ADDICTION AND COGNITIVE BEHAVIOURAL THERAPY

SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B924260
Module Leader Neil Morrison
School School for Work Based Education
Subject SCWBE
Trimesters
  • 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 provide an under standing of cognitive behavioural therapy models, process, skills and practice within the contex t of a supportive and therapeutic relationship to clients who have addiction issues with the practitioner operating within a professional code of ethics and practice. Emphasis is on gaining new knowledge and developing critical reflection to learn how to integrate theory and practice to treat clients with various addiction issues within a work based context. The online module incorporates both theoretical principles, concepts and models and opportunities to develop self-awareness when working with clients who have various addiction.

Syllabus

Developing Cognitive-Behaviour Therapy treating addictions: Cognitive Behaviour Therapy & Addictions Introduction. The Nature of addiction including drug and alcohol addiction. Working with Gambling Addiction including food and spending addiction. Sexual addiction and internet addiction. Using Cognitive Behavioural Therapy to treat addiction Support for families, addiction referral networks and resources

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 Behavioural Therapy (CBT) used in treating clients with addiction issues.LO2: Critically evaluate the main theoretical perspectives of contemporary models of Cognitive Behavioural Therapy currently used in treating addiction issues.LO3: Apply knowledge and understanding of psychological theory to support a client who presents addiction issues using a cognitive behaviour therapy approachLO4: Demonstrate appropriate use of a CBT model to facilitate a client who has addictive issues through the therapeutic process in a case study.LO5: Critically evaluate application of cognitive behaviour therapeutic skills and a CBT model and use of self in a therapeutic interaction with a client who has a history of addiction issues 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 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, 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. Gabbard, G.O., Beck, J.S. & Holmes, J. (2005) Oxford Textbook of Psychotherapy. Oxford University Press: New York. 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. Mack, A.H, Brady, K.T., Miller, S.I. & Frances, R.J. (2016). Clinical textbook of Addictive Disorders (4th Ed.) Guilford Press, Reiter, M.D (2015). Substance Abuse and the Family. Routledge, London. Tursi, M. M. & Cochran, J.L. 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) www.babcp.com/Membership/Journals.aspx -142 Counselling in Scotland -- Journal of COSCA (Counselling and Psychotherapy). www.cosca.org.uk/docs European Journal of Psychotherapy and Counselling (Eur Journal of Psychotherapy Counselling Health). -142 www.tandfonline.com/toc/rejp20/current Journal of Evidence-Based Psychotherapies http://jebp.psychotherapy.ro/ Reflective Practice - Journal www.researchgate.net/journal/1470-1103_Reflective_Practice Therapy Today - Journal of the British Association for Counselling and Psychotherapy. (BACP) www.bacp.co.uk/publications/journals/therapytoday.php Websites -142 www.babcp.co.uk/ www.bacp.co.uk www.beckinstitute.org www.beckinstitute.org/history-of-cbt/ www.youtube.com/user/BeckInstitute

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

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 50.00 n/a 2500 word Case Study-Recorded/Analysed (Trimester 2
Course Work 03 n/a 0.00 n/a Practice Portfolio - Pass/Fail only - Exceptions Case No.162
Course Work 01 n/a 50.00 n/a 2500 word Reflective Essay on Theory (Trimester1)