About Cognitive Psychotherapy, Graduate Diploma - at Trinity College Dublin
Aims of the CourseThe course offers post-qualification training in the theory and practice of cognitive psychotherapy, as applied in a variety of mental health settings. Competence is developed through a combination of weekly clinical supervision, lectures, workshops and written assignments. Assessment is based on the submission of case studies and theoretical reviews, oral presentations and standardised rating of therapy sessions.
The following are the specific aims of the postgraduate diploma year:
To provide a sound knowledge of the theory and practice of cognitive psychotherapy.
To present specific adaptations of the cognitive model for a variety of clinical disorders and related research on outcome and efficacy.
To develop confidence in assessing patient suitability for cognitive psychotherapy; to develop cognitive case formulations; to devise and implement individual treatment programmes and to evaluate their success.
To develop the ability to convey clearly the central concepts of cognitive psychotherapy and communicate basic treatment skills; to critically evaluate the current status of different treatment approaches within cognitive psychotherapy and to cultivate an attitude of enquiry as to how the model may need to be adapted to cater to the unique circumstances of each individual patient.
The curriculum in the diploma year will emphasis the acquisition, execution and communication of specialised knowledge and clinical skills within a cognitive framework with respect to the current status of research.
Course StructureThis course is designed as a one-year Postgraduate Diploma in Cognitive Psychotherapy. It is run under the auspices of the School of Medicine and Health Sciences, TCD; the Postgraduate Diploma awards are conferred by the University of Dublin, Trinity College.
The Diploma course is run on a part-time basis and will be based in 2006/2007 at St. Patrick鈥檚 Hospital. The Diploma class meets every Friday in each of three academic terms, from 9:00am to 5:00pm. This day is divided between clinical supervision and formal teaching.
Supervisiona) Overall ObjectivesSupervision is the point where theory is translated into practice, and knowledge into skill. It is your opportunity for regular feedback on how your skills are developing. We should like again to encourage you to take an active role in supervision. This means, for example, thinking carefully about your objectives for each term, monitoring your own performance regularly by listening to your own therapy tapes, considering before each session what you particularly wish to work on, giving your supervisor feedback on what you find helpful and unhelpful, and so forth.
b) Minimum RequirementsTo obtain a Diploma, you must attend (bringing suitable cases for supervision) for a minimum of nine sessions each term. Obviously you will benefit from exceeding this minimum and indeed we expect you to attend each week.
You must have a supervised practice with a minimum of three patients in the course of the year, i.e. one each term. We strongly advise you to have at least one other patient in treatment at any time as a backup if the first patient drops out of therapy. You should also aim to practice cognitive psychotherapy skills with as many suitable clients as possible. There are two reasons for this: to ensure that you are not left unable to obtain supervision by patients leaving treatment prematurely, and to broaden your range of experience.
Clinical responsibility for treatment carried out rests with you and your employer as appropriate. If you have any doubts about clinical responsibility, you should discuss them at your place of work.
c) Division of TimeSupervision takes place on a one-to-one or one-to two basis. Given the brief time available, it is important that supervision is clearly focused. You should decide what particular issue or question you wish to address in each session (remember that it is important to report successes as well as failures), and should pre-select relevant sections of therapy tape. You and your supervisor are jointly responsible for staying on track and ensuring discussion sticks to the point and does not degenerate into a "chat-show". It may also be helpful to ask yourself at the end of the session: "What have I learned/gained from today?" This means that supervision sessions should mirror the structure of cognitive psychotherapy sessions (agenda, items for discussion, closure/feedback).
d) Audio/VideotapingThe use of audio/video tapes of therapy sessions in supervision has been found to be of tremendous help in CBT training. It is worth experimenting with the use of audio/video taping before the course begins. Please ensure that you record sessions on a good quality machine with an external microphone. Inaudible tapes are frustrating and unhelpful. Ideally you should make two tapes of each session, one for you and one for the patient to take away and listen to at home.
Tapes of therapy sessions should be routinely brought to supervision and used as a focus for discussion. It is helpful to isolate in advance particular incidents on the tape on which you wish to focus (for example, agenda-setting, problems in applying a particular method, a hiccup in therapeutic relationship) rather than just listening freely.
We strongly advise you to make time to listen regularly to your own tapes and monitor your skills development using the Cognitive Therapy Scale (CTS - your supervisor will give you a copy). Listening to or watching tapes is often difficult to begin with, but improves with exposure!
e) Supervision RotationTrainees will be supervised by a different supervisor in the first and second half of the academic year. This is to give you a chance to experience different therapeutic and supervisory styles.
f) Monitoring ProgressIn the first supervision session, your supervisor will give you a copy of the Cognitive Therapy Scale (CTS).
The CTS in essence encapsulates the skills we are expecting people to acquire over the course of the year, and can be used as a guide to good practice and a means of self-monitoring therapy tapes.
Supervisors will use the CTS to rate two of your therapy tapes each term. The first, near the beginning of term, will help the identification of objectives and problem areas and the second, towards the end of term, will allow you to assess progress and begin the process of defining objectives for the following term. CTS ratings at the end of each term will be accompanied by a brief report pinpointing strengths and weaknesses and making suggestions for personal goals for the following term. We suggest that you rate your own tapes on the CTS and identify strengths, weaknesses and future goals for yourself.
At the end of the course, clinical performance will be evaluated on the CTS. Trainees must obtain a score of least 2 on all sub-scales in order to meet criterion for the award of Diploma. Scores of 2 mean that you are carrying out recognisable (but not necessarily good) cognitive psychotherapy. You may well wish to aim higher than this.
g) FeedbackAt the end of each term, you will be invited to provide feedback on the term's supervision. What have you learned? How far have you progressed towards your objectives? What did you find helpful? What would you have preferred more of? Less of? Different?
If there are any aspects of supervision you are not happy with, please do not wait until the end of term to say so. Please first address any problems with your supervisor directly. If things cannot be resolved, you and your supervisor may approach the Course Director. If the Course Director is the supervisor concerned, another member of the Course Steering Group may be approached.
h) AbsencesIt is inevitable that all supervisors will occasionally be absent because of illness or other commitments. In case of absence, you may wish to join forces with another supervision group. If you yourself are absent for any reason, please inform your supervisor and the Course Director as far in advance as possible and at least before 9.00 am on the day.
