Entry requirements
Only open to Master students in the specialisation Child and Adolescent Psychology and research master’s students in the track Developmental Psychology
Completion of the course is necessary to start with the CBT+ component of the Internal Practical Internship.
Description
The lecture series promotes students’ knowledge of key components of CBT with young people, especially the process of conducting cognitive therapy. The corresponding workgroup sessions make use of demonstrations, supervised skills practice, and discussion, to promote students’ acquisition of the CBT skills presented during the lectures. Some workgroups are mixed, fostering an educational environment in which Dutch and International students can also learn from each other. In between the workgroup sessions, students meet in groups of 3 to gain additional practice of the skills. They reflect upon their use of CBT skills during the practice sessions via the preparation of reflection reports and during discussion in the workgroup sessions. Throughout the course emphasis is placed upon recent literature addressing both the theory and practice of CBT.
Course objectives
On completion of this course it is expected that students will be able to:
1. Describe the cognitive-behavioural model of behaviour change;
2. Explain how and why cognitive and behavioural interventions are applied in a developmentally-sensitive way with young people;
3. Reproduce and apply methods to detect young people’s cognitions;
4. Select and apply methods used to determine which cognition to modify;
5. Build a working relationship with a young person;
6. Apply techniques to detect and modify unhelpful cognition and to detect and practice helpful cognition.
7. Reflect on own behaviour as a therapist and on the treatment alliance with the client and their environment.
Timetable
For the timetable of this course please refer to MyTimetable
Registration
Education
Students must register themselves for all course components (lectures, tutorials and practicals) they wish to follow. You can register up to 5 days prior to the start of the course.
Exams (if applicable)
You must register for each exam in My Studymap at least 10 days before the exam date. You cannot take an exam without a valid registration in My Studymap. Carefully read all information about the procedures and deadlines for registering for courses and exams.
Exchange students and external guest students will be informed by the education administration about the current registration procedure.
Mode of instruction
6 2-hour lectures introducing the theory and principles of cognitive-behaviour therapy with young people.
6 3-hour work group sessions facilitating training in the application of cognitive and behavioural techniques.
Attendance at the lectures and work group sessions is mandatory. See Brightspace for more information.
The total work load of the course is:
12 hours lectures
18 hours workgroup sessions
30 hours preparation for lectures and workgroup sessions
10 hours meetings with student group
10 hours preparing for group meetings
60 hours assignments
Assessment method
The Course Objectives are assessed via a reflection report, a case report and active course participation.
5 reflection reports (worth 40% of total mark);
1 final case report (worth 40% of the total mark)
Active participation in the course (20% of final mark)
The Institute of Psychology follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. All students are required to take and pass the Scientific Integrity Test with a score of 100% in order to learn about the practice of integrity in scientific writing. Students are given access to the quiz via a module on Brightspace. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
Reading list
Textbook:
- Graham, P.J., & Reynolds, A. (2013). Cognitive behaviour therapy for children and families. (3rd ed.) Cambridge: Cambridge University Press. [Approximately one-half of the text is prescribed reading.]
Readings available via Brightspace. Exemplary literature includes:
Bares, C.B. (2011). Emerging metacognitive processes during childhood: Implications for intervention development with children. Child and Adolescent Social Work Journal, 28, 291-299.
Bernal, G., Rivera-Medina, C. L., Cumba‐Avilés, E., Reyes‐Rodríguez, M. L., Sáez‐Santiago, E., Duarté‐Vélez, Y., . . . Rosselló, J. (2019). Can cognitive‐behavioral therapy be optimized with parent psychoeducation? A randomized effectiveness trial of adolescents with major depression in Puerto Rico. Family Process.
doi: 10.1111/famp.12455Clark, G.I., & Egan, S.J. (2015). The Socratic Method in cognitive behavioural therapy: A narrative review. Cognitive Therapy and Research, 39, 863-879.
Friedberg, R.D., & Brelsford, G.M. (2011). Core principles in cognitive therapy with youth. Child and Adolescent Psychiatric Clinics of North America, 20, 369-378.
Friedberg, R.D., & Wilt, L.H. (2010). Metaphors and stories in cognitive behavioral therapy with children. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 28, 100-113.
Halliburton, A. E., & Cooper, L. D. (2015). Applications and adaptations of Acceptance and Commitment Therapy (ACT) for adolescents. Journal of Contextual Behavioral Science, 4, 1-11.
Kendall, P. (2012). Child and adolescent therapy: Cognitive-behavioral procedures. London: The Guilford Press.
Manassis, K., Lee, T. C., Bennett, K., Zhao, X. Y., Mendlowitz, S., Duda, S., . . . Wood, J. J. (2014). Types of parental involvement in CBT with anxious youth: A preliminary meta-analysis. Journal of Consulting and Clinical Psychology, 82, 1163-1172.
McLachlan, N.H., Eastwood, L., & Friedberg, R.D. (2016). Socratic questions with children: Recommendations and cautionary tales. Journal of Cognitive Psychotherapy, 30, 105-119.
Maric, M., Heyne, D., Van Widenfelt, B. M., & Westenberg, P. M. (2011). Distorted cognitive processing in youth: The structure of negative cognitive errors and their associations with anxiety. Cognitive Therapy and Research, 35, 11-20.
Oud, M., de Winter, L., Vermeulen-Smit, E., Bodden, D., Nauta, M., Stone, S., . . . Stikkelbroek, Y. (2019). Effectiveness of CBT for children and adolescents with depression: A systematic review and meta-regression analysis. European Psychiatry, 57, 33-45.
Sauter, F., Heyne, D., & Westenberg, P. M. (2009). Cognitive behavior therapy for anxious adolescents: Developmental influences on treatment design and delivery. Clinical Child and Family Psychology Review, 12, 310-335.
Shannon, J. (2012). The shyness and social anxiety workbook for teens: CBT and ACT skills to help you build social confidence. Oakland, CA: New Harbinger Publications.
Contact information
Dr. Leonie Vreeke l.j.vreeke@fsw.leidenuniv.nl