5

    Assignment 4

    Written Evidence Summary (35%) Due: 25 August, 2014 Word limit 2,500
    Choose a CBT technique, or an area of CBT application (e.g. CBT and adolescents, CBT and PTSD, CBT and anxiety), or an aspect of trauma counselling, that most interests you.

    Explore the evidence (research studies) for, and practical aspects (e.g. contexts for use, suitability for specific client populations, steps to introduce it, any contraindications, and anticipated outcomes) of its use within counselling with an individual adult client. Use up-to-date references – i.e. within the last 10 years.

    Marking Guide:

    Description of technique / area of CBT / trauma counselling 15
    Overview of evidence about application 15
    Evidence of critical thinking 10
    Evidence of a wide literature search 15
    Use of up-to-date references 10
    Correct APA referencing and citation style 10

    Practical aspects:
    contexts for use 5
    suitability for specific client populations 5
    steps to introduce it 5
    contraindications 5
    anticipated outcomes 5

    Participation (10%)
    Assessment of class participation is based on consideration of the student’s attendance record, their ability to manage time (in terms of attendance and assignment submission), their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.
    Assessment items 1 and 2 must be completed ready for presentation on the fifth day of the program (25 July). Hard copies of written assignments should be addressed to the Course Administrator, Jacqui Howard, and submitted by 4pm on the due date at Reception on Level 7, 178 North Terrace. If reception is unattended place in assignment box.

    Assignments must be submitted by 4pm on the day that they are due.

    Make sure you use a cover page indicating the word count and include your name in a header or footer on each page of your assignment, and keep a copy for your own records.
    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 ( 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.

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