SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B924207
Module Leader Jackie Duff
School School for Work Based Education
Subject SCWBE
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)
  • A (September start)-B (January start)-C (May start)
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

CBT Skills/ Practice

Summary of Content

This online module is designed to build on the practitioner's knowledge of CBT providing an enhanced understanding of cognitive behavioural therapy models, process, skills and practice within the context of a supportive and therapeutic relationship to clients who have drugs and/or alcohol issues with the practitioner operating within a professional code of ethics and practice. Emphasis is on self-awareness and development, critical reflection and academic supervision throughout the course. The blended module incorporates both theoretical principles and a period of reflective activities monitored and supported by an online mentor.


Developing counselling foundations and practice Cognitive Behavioural Therapy - Anxiety and Depression Introduction CBT Working with Depression, Anxiety, Fears, Phobias and Anger Issues.

Learning Outcomes

On completion of this module, students should be able to:LO1: Scrutinise evidence from literature to explore the scope and perspectives of contemporary models of Cognitive Behaviour Therapy (CBT) appropriate for treating drug and alcohol issues.LO2: Critically evaluate the main theoretical perspectives and contrast contemporary models of Cognitive-Behaviour Therapy used in treating drugs abuse and alcohol issues.LO3: Apply knowledge and understanding of psychological theory to support a client in a cognitive behaviour therapy interaction who has alcohol issues.LO4: Demonstrate appropriate use of a cognitive behavioural therapy model to facilitate a client who has drugs abuse or alcohol issues through a session presented in a case study.LO5: Critically evaluate application of a cognitive behaviour therapeutic model, skills and use of self in a therapeutic interaction with a client who has drugs abuse or alcohol issues presented in a case study.

Teaching / Learning Strategy

The teaching and learning strategy will enable the students to synthesise and apply knowledge gained from study of the topics within the module. The teaching and learning will follow an online approach to ensure flexibility for students. Teaching methods will include tutor and peer input, guided reading and online learning. Tutors will provide opportunities to consider and explore actual and potential therapeutic intervention strategies relevant to CBT interventions with clients who have drug and/or alcohol issues. Online multi-media presentations, audio files and online course materials provide the main theoretical, skills and knowledge framework to assist independent learning. Written and oral feedback from tutors will develop and maintain student's professional competence. The Reflective Practitioner Activities Portfolio will enhance student's abilities to reflect on self, apply theoretical concepts and use the 'collective' (peers, colleagues and internet) to develop their self-regulated learning. The Reflective Practitioner Activities Portfolio further enhances the student's ability to reflect and evaluate progress in developing knowledge and competence in CBT with feedback from the online tutor.

Indicative Reading

Beck, A.T., Emery, G. & Greenberg, R.L. (2005) Anxiety Disorders and Phobias: A Cognitive Perspective. Basic Books: New York. Corrie, S. (2015) CBT Supervision, Sage, London. Curwen, B., Palmer, S. & Ruddell, P. (2010) Brief Cognitive Behaviour Therapy. SAGE: London. Gilbert, P. and Leahy, R.L. (Eds.) (2009). The Therapeutic Relationship in the Cognitive Behaviour Therapies. Routledge: Hove. Glasner- Edwards, S. (2015). The Addiction Recovery Skills Workbook: Changing Addictive Behaviours Using CBT, Mindfulness, and Motivational Interviewing Techniques. New Harbinger Publications. Lovering, R. (2015). A Moral Defence of Recreational Drug Use. Palgrave Macmillan, Baingstoke. Reiter, M.D (2015). Substance Abuse and the Family. Routledge, London. Thurnell-Read, T. (2015). Drinking Dilemmas: Space, Culture and Identity (Series: Sociological Futures). Routledge. Tursi, M. M. & Cochran, J.L. (2006) Cognitive-Behavioral Tasks Accomplished in a Person-Centered Relational Framework. Journal of Counselling & Development, Volume 84 (4), 2006. Journals -142 British Association for Behavioural and Psychotherapies Journals Information regarding the two BABCP Journals: the Cognitive Behavioural Therapist (CBT) and Behavioural Cognitive Therapy (BCT) -142 Counselling in Scotland -- Journal of COSCA (Counselling and Psychotherapy). European Journal of Psychotherapy and Counselling (Eur Journal of Psychotherapy Counselling Journal of Evidence-Based Psychotherapies Reflective Practice - Journal Therapy Today - Journal of the British Association for Counselling and Psychotherapy. (BACP) Websites -142

Transferrable Skills

-Develop independent learning by working in a self-directed manner -Develop study and IT skills to underpin effective learning -Develop critical thinking, decision making and communication skills -Work effectively with others -Underpin professional practice through reflection and the integration of theory and practice -Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Practicals (FDL) 65.00
Independent Learning (FDL) 140.00
Directed Learning (FDL) 50.00
Tutorials (FDL) 15.00
Assessment (FDL) 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 03 n/a 0.00 35% Practice Activities Portfolio - Pass/Fail only - Exceptions Case No.162
Course Work 01 n/a 50.00 35% 2500 word Reflective Essay on Theory (Trimester 1)
Course Work 02 n/a 50.00 35% 2500 word Case Study-Recorded/Analysed (Trimester 2