| CLINICAL PSYCHOLOGY (ENGLISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CPS5130 | Cognitive Behavioral Therapy | Fall Spring |
3 | 0 | 3 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. ÇİĞDEM KOŞE |
| Course Objectives: | "This course aims to teach the theoretical foundations and basic techniques of Cognitive Behavioral Therapy (CBT). Students learn the cognitive model of psychopathology, the concepts of automatic thoughts, intermediate beliefs and core beliefs based on the classical CBT approach developed by Aaron T. Beck. The course aims to develop students' knowledge and skills in distinguishing the triad of emotion-thought-behavior, identifying the client's cognitive distortions and applying techniques to restructure these distortions. Theoretical explanations are supported by clinical examples, case studies and role plays. Students also learn cognitive assessment techniques, case formulation, goal setting and structured session planning. Protocols for working with various clinical conditions such as depression, anxiety disorders, obsessive-compulsive disorder and post-traumatic stress disorder with CBT are discussed." |
|
The students who have succeeded in this course; The students who succeeded in this course will be able to; Explain the theoretical basis, basic concepts and structured session structure of cognitive behavioral therapy. Will be able to formulate the psychological problems experienced by the client within the framework of the cognitive model by defining automatic thoughts, intermediate beliefs and core beliefs. Will be able to evaluate the interaction between emotions, thoughts and behaviors, distinguish cognitive distortions and use restructuring techniques. Will be able to apply evidence-based CBT intervention strategies for different psychopathologies (depression, anxiety, OCD, etc.). Develop practical skills in setting session goals, assigning homework, monitoring progress and structuring the therapy process. |
| Introduction to CBT and Basic Principles; History of CBT, Theoretical Principles, automatic thoughts, intermediate beliefs, core beliefs “Clinical Interview Process and Structures of Sessions” Definition and Importance of the Therapeutic Alliance Case Formulation Development and Integration of the Formulation into the Therapeutic Process Cognitive Restructuring Techniques; alternative thoughts, Socratic Inquiry Emotion-Thought-Behavior Connection, CBT techniques in working with emotions Midterm Exam Recognizing and Working with Intermediate Beliefs Recognizing and Working with Core Beliefs Behavioral Intervention Techniques: Exposure and Imagery Behavioral Intervention Techniques: Homework Assignment Ending Sessions Cognitive Model of Depression and Anxiety Disorders Final Exam |
| Week | Subject | Related Preparation | |
| 1) | Introduction to CBT and Basic Principles; History of CBT, Theoretical Principles, automatic thoughts, intermediate beliefs, core beliefs | Reading chapter 1 of the Refrans Book | |
| 2) | "Clinical Interview Process and Structures of Sessions" | Reading chapters 2, 3, and 4 of the reference book | |
| 3) | Definition and Importance of the Therapeutic Alliance | "Reading chapter 5 of the reference book" | |
| 4) | Case Formulation Development and Integration of the Formulation into the Therapeutic Process | Reading chapters 6, 8, and 9 of the reference book | |
| 5) | Cognitive Restructuring Techniques; alternative thoughts, Socratic Inquiry | "Reading chapter 7 of the reference book" | |
| 6) | Emotion-Thought-Behavior Connection, CBT techniques in working with emotions | Reading chapter 10 of the reference book | |
| 7) | MIDTERM | ||
| 8) | Recognizing and Working with Intermediate Beliefs | "Reading chapter 11 of the reference book" | |
| 9) | Recognizing and Working with Core Beliefs | ||
| 10) | Behavioral Intervention Techniques: Exposure and Imagery | Reading chapter 13 of the reference book | |
| 11) | Behavioral Intervention Techniques: Homework Assignment | "Reading chapter 14 of the reference book" | |
| 12) | End Sessions | Reading chapter 15 of the reference book | |
| 13) | Cognitive Model of Depression and Anxiety Disorders | ||
| 14) | Final Exam | ||
| Course Notes: | Beck, J. S. (1995). Cognitive Behavior Therapy: Basics and Beyond (1st ed.). The Guilford Press. |
| References: | Beck, J. S. (1995). Cognitive Behavior Therapy: Basics and Beyond (1st ed.). The Guilford Press. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 0 | % 0 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 40 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 60 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 14 | 3 | 42 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 40 | 40 |
| Total Workload | 124 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To develop an in-depth understanding of human psychopathology and psychological well-being through theoretical knowledge and empirical research. | |
| 2) | To critically evaluate psychological theories, treatment approaches, and empirical findings to enhance evidence-based clinical practice. | |
| 3) | To master essential clinical skills, including clinical interviewing, case formulation, and evidence-based intervention techniques. | |
| 4) | To acquire knowledge and practical experience in psychological assessment, diagnosis, and treatment planning through supervised clinical training. | |
| 5) | To develop proficiency in conducting independent research in clinical psychology, utilizing appropriate research designs (e.g., experimental, correlational, longitudinal, and qualitative studies) and statistical analyses. | |
| 6) | To develop the ability to integrate psychological theories and research into real-world clinical practice through supervised clinical training and fieldwork. | |
| 7) | To understand and adhere to ethical principles and professional standards in clinical psychology practice and research, with a commitment to non-discrimination, cultural sensitivity, and social responsibility. | |
| 8) | To engage in self-reflection and ongoing professional development, fostering critical thinking and lifelong learning in clinical psychology. | |
| 9) | To gain a biopsychosocial perspective on mental health by integrating biological, psychological, and social factors in the assessment and treatment of psychological disorders. | |
| 10) | To gain competence in cognitive-behavioral and psychodynamic therapy approaches and specialize in one of them. | |
| 11) | To enhance supervision and case formulation skills through practical experience in clinical settings, developing the ability to provide structured feedback and support to clients and colleagues. | |
| 12) | To successfully complete a master’s thesis that demonstrates the ability to formulate research questions, conduct independent scientific inquiry, and contribute to the field of clinical psychology. |