SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB924218
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)
  • A (September start)-B (January start)-C (May start)
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Dip CBT, Developing Opportunities: PPD. CBT Practice, Practice Supervision.

Summary of Content

This online module allows the student opportunity to advance knowledge, skills and attitude in an area of professional CBT practice organisational development through the compilation and implementation of a negotiated development plan for an identified project. The module aims to enhance professional problem management and opportunity development abilities by determining solutions to or options when the practice base is challenged. The content of the module will be determined by the students' own specific organisational development requirements and if appropriate the needs of their organisation. The module promotes a flexible approach to continuous professional development and expertise. Learning problem management and opportunity development will be undertaken predominantly in the workplace/placement which will require largely self-directed study and being able to identify and gain their own support needs. A negotiated development contract will be compiled in collaboration with the employer (if appropriate) or mentor and the module leader and/or academic supervisor. This approach enables achievement of competency to practice in their defined area, to identify and agree appropriate learning outcomes and assessment criteria to meet professional practice requirement for the project selected.


The 'New Professionalism' in CBT: -284 - Problem management and opportunity development - Models of change management - Models of organisational change Organisational CBT Practice Development: Work Based Portfolio: -284 - Carrying out needs analysis - Undertaking critical reflection - Using the Collective (Peers and Academics) - Information retrieval, evaluation of literature - Utilising approved modules and approaches to develop organisational practice development

Learning Outcomes

On completion of this module, students should be able to:LO1: Critically Analyse the CBT workplace in order to identify organisational practice development needs in relation to what they want to achieve.LO 2: Design a negotiated learning contract relating to their CBT practice that meets their own professional development needs.LO 3: Use and justify strategies using a range of organisational practice development models appropriate to the CBT work place.LO 4: Take responsibility for their own CBT practice development evidenced by constructing a relevant practice based portfolio of organisational development within their work place.

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 addiction 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, J.S. 2011, Cognitive Behaviour Therapy, Second Edition: Basics and Beyond , Guildford Press. Boud D. 2006, Productive reflection at work: learning for changing organisations. Routledge. New York Egan,G. 2014, The skilled helper, 10th edn, Brooks/Cole, Belmont, CA. Geoff, A 2014, Learning contracts: a practical guide . Routledge Hyler, R. 2010, The work based Learning student handbook. Palgrave Macmillan. McLeod, J. 2013, An introduction to research in counselling and psychotherapy, Sage, London. Proctor, G., 2014, Values and ethics in counselling and psychotherapy, Sage, London Priest, H., 2011, An introduction to psychological care in nursing and the health professions, Sage, London Raelin, J. 2008, Work Based Learning: Bridging Knowledge and Action in the Workplace. Jossey-Bass. A Wiley Company. San Francisco Journals -142 Action Learning: Research and Practice -Journal British Association for Behavioural and Psychotherapies Journals Information regarding the two BABCP Journals: the Cognitive Behavioural Therapist (tCBT) and Behavioural Cognitive Therapy (BCP) Counselling and Psychotherapy Research - Research Journal of the British Association for Counselling and Psychotherapy. (BACP) European Journal of Psychotherapy and Counselling (Eur Journal of Psychotherapy Counselling Health). Journal of Evidence-Based Psychotherapies Reflective Practice - Journal Therapy Today - Journal of the British Association for Counselling and Psychotherapy. (BACP) Work based Learning e-Journal International Websites -142b7 b7 b7 b7 b7

Transferrable Skills

Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance and organisational change skills and techniques and Interpersonal Skills: an ability to work collaboratively and constructively with others on a complex work based assignment. Communication skills, negotiation skills and presentation skills. Analysis skills and Project Development Skills.

Module Structure

Activity Total Hours
Directed Learning (FDL) 85.00
Practicals (FDL) 65.00
Independent Learning (FDL) 195.00
Assessment (FDL) 40.00
Tutorials (FDL) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 50.00 n/a The assessment is work based and negotiated between the student and tutors from GCUTrimester 2: Portfolio - Critical Evaluation of Practice Development Outcome (3000 words)
Course Work 01 n/a 50.00 n/a The assessment is work based and negotiated between the student and tutors from GCUTrimester 1: Portfolio - Problem Management & Opportunity Development Strategy (3000 words)