Anxiety and depression are among the most common mental health disorders experienced by all ages. Cognitive Behaviour Psychotherapy (CBP) is currently the key recommended psychological treatment for these and other mental health conditions. It is essential that practitioners are prepared with the necessary knowledge, skills and attitudes to deliver CBP competently. This course is written to the requirements of the lead organisation in the UK which sets the competency standards for Cognitive Behavioural Psychotherapy. The teaching at the University is of the highest standard. This course will fundamentally alter the way clinicians work in practice.
The Postgraduate Diploma in Cognitive Behavioural Psychotherapy is jointly offered by the School of Nursing and Midwifery and the School of Social Sciences, Education and Social Work. It is a rationalisation of two separate postgraduate diplomas in CBP/CBT which were previously offered by the two Schools. The programme meets the minimum training requirements for accreditation as a CBP therapist by the British Association of Behavioural and Cognitive Psychotherapies (BABCP).
Please note that this course is not eligible for a Student route visa.
Closing date for applications: 12th May 2025. Late applications may be considered.
The Postgraduate Diploma has been accredited by the Cognitive Behavioural Therapy professional body, The British Association for Behavioural & Cognitive Psychotherapies (BABCP) and by The Northern Ireland Social Care Council (NISCC).
Cognitive Behavioural Psychotherapy highlights
Professional Accreditations
The Postgraduate Diploma has been accredited by the Cognitive Behavioural Therapy professional body, The British Association for Behavioural & Cognitive Psychotherapies (BABCP) to Level 2 (meeting BABCP minimum training standards criteria for individual therapist accreditation on successful completion of the course). The programme is also accredited for social workers at the specialist award level with NISCC.
Internationally Renowned Experts
The teaching team is comprised of a multi-disciplinary group of accredited, skilled Cognitive Behavioural Therapy staff, who are currently involved in clinical practice and research.
Career Development
This programme provides a route to an exceptional career as a practising Cognitive Behavioural Psychotherapist.
Student Testimonials
This BABCP accredited course provides comprehensive training in CBT. As a psychologist, it allowed me to improve my skills and to develop my working role in terms of training provision, consultation and supervision. It also enabled me to enhance my research practice, specifically in respect of the design and implementation of research projects within the field of CBT.”
Clinical Psychologist
The Postgraduate Diploma in Cognitive Behavioural Psychotherapy (CBP) consists of 6 x 20 credit modules, which are linked to the BABCP Minimum Training Standards for therapist accreditation (Level 2) and the Specialist Level award for social workers.
Students undertake 3 core modules and 1 optional module in Year 1 and 2 core modules in Year 2.
Students attend one day per week with small group supervision provided in the morning, followed by workshop teaching for the remainder of the day.
The course is delivered over three semesters during an 18 month period and provides training in the evidence based CBT models including those recommended in NICE guidelines. Throughout the course, training supervision is provided each morning in small groups before teaching commences. Trainees will be expected to provide therapy with a minimum of 8 clients during the course and arrange their own clinical supervision within the agency providing the clients for the trainee.
Therapy sessions should be recorded on camera for supervision purposes and to facilitate self-reflection on practice development.
Teaching and supervision are provided each Thursday in Year 1 and on Friday in Year 2 and trainees should plan for a second day to provide therapy with clients, receive supervision at base and critically review their own performance.
Each module is taught one day per week over 3 x 12-week semesters at Queen’s campus. Students must attend small group training supervision sessions at Queen’s. Where possible, these will be delivered during the teaching days. They are designed to facilitate the integration of research and theory with practice, and the development of skills in CBT. Clinical accountability for CBT clinical practice remains with the agency responsible for the patients.
12 (hours maximum) Classes will be delivered both face to face and online.
Learning and Teaching
Learning opportunities available with this course are outlined below:
Teaching
Modules are provided one day per week at Queen's.
Assessment
Assessments will be carried out in a variety of formats, including written assignments, case studies, recorded clinical sessions and a portfolio.
The way in which you are assessed will vary according to the learning objectives of each module. Modules are assessed through project work, written assignments, written and oral examinations and recordings of therapy sessions. Details of how each module is assessed are shown in the Module Handbook which is provided to all students at the start of each module
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
Explore the teaching and social spaces in our School through our 360 Virtual Tour: https://youtu.be/vB0jafwkgd0
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Cognitive Behavioural Psychotherapy for Anxiety Disorders
Overview
This module shall teach students the disorder specific CBT models for each of the anxiety disorders and the cognitive and behavioural skills and techniques most suitable for the treatment of each disorder based on individual case formulations.
The CBT models for the following disorders shall be covered.
• Panic disorder
• Social anxiety
• Health anxiety
• Obsessional Compulsive Disorder
• Generalised anxiety disorder
• introduction to PTSD
• Co-morbid conditions
• Integrating behavioural methods such as exposure within a cognitive conceptualisation and model
Learning Outcomes
On successful completion of this module students will have acquired knowledge to be able to:
1. Demonstrate a comprehensive understanding of cognitive theory of anxiety disorders.
2. Assess and conceptualise the maintenance factors for specific anxiety disorders, (e.g. panic disorder, health anxiety, social anxiety, OCD).
3. Implement treatment derived from specific models.
4. Identify key cognitions and relevant safety-seeking behaviours in relation to anxiety disorders.
Skills
On successful completion of this module students should be able to demonstrate knowledge and ability to:
1. Apply the disorder specific CBT models for each of the anxiety disorders.
2. Decide upon the cognitive and behavioural skills and techniques most suitable for the treatment of each disorder.
3. Integrate behavioural methods such as exposure within a cognitive model.
Training Supervision - application of CBP Models and Skills for Depression and Anxiety Disorders.
Overview
This module develops clinical skills in the application of CBT models for emotional disorder with a specific emphasis on depression and anxiety disorders.
This module will enable students to practice and apply the generic CBT model and disorder specific models and provide opportunities to practice key treatment skills and techniques.
This module will enable students to apply and practice the theories and skills taught in the modules one and two, including:
•Practice of developing a cognitive case formulation.
•Practice of using structure, establishing collaboration, agenda setting, setting homework and goal setting.
•Practice of using behavioural methods in Cognitive Behavioural Therapy.
•Practice of identifying and modifying Negative Automatic Thoughts.
•Practice of identifying and challenging assumptions and beliefs.
•Practice of assessment: measuring progress, and using treatment outcome measures.
Learning Outcomes
On successful completion of this module students will be able to:
1. Understand how cognitive theory for depression and anxiety disorders underpins CBT practice.
2. Understand the function of key cognitions during therapy and apply relevant behavioural and verbal re-attribution techniques.
3. Use standardised measures to measure outcome in treatment.
Skills
On successful completion of this module each student should demonstrate the ability to:
1. Assess client needs, review the therapeutic process and modify therapy procedures as necessary.
2. Apply specific CBT techniques and skills for depression and a range of anxiety disorders.
3. Sustain a problem-focused, collaborative and empirically based therapeutic relationship.
Relationship between empirical research and cognitive behavioural therapy.
Dealing with problems in therapy, in particular, suicidality and hopelessness.
Learning Outcomes
On successful completion of this module students will have acquired knowledge to be able to:
1. Assess and conceptualise the maintenance of mental disorders, particularly depression, within a cognitive behavioural framework.
2. Elicit key cognitions and apply relevant behavioural and verbal re-attribution techniques.
3. Develop a CBT case formulation and Socialize clients to the CBT model.
4. Apply fundamental principles of CBT: Session structure, establishing collaboration, agenda setting, setting homework, and goal setting.
5. Identify and Challenging Negative Automatic Thoughts.
6. Identify and challenge assumptions and beliefs.
7. Understand the relationship between empirical research and cognitive therapy.
8. Demonstrate a comprehensive understanding of cognitive theory of mental disorder.
Skills
On successful completion of this module students should demonstrate the ability to:
1. Develop a CBT treatment plan based on a collaboratively designed case formulation
2. Employ behavioural methods in Cognitive Therapy.
3. Use a generic CBT model and key associated treatment skills and techniques.
4. Manage important problems in therapy, in particular, suicidality and hopelessness.
5. Use standardised assessment instruments, measure progress, and employ treatment outcome measures
Lectures and workshops shall provide students with the theoretical basis of cognitive Behavioural therapy, introduce students to cognitive formulations, and the key skills of CBT therapeutic practice. These sessions shall provide both didactic teaching and supervised experimental learning.
Small group role plays shall provide the opportunity to consolidate learning and develop practical and clinical skills. These groups shall also provide the opportunity for critical debate and analysis.
Students will be directed to study core text material and journal papers.
Students will be expected to use the university learning resource facilities.
Training supervision for the application of CBP Models and Skills for Complex Disorders
Overview
This module develops clinical skills in the application of CBT models for more complex disorders and for anxiety disorders not already treated by the student in year 1. This module will enable students to practice and apply CBT models for more challenging cases and provide opportunities to practice key treatment skills and techniques. This module will enable students to apply and practice the theories and skills learned in the taught modules on the course, including:
• Practice of developing a cognitive case formulation.
• Practice of using structure, establishing collaboration, agenda setting, setting homework and goal setting.
• Practice of identifying key maintenance factors in the disorder
• Practice of identifying and modifying negative appraisals, assumptions and beliefs.
• Practice of identifying and challenging safety behaviours
• Practice of assessment: measuring progress, and using treatment outcome measures.
Learning Outcomes
On successful completion of this module students will be able to:
1. Understand how to apply CBT formulations to assess complex cases disorders, plan and prioritise interventions.
2. Demonstrate an advanced knowledge of the application of CBT skills for more complex disorders such as enduring depression and personality disorders.
3. Understand how to conceptualise and address complicating factors in treatment [e.g. non-compliance, self-injury, and therapist beliefs and integrate into a treatment plan.
4. understand how to monitor therapist needs in working with complex cases.
5understand how to make use of the therapeutic relationship and have an understanding of the relevance of therapeutic alliance.
Skills
On successful completion of this module students should be able to:
1. Assess more complex client needs, review the therapeutic process and modify therapy procedures as necessary.
2. Apply specific CBT techniques and skills for more complex cases.
3. Measure outcome in treatment.
4. Develop a CBT complex case conceptualisation.
5. Respond to complex problems in therapy such as co-morbidity and multiple problems.
6. Address potential difficulties with the therapeutic relationship.
7. Demonstrate more advanced cognitive and behavioural skills in therapeutic work with complex cases, such as use of continua, imagery re-scripting and updating trauma memories
Cognitive Behavioural Psychotherapy for Complex Disorders
Overview
This module shall provide the cognitive theories and concepts underpinning contemporary CBT models for more complex cases, such as chronic, severe depression and personality disorders. These cases are more complex to treat with psychotherapy and the module shall provide a comprehensive grounding in the theories and skills required to practice CBT effectively with these conditions. The importance of developing a sound therapeutic alliance shall be emphasized in this module.
This module shall enable students to identify the complexities arising in the practice of CBT with more complex cases, and introduce concepts in respect of cognitive therapeutic work with personality disorders. Students shall be introduced to cognitive models for other disorders during this module.
Learning Outcomes
On successful completion of this module students will be able to:
1. Understand how to design and develop CBT formulations to assess complex cases disorders, plan and prioritise interventions.
2. Demonstrate an advanced knowledge of cognitive behavioural models for more complex disorders such as enduring depression co-morbid conditions and personality disorders.
3. Understand how to conceptualise complicating factors in treatment [e.g. non-compliance, self-injury, and therapist beliefs and integrate into a treatment plan.
4. Be aware of the needs of the therapist working with complex cases.
5. Have a sound knowledge of the therapeutic relationship and have an understanding of the relevance of therapeutic alliance.
Skills
On successful completion of this module students should be able to:
1. Assess more complex client needs, review the therapeutic process and modify therapy procedures as necessary.
2. Understand how to apply specific CBT techniques and skills for more complex cases.
3. Understand how to measure outcome in treatment.
4. Understand how to develop a CBT complex case conceptualisation.
5. Understand how to respond to complex problems in therapy such as co-morbidity and multiple problems.
6. Address potential difficulties with the therapeutic relationship
This module will provide the student with a comprehensive grounding in the practice of Cognitive Behavioural Psychotherapy (CBP) self-reflective practice and related issues underpinning self-care.
Reflection related learning has been associated with development of the ‘self-as-learner’ or the concept of a learning identity (Kolb and Kolb, 2009). As such, reflection has various impacts. Ultimately, through SP/SR one may develop a reflexive style of learning so that one develops a ‘learner self’. This concept of ‘self as learner’ has been identified by many theorists (e.g. Kolb and Kolb, 2009) and encompasses the notion of a learning identity. Chaddock, Thwaites, Bennett-Levy and Freeston (2014) highlight the presence and importance of this concept of the “learner self” in SP/SR. Kolb and Kolb (2009) offer a clear explanation the concept of a learning identity, which links to reflective practice in stating that:
“People with a learning identity see themselves as learners, seek and engage life experiences with a learning attitude and believe in their ability to learn. Having a learning identity is not an either-or proposition. A learning identity develops over time from tentatively adopting a learning stance toward life experience, to a more confident learning orientation, to a learning self that is specific to certain contexts and ultimately to a learning self-identity that permeates deeply into all aspects of the way one lives their life.”
The important point here is that one develops an identity of themselves, which has the potential for a broader impact than the learning from the specific subject of focus of the reflective practice. As such, reflective writing needs to offer evidence of how one has reflected, what has been learnt or reinforced about the self-as-learner and as well as how this has been applied in the learner’s wider life. This is in keeping with the DPR model (Bennett-Levy, 2006; Bennett-Levy, Thwaites Chaddock and Davis, 2009), which proposes that reflection is the engine of lifelong learning.
. The module will include teaching and learning in relations to the following key SP/SR concepts:
Personal-self: Bennett-Levy (2006) proposes that the personal-self develops prior to becoming a therapist. It encompasses the personal self-schema and personal developmental experiences (see Bennett-Levy, 2006 for a detailed explanation.
Therapist-self: Once one undertakes therapy training, the new learning leads to the development of the therapist-self. This is different to the personal-self but can influence and enhance it and vice versa (Bennett-Levy (2006). SP/SR has been shown to impact on the therapist-self, by deepening the sense of knowing of concepts and procedures (Bennett-Levy, 2006), and potentially impacting on the therapist’s use of skills
Knowledge of reflective processes and theories: SP/SR is a researched and structured approach, which is developing a strong theoretical basis, and growing evidence base (e.g. Bennett-Levy et. al. 2001). Best practices are emerging and being proposed (Thwaites et al., 2014), making it important that an SP/SR participant understands the theory basis and evidence for his/her practice
The bridging effect: Refection has been hypothesised to work by bridging the participant’s personal- and therapist-self learning (Bennett-Levy and Finlay-Jones, 2016). Without such a bridging effect, reflection and self-focused practice may separately impact on these various aspects of the ‘self’. The reflective practice participant may run the risk of not developing in an optimal way.
Learning Outcomes
On successful completion of this module students will be able to:
• Discuss the application of CBT principles to their own life and experiences
• Discuss the use of CBT in groups and Multidisciplinary Teams
• Integrate different models of CBT into own practice
• Relate their personal reflection and describe their own learning from course, supervision and psychotherapy cases.
Skills
On successful completion of this module students will demonstrate skills of critical thinking, applied reflection and analytical and interpretative skills, in relation to:
1. Personal-self:
How to develop enhanced reflective writing to demonstrate evidence of learning about the self, including development of self-awareness, links to early developmental experiences, and experience of personal change due to the SP/SR practice.
Therapist-self:
How to incorporate SP/SR on factors such as knowledge of concepts and procedures, use of specific skills, empathy and other interpersonal skills?
Evidence of Bridging:
How to integrate learning from reflection on the personal and therapist-self, as well as how SP/SR experience links to clinical and personal practice?
Understanding of reflective process:
How to develop increased self-awareness, understanding and application of SP/SR theories and suggested best practices, as well as how they inform the therapist’s own reflective practice?
The student will be introduced to the principles of Evidence Based Practice (EBP) where students will reflect upon their practice; topic of inquiry: framing searchable questions and searching for the evidence; critical appraisal of a randomised controlled trials; critical appraisal of systematic reviews and qualitative study.
Learning Outcomes
By the end of this module the student will be able to, demonstrate competency in:
1 Critically appraise the role of evidence-based practice in Cognitive Behavioural Psychotherapy.
2 Discuss and understand the skills and knowledge that will allow participants to incorporate evidence based practice into clinical decision-making.
3 Critically review searchable questions arising from clinical problems and issues.
4 Appraise appropriate sources of information for relevant questions.
5 Critically appreciate and utilise skills in searching electronic databases.
6 Discuss the skill necessary to appraise research using relevant frameworks.
7 Implement critically reviewed evidence in the clinical setting to address patient problems or clinical issues.
Skills
Students will demonstrate skills of critical thinking, applied reflection and analytical and interpretative skills.
Knowledge and understanding - Demonstrate a critical overview of related subject areas, including critical understanding of principal theories and investigative concepts; critical knowledge and understanding of the subject in relation to the area of practice; critical thinking skills and discursive techniques; evaluate the arguments of others and present robust arguments and defence of position; demonstrate originality and creativity in the development and application of knowledge, understanding and practice.
Cognitive Skills - Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues; identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues;
Develop creative and original responses to problems and issues; Critical analysis/ discernment and application of knowledge to practice.
Transferable skills - Demonstrate an ability to engage in critical debate at an advanced level, with an ability to utilise a wide range of resources to support advanced decision making and deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence based performance; appropriate use of information technology to access national and international databases; retrieval of pertinent information; critical analysis /discernment and application of knowledge to practice; self-reflection and a strengthening of the therapeutic interaction; utilise assessment skills and decision making in clinical practice.
Applicants must hold a 2.2 Honours degree or equivalent qualification acceptable to the University in a cognate area, such as Mental Health Nursing, Psychiatry, Applied Psychology or equivalent recognised professional qualification(s).
In addition, you should have:
• At least two years' clinical practice / experience in a relevant area (statutory or independent sector) working with clients with mood and anxiety disorders, AND
• Be employed in clinical practice in a suitable area (where CBT approaches are employed) with the support of your management for study on the course, AND
• Have access to a minimum of eight suitable clients and supervision by an experienced BABCP accredited Cognitive Behavioural Psychotherapist while on placement in your own clinical area.
The eight clients must represent a minimum of at least three different types of mental health condition.
• A minimum of four cases will have been closely supervised.
• You must have access to your supervisor and be under supervision while you are seeing clients.
• You must spend a minimum of one hour per week engaged in face to face supervision; some of this must be ‘live’ supervision.
• All assessment and therapy sessions, with client consent, must be video recorded; this is both for supervision and assessment purposes and meets the requirement for ‘live’ supervision.
Applications are accepted from non-core professions such as counsellors. Non-core professionals, however, will be required to provide a portfolio of evidence in line with KSA guidelines as provided by the BABCP. Applicants who meet the academic criteria but who are non-core and unable to provide KSA evidence will be required to enter through the School's KSA pathway. In this instance if all other requirements are met the applicant will be offered a place on the one year certificate programme to allow time for the KSA portfolio to be completed. On successful completion of this course and the completion of the KSA portfolio, the student will normally then be eligible for application to the PG Dip programme.
Applicants who do not meet the entry requirements should contact the School for advice.
Closing date for applications: Monday 12th May 2025. Late applications may be considered.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
International Students
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English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required. *Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Cognitive Behavioural Therapy services are an expanding area of mental health services due to an increasing demand for evidence-based psychological therapies. The award of the PG Diploma in Cognitive Behavioural Therapy will enable students to apply for professional employment as fully accredited Cognitive Behavioural Psychotherapists.
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1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Students are required to register for BABCP membership; the student rate is currently £25. BABCP accreditation is optional for all students and would normally be applied for at the end of training at the PG Diploma level.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.