PSYU2201 Counselling Approaches and Principles : Cognitive Behaviour Therapy

PSYU2201 Counselling Approaches and Principles


Cognitive Behaviour Therapy 

Question 1:

Define the key principles of cognitive-behaviour therapy using references.

The essay is worth 30%. For this unit the focus of the essay is on exploring the application of a therapeutic model to a case. The essay has clear sections which should be structured with subheadings. The Context: You are a Psychologist working in private practice. You see a wide range of clients, and your background is in cognitive behaviour therapy.

The Client: Julie is a new client that comes to see you. She is 25 years old and is experiencing chronic anxiety. Her worries centre around fear of failure in a new job as a primary school teacher. She is finding the role challenging, feels anxious much of the time, and she has started to procrastinate on tasks. She is seeking your help in managing her stress and anxiety.

Instructions: Cognitive-behaviour therapy is one of the key therapeutic models used to treat anxiety. Considering the case of Julie, prepare a 1500 word written report describing the key steps of a cognitive-behavioural approach to treatment including the following elements:

Question 2:

Define the key principles of cognitive-behaviour therapy using references.

Question 3:

Outline a suggested treatment plan for Julie using cognitive-behavioural therapy. The plan should cover 10 sessions, and the content for each session should be clearly outlined. For example, you may start by clarifying the key presenting problem, followedby goal setting and so on. The rationale for the steps outlined needs to be clear, and references should be used.

Question 4:

Use examples to illustrate your steps based on the case. For example, if you were describing the importance of goal setting, you would refer to the preferences expressed by Julie and give an example of a goal.

Question 5:

Provide critical discussion of potential difficulties in the implementation of treatment, and possible solutions to these challenges. For example, Julie may not follow through with practice of new steps. What might be some possible solutions to this?


1. In order for a particular standard (High Distinction, Distinction, Credit, etc) to be met, all of the criteria listed under the standard must have been met. Where criteria for more than one standard are met for a section, the standard applied for that section will be the lowest standard where a criterion is met. For example, for “Written expression and referencing”, if the writing style and presentation are of a high academic standard (Distinction), but there are occasional minor errors in grammar, spelling, or presentation (Credit), then a Credit standard will be given for Written expression and referencing.

2. The marking rubric is a quantitative rubric. Each component evaluated (e.g., Definition of the key principles of CBT using references, etc) is given a weighting (e.g., 15% of the mark for the assignment) and each standard is given a numerical value corresponding to a percentage mark (i.e., High Distinction is given a value of 100%, Distinction 80%, Credit 70%, Pass 55%, and Fail 40%). Once the marker decides on the standard for each component evaluated, the mark for that component is automatically calculated as the weighting of the component multiplied by the numerical value for the standard: so for example, if the “Definition of the key principles of CBT using references” component (worth 15%) is judged to meet the criteria for the Credit standard, the mark for “Definition of the key principles of CBT using references” is calculated as 15 X 70% = 10.5. The final raw mark for the assignment is a simple sum of the marks for each component evaluated.

The advantage of a quantitative rubric is that once a marker has decided which criteria are met and, therefore, which standard applies, they do not have to then decide on a particular mark within a range (e.g., within the pass range of 50 -64%, the marker does not have to decide which mark in that 14 mark range to give). This greatly enhances inter-rater reliability.

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