Overview
This unit focuses on both conceptual and practical implications of cognitive behavioural theories. You will have opportunity to explore and learn the different approaches and theoretical debates for the use of cognitive behavioural theory in evidence-based practice of psychology.
Details
Pre-requisites or Co-requisites
Academic Course =CC42
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Verbal feedback and evaluations
Students liked the 'optional' (non compulsory) readings/articles provided.
Continue to provide extra 'optional' reading for students who want more in depth information on unit material.
Feedback from Verbal feedback and evaluations
Students appreciated having lectures recorded and broken down into short 20-30 min sections.
Ensure lecture content is recorded and broken down into shorter sections (no longer than 30 minutes each).
Feedback from Verbal feedback and evaluations
Students requested that the cases for Part B of the Written submission (case write up) be re-written to include more content.
Re-write and provide more content for two cases provided for part B of written submission (e.g case write up).
- Apply a theoretical and practical understanding of the cognitive therapy model
- Use case information to formulate case conceptualisations and basic treatment plans with appropriate processes and principles of cognitive therapy
- Apply core principles of ethical and professional practice to therapuetic processes across psychological case studies and themes
- Use cognitive therapy processes and decision-making strategies in case study presentations
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 15% | ||||
| 2 - Practical Assessment - 25% | ||||
| 3 - Written Assessment - 20% | ||||
| 4 - Examination - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 15% | ||||||||||
| 2 - Practical Assessment - 25% | ||||||||||
| 3 - Written Assessment - 20% | ||||||||||
| 4 - Examination - 40% | ||||||||||
Textbooks
Cognitive behavior therapy: Basics and beyond (2nd ed.)
Edition: 2nd (2011 )
Authors: Beck, J. S.
New York, NY: Guildford Press
New York, NY New York, NY
Binding: Hardcover
Additional Textbook Information
Textbook for the course is Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). New York, NY: Guildford Press and should be available for purchase in the bookstore.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.robillard@cqu.edu.au
Module/Topic
Introduction, principles, therapeutic relationship
Chapter
Chapter 1 & 2
Events and Submissions/Topic
Module/Topic
Case Conceptualisation
Chapter
Chapter 3
Events and Submissions/Topic
Module/Topic
Evaluation and assessment
Chapter
Chapter 4
Events and Submissions/Topic
Module/Topic
First and second therapy sessions
Chapter
Chap 5 & 7
Events and Submissions/Topic
Module/Topic
Thoughts and emotions
Chapter
Chap 9 & 10
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Behavioural and additional interventions
Chapter
Chap 6 & 15
Events and Submissions/Topic
Module/Topic
Mindfulness and MCBT
Chapter
Selected Moodle readings
Events and Submissions/Topic
Module/Topic
Treatment planning for anxiety disorders
Chapter
Chapter 19
Events and Submissions/Topic
Module/Topic
Homework
Chapter
Chapter 17
Events and Submissions/Topic
Module/Topic
Homework - troubleshooting
Chapter
Chap 20
Events and Submissions/Topic
Module/Topic
Termination, relapse prevention, therapist competency
Chapter
Chap 18 & readings
Events and Submissions/Topic
Module/Topic
Week 12 Review of course content and skills
Chapter
No formal reading
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Please note that this is a distance education course and as such there are no on campus lectures scheduled. You do not need to attend any classes/lectures. Recorded lectures will made available to you on Moodle each week.
There will, however, be a number of non-assessed, non-compulsory catch up sessions with me via zoom throughout the semester to answer any questions you might have (and that will also be recorded for those of you who can't attend).
1 Online Quiz(zes)
- You have a quiz to complete via the PSYC14049 Moodle site. The quiz will be open from 0700 am on Friday 21st September 2018 to 11:45 pm Monday 24th of September, 2018 .
- Only one attempt is possible.
- No extensions are possible.
1
Other
Week 11 Monday (24 Sept 2018) 11:45 pm AEST
Week 11 Friday (28 Sept 2018)
The quiz is multiple choice.
- Apply core principles of ethical and professional practice to therapuetic processes across psychological case studies and themes
- Use cognitive therapy processes and decision-making strategies in case study presentations
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
Part A Video recording of a psycho-education session (75%)
You will record and submit a video of a psycho-education session.
- The assignment is an opportunity to demonstrate your professional practice in the delivery of a basic component of cognitive behaviour therapy.
- Specifically, you will provide a psycho-education session to a client on the cognitive behavioural model.
- Competence in psycho-education and socialising the client to the CBT model, is a fundamental element of the therapeutic process.
- Further details are provided in the Moodle site.
Part B Critique of Video (25%)
- Watch and review the 10-15 minute video you submitted.
- Write a critical reflection of your experience and approach.
You will need to address the following key areas:
- How well you performed
- What worked well
- How you would potentially run the session next time; What would you do differently?
- Use the assessment criteria from the Moodle site to guide you on the development of this task.
Week 7 Monday (27 Aug 2018) 11:45 pm AEST
Week 10 Monday (17 Sept 2018)
- The video is marked with reference to the Cognitive Therapy Rating Scale. Please refer to Appendix C in the textbook and the feedback sheet on the PSYC14049 Moodle site.
- Referencing Style - American Psychological Association (APA).
- Apply a theoretical and practical understanding of the cognitive therapy model
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Task Description:
- Two case studies are provided on the Moodle site.
- Choose one of these case studies and complete a case history, generate a case conceptualisation and develop a treatment plan.
- Use the assessment criteria from the Moodle site to guide you on the development of this task.
General Guidelines:
-
Submit via the Moodle site and please submit as a Word document.
- Use APA formatting with appropriate headings.
- Use appropriate citations and referencing (although citations should be minimal).
- Please include a title page. An abstract is not required for this assessment task.
Week 9 Monday (10 Sept 2018) 11:45 pm AEST
Week 12 Monday (1 Oct 2018)
- Marking guide provided on Moodle site.
- Referencing style is American Psychological Association (APA)
- Use case information to formulate case conceptualisations and basic treatment plans with appropriate processes and principles of cognitive therapy
- Use cognitive therapy processes and decision-making strategies in case study presentations
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
Examination
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
