The Centre of Therapy. A Cognitive Approach

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1 The Centre of Therapy A Cognitive Approach The Centre of Therapy is a working Therapy centre, providing training and therapy within a Cognitive Behavioural framework. We run a broad range of courses covering all levels of skills from beginner to advanced professional. Our friendly staff will be delighted to answer any questions you may have about therapy or training please call or visit our website at What is Cognitive Behavioural Therapy? Cognitive Behavioural Therapy, or CBT for short, is shown to be effective for many cognitive disorders, including Panic, Anxiety, Obsessive Compulsive Disorder and Post Traumatic Stress. It can also be effective in dealing with phobias and addictions. CBT keeps the focus on the client learning how to control their own distressing emotions, thoughts and behaviours, using a variety of techniques. Clients are encouraged to take responsibility for identifying their own problems, then planning and implementing the best strategies for change. The benefits from these techniques are shown to be long lasting. The counsellor works by offering strategies of intervention in any of the three levels: emotional, cognitive or behavioural, thereby empowering the client to work in the way best suited to their individual need. The Centre of Therapy offers a range of courses including the COSCA Certificate in Counselling skills (SCQF Level 7), a 5 day introduction to CBT (SCQF Level 8) and the SCOTACS Diploma in Counselling and Groupwork (SCQF Level 10). Please see attached information. All of the regular courses offered at the Centre have been awarded Scottish Credit and Qualification Framework (SCQF) credits and levels. However, we also offer a range of exciting short courses throughout the year, including CPD Events. Please check our website regularly for further details. If you would like some further information, please call or visit

2 COSCA Counselling Skills Certificate 1 st September th February 2010 What are Counselling Skills? Counselling Skills can be used in the context of any kind of helping relationship as part of a counselling approach. They can help to: Improve interpersonal and communication skills Explore personal values and how they affect our interactions with others Insert the qualities of acceptance, genuineness and empathy into any relationship Involve using verbal and non-verbal communication to improve attending skills COSCA Counselling Skills Certificate The COSCA Certificate is the recognised route into further training towards becoming a counsellor or therapist. The course comprises 4 modules, each of which is delivered over a 10 week period, one evening per week. However, the COSCA Counselling Skills Certificate is also a valuable course in its own right to improving communication skills. For this reason, it is well attended by individuals working in positions with a level of face-to-face work. The COSCA Counselling Skills course has been awarded 40 SCQF credits at SCQF level 7. Entry requirements There are no formal entry requirements to this course. Fees Each module costs 250 and is payable in monthly instalments or in one lump sum. Should a place be funded by an employer, payment can also be arranged on these terms. Qualifications advancement With the successful completion of each module, you will be invited to continue onto the next module. Successful completion of all four modules will result in COSCA certification. Following this, you may wish to advance your skills and knowledge with the one year Specialist skills course. For those interested in becoming Cognitive Behavioural Therapists, you may apply for a place on the Diploma in Counselling and Groupwork Skills Course.

3 Certificate in CBT, Counselling and Groupwork March 2010 Cognitive Behavioural Therapy enables us to move toward a more effective and satisfying way of living and working by learning to challenge and change ways of thinking and behaving which are not consistent with our overarching sense of what is right and appropriate, and effective in achieving our goals Entry Requirements Applicants should have prior and current experience of both one-to-one work and facilitating groups. Applicants will normally have a qualification in either counselling skills or groupwork - e.g: COSCA Certificate in Counselling Skills or Glasgow Gates (Changing Behaviour Toolkit). Applicants must also have an interest in and a commitment to experiential learning. Application is by interview. Course Structure The course consists of 200 hours of training within a group situation and one-to-one environment. This consists of one Friday per week for forty weeks of tutor/student contact 15 hours of individual CBT supervision provided by qualified CBT practitioners. In addition, there is an expectation that students engage in a substantial period of personal counselling/ development with a recognised counsellor/psychotherapist. This also prepares for accreditation as an Independent Practitioner. Qualification SCQF Level 7 Achievement Successful completion is designed to move toward the requirements of the training component needed to become an accredited counsellor or psychotherapist. Some candidates have found work in a counselling setting. Upon successful completion of the Specialist certicate, those wishing to train as Cognitive Behavioural therapists may apply for entry into the 2 nd year of the Diploma course Course Cost 3075 per person. Reduced group rate on request.

4 SCOTACS Diploma in Counselling and Groupwork 11 th September 2009 ***Announcement***: Due to high demand for places, a further Diploma course has been added this year. Applicants may now choose between a weekly course (Fridays, 9.30am 4.30pm), and the weekend course as detailed below. Applicants should specify course type when applying. This is a part-time 2 year course which is held one full weekend per month as follows. Friday 6pm 9pm Saturday 9.30am 7.30pm Sunday 9.30am 5.30pm Graduates of the Diploma course are accredited both by BABCP and BACP and for these students the course is recognised as fulfilling the training component of the criteria required by BABCP for accreditation as a Cognitive Behavioural Therapist. Course Content The course will provide individuals with the tools to: Practice and develop Cognitive Behavioural Therapeutic skills Develop a deeper understanding of both self and others Demonstrate competence in counselling and Groupwork skills Assessment Students will be required to produce a substantial portfolio of work including essays, learning records, case studies and video and audio tapes. Their contribution to the Group during the two years will also be taken into account. Students will be offered tutorial support throughout the course to help meet the assessment criteria. Qualifications SCQF Level 10 (187 Credit Points) Course Cost 6150 per person payable over 2 years in monthly or yearly. 250 Deposit required. Instalments (5% admin fee for monthly instalments). Reduced Group rate on request.

5 Changing Behaviour Toolkit An Introduction to CBT August 17 th 2009 Changing Behaviour Toolkit is a five day introduction to the theory and skills of Cognitive Behavioural Therapy. The course uses the SCOTACS Glasgow GATES model, and is an excellent course for individuals in a client-facing role. Participants will be able to identify opportunities to enrich and invigorate their practice by seeing their work differently and becoming open to the possibilities of experimenting with new tools and techniques. SCOTACS has developed the programme as a toolkit for people in focused work with clients to facilitate changes in thinking, feelings and behaviour. The course enables workers to introduce the tools of CBT appropriately. In working with clients the Glasgow Gates approach has a number of important features and advantages: It is based on theory consisting of rigorous, well developed and logically consistent conceptual frameworks, linking biological science and social science It is backed by a considerable mass of empirical research ideas and propositions which have been systematically tested in clinical and experimental settings Such research has indicated that working with such clients (including substance abusers) can be greatly enhanced through application of methods derived from the cognitive behavioural approach Course Structure The Glasgow Gates course runs for four consecutive days, with a fifth review day, after 2 months of practice in the workplace. Qualifications SCQF Level 8 Course Cost 575 per person. Reduced group rate on request.

6 Further information on Changing Behaviour Toolkit Competence 1 Evidence an understanding of the purpose and utility of Cognitive Behavioural Therapy in working with substance misuse. Assessed in: Group Learning: evaluation of the information gleaned from reading, experiential exercises and insights from the group learning and its contribution the developing knowledge base of CBT through the process of experiencing, reflecting, discussing and challenging view and perceptions. Reflective Writing: charting of personal learning and process of continual integration of learning Performance Criteria In group learning and reflective writing elucidate the impact of the Five Factor Model, and of Cognitive Triads, on the assessment and formulation of clients difficulties. In group learning discuss the contribution of CBT to such concepts as thinking errors and the development of core beliefs and underlying rules and assumptions, to understanding the development of individual pathology. In group learning discuss ways in which CBT intervention s structured sessions, case formulation, activity schedules, rating and scaling techniques and thought records, inform therapeutic work. In group learning explore how theoretical understanding shapes practice In group learning and reflective writing compare and contrast Cognitive Behavioural Therapy with existing knowledge, skills and therapeutic interventions used in current practice Competence 2 Evince development of personal qualities and attitudes supportive of a working environment alliance Assessed in : Group learning: experiencing, reflecting, discussing and challenging views and perceptions Informal Presentations: Summaries of the group learning process using a variety of media and methods Reflective Writing: charting of personal learning and process of continual integration of learning

7 Performance Criteria In Group Learning: demonstrate the ability to be personally open and available to the learning process In Group Learning and dyads: show a willingness to express and manage personal feeling and those of others In Group Learning: demonstrate commitment to the learning group that allows work in a way which acknowledges the responsibility pertaining to one s own role and that of others in the field In Group Learning: demonstrate the ability to appropriately offer and receive feedback Competence 3 Evidence the ability to establish, maintain and conclude a therapeutic alliance. Assessed in: Case Reports: a critical evaluation of the information gleaned from reading, experiential exercises and insights from group learning and the contribution this makes to developing therapeutic skills Case Studies: formal written presentation of case work Group Learning: experiencing, reflecting, discussing and challenging views and perceptions Reflective Writing: charting of personal learning and process of continual integration of learning Performance Criteria In Case Reports, Case Studies and group learning demonstrate the ability to be personally open and available to the learning process In Case Reports, Case Studies and group learning show a willingness to express and manage personal feeling and those of others In Case Reports, Case Studies and group learning demonstrate ability to work in a way which acknowledges the responsibility pertain to one s own role and that of others In Case Reports, Case Studies and group learning demonstrate the ability to appropriately offer and receive feedback Case Study Guidelines Introduction (therapists initial thoughts and reactions, and clients expectations from therapy) Assessment (including suitability for treatment, functional analysis, measurements and scales with rationales, risks) Formulation (including problem summary, activating events, early experiences, diagrammatic Functional Analysis/model, treatment plan and rationale for interventions Session Notes samples of representative therapy sessions (including transcripts of particular areas, eg., psycho-education, guided discovery, working with cognitions etc) Evaluation critical review of outcome of therapy, including client feedback re sessions to therapist Therapist Reflections on relationship, therapeutic interventions, outcomes and supervision For further information, please do not hesitate to contact the office on