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MSc. in Cognitive Behavioural Therapy for Children & Adolescents

Cognitive behaviour therapy (CBT) is a term used to describe psychotherapeutic interventions that aim to reduce psychological distress and maladaptive behaviour by altering cognitive processes. CBT is a problem-oriented, short-term method of psychological treatment with a significant evidence-based foundation. The use of CBT with children and their families is a relatively recent and exciting development. Many of the commonest emotional and behavioural problems are amenable to therapies based on the cognitive-behavioural model.

• Programme Description
  

  Cognitive behaviour therapy (CBT) is a term used to describe psychotherapeutic interventions that aim to reduce psychological distress and maladaptive behaviour by altering cognitive processes. CBT is a problem-oriented, short-term method of psychological treatment with a significant evidence-based foundation. The use of CBT with children and their families is a relatively recent and exciting development. Many of the commonest emotional and behavioural problems are amenable to therapies based on the cognitive-behavioural model.

  This course is a unique multidisciplinary programme focussed on the alleviation of child and adolescent mental health problems through the dissemination of CBT skills and models and by the encouragement of an enquiring, collaborative and reflective practice. This course is designed for professionals who already have experience of working with children and their families and who will be able to maintain this contact throughout the programme. It aims to build on existing skills and as such will be relevant to psychiatrists, clinical psychologists, social workers and nurse practitioners.

  Programme Aims:

  Graduates will achieve an understanding of the complex theories and concepts that underlie cognitive behavioural therapy and will receive specialised training with regards to practice of CBT techniques. There is a significant emphasis on the acquisition and development of clinical skills and the use of supervision and self-evaluation to monitor this process. Potential students will also learn about other main modalities of psychotherapy. These include the transference-based therapies - of which psychoanalytic psychotherapy is the exemplar, the integrative therapies and family and group therapies. As part of continuing training in psychotherapy in the UCD School of Medicine and Medical Science, recently introduced Higher Diploma in Psychotherapy Studies offers graduates an academic foundation in the theoretical and clinical literature of the field, and serving as a ‘beginners’ year, it will leave students well placed to apply for one of a suite of MSc programmes currently on offer, including the MSc in Cognitive Behavioural Therapy for Children and Adolescents.

  Programme Structure:

  This UCD Masters is run from Lucena Clinic in Rathgar.  The lectures are typically held on a Wednesda afternoon from 1pm-5pm.  Clinical supervision is then typically held from 5.30pm-7pm in the same venue.
  
  This Masters programme is a 2-year part time programme.  We have an intake of new students every second year. Our next intake of students is in  September 2012.
  
  The application process for the September 2012 intake will begin in March 2012.  Applications should be completed online on the UCD website.  Further details are available on  http://www.ucd.ie/apply.

• Programme Content
  

  Modules and European Credit Transfer System
  The course is delivered in 9 modules (8 taught and 1 dissertation), all of which are core requirements for the award of MSc. Of the taught modules, 5 lead to 5 ECTS each, 2 synoptic modules account for 10 ECTS and 1 continuous module that is run over the whole academic year (year 1) relates to the supervision of clinical experience and accounts for 15 ECTS. The 9th module is by thesis dissertation and contributes 30 ECTS. In conjunction with the main course programme, students are also given unique opportunity to attend series of conferences and workshops presented by the internationally recognised guest speakers and experts in the field of CBT.
  Attendance must be 80% or higher over the course.
  
  Formative and summative assessment is carried out throughout the course.
  The course’s clinical supervisors offer the formative and continuous assessment in the Module 1 in the format of weekly small group supervision sessions.
  
  Summative assessment is carried out at the end of each module and constitutes the basis for the course grade. The marks are given for the video tape examination (Module 1), written assignments (Modules 2 - 6), written MCQ examination (Modules 7 & 8) and thesis (Module 9). Written assignments are in the form of:
  
  • 3,000 word essay in the Module 2
  • 2,500 word case – study 1 in the Module 3
  • 1,000 word project report in the Module 4
  • 2,500 word case – study 2 in the Module 5
  • learning journal evaluation in the Module 6
  

  Module 9 which leads to a 10,000 word thesis will be supervised by an individual thesis supervisor who provides regular feedback on student’s independent work. Progression on the thesis will be also be monitored at group level by the tutors conducting the research and clinical applications seminars.
  Total ECTS (European Credit Transfer System) Credits =90 ECTS
  

  Module 1
  Supervision of clinical experience
  The applied clinical skills in CBT are promoted by weekly, group-supervision of students’ on-going cases. Students are assigned to small supervision groups lead by a clinical supervisor at the beginning of the course. The focus of the supervision of clinical experience includes video tapes reviews and case discussions. Clinical supervisors evaluate students work according to the specified criteria outlined in Supervisee Evaluation Form that is used in weekly supervision and form the template for the formative assessment.
  

  Module 2
  Theories of Learning and Development
  Beginning with an introduction to theories of personality and temperament, the intricate process of maturation in child’s cognitive and social abilities and developmental milestones are explored in this module. Classical theories of normal and abnormal development from infancy to adolescence are examined and the case is made for the role of early attachments.
  

  Module 3
  Cognitive Therapy Skills
  The focus of this module is on classical cognitive psychotherapy. This will introduce students to the cognitive model of emotional disorder and progress to developing basic skills.
  

  Module 4
  Behaviour Therapy
  The focus of this module is on Behavioural Experiments and Theoretical basis in classical conditioning and operant conditioning. This will introduce students to the Behavioural Programmes for Children and progress to developing basic skills of Behavioural Therapy.
  

  Module 5
  CBT for common problems of childhood
  This module focuses on an integrated approach to employing cognitive and behavioural methods in the treatment of children and adolescents. According to the current evidence, many of the commonest emotional and behavioural problems are amenable to therapies based on the cognitive-behavioural model. Cognitive models for a range of disorders of childhood and adolescence, including anxiety disorders, OCD, depression & self-harm, eating disorders, PTSD, psychosis and substance misuse are examined in this module. Factors to be considered when adapting CBT for a younger child are also highlighted.
  

  Module 6
  CBT and the family
  This module focuses on the role of the Family in the therapeutic intervention. Family-based CBT involves applying CBT principles to the parents themselves in order to reduce their own anxiety or distorted beliefs about their children, while at the same time addressing problems in parent-child or parent-parent relationship. In different situations parents can act as facilitators, co-therapists or indeed, the clients.
  

  Module 7
  Research Methodologies
  Appreciation and ability to interpret various research methodologies are developed throughout the whole course, yet a working knowledge of research methodology is expected to be gained by the student in this module. Experimental use of this body of knowledge and skills are assessed in the context of thesis proposal and dissertation, as actually doing some research is the best way of learning about it.
  

  Module 8
  Evidenced based practice
  In this module students are introduced to the principles and clinical applications of Evidence Based Practice in the field of cognitive behavioural therapy. Critical appraisal skills, mainly the ability to assess the scientific validity and clinical importance of published research (i.e. separate the wheat from the chaff in the medical literature) are thought here. Critical review skills are further developed through activities in which students will discover existing evidence based literature pertaining to their practice of CBT.
  

  Module 9
  Thesis Dissertation (Cognitive Behavioural Therapy)
  Students will formulate and develop a thesis proposal, leading to the submission of 10,000 word thesis dissertation at the end of the year 2 and the presentation of thesis material to the group. Direction in formulating their proposal and in progressing their written work will be monitored and supported in designated seminars. Students will also have an individual thesis supervisor assigned to them.
  

  Contributors
  The list of contributors to the teaching of this course includes: Dr Sam Cartright-Hatton, Mr Peter Coughlin, Dr Michele Coyle, Dr Barbara Dooley, Prof Carol Fitzpatrick, Prof Robert Friedberg, Mr Alan Furlong, Mr Philip James, Dr Claire Hayes, Dr Elma Hedderman, Dr Keith Holmes, Ms Angela Kearney, Ms Maeve Kenny, Dr Elizabeth Lawlor, Dr David Leahy, Ms Ruth Lennon, Dr Louisa Mackrell, Dr Patricia McCarthy, Ms Ros McCarthy, Dr Catherine McElerney, Dr Laura McKenna, Prof Fiona McNicholas, Dr James Murray, Dr Gary O’Reilly, Dr Sinead Reynolds, Dr Martin O’Sullivan, Dr Marion Rowland, Dr John Sharry, Dr Robert Smith, Dr Anthony Staines, Dr Anne Stewart, Dr Michael Sweeney, Dr Barbara Walsh and Dr Yulia Zyrianova.
  Further contributors will be added to this list.
  

   

• Programme Eligibility
  

  Admission will require a previous undergraduate degree. A relevant professional qualification and/or relevant professional experience are welcome but are not prerequisites. Applicants must have, or be able to gain, therapeutic contact with young people (under 16). Applicants will be expected to show evidence of a commitment to, and serious interest in, the study of CBT. Applicants for the programme will be interviewed.

• Application Procedure and Contact Details
  

  Applications for this course must be made online at
  http://www.ucd.ie/apply

  Next intake is September 2012.

  The Course Administrator:  
  Ms Sarah O'Hanrahan

  The Course Coordinator and The Academic Course Directors:
  Professor Fiona McNicholas
  Dr. Blanaid Gavin

  For all informal enquiries please contact:  
  Email:  sarah.ohanrahan@sjog.ie; 
  Phone: +353 1 4999348 
  Address: Lucena Clinic,
  59 Orwell Road,
  Rathgar,Dublin6.

  Please feel free to contact us via the above address'phone/email should you reuire further information.

• Fee Information
  

  http://www.ucd.ie/registry/adminservices/fees/index.html