Mastering The Cts-R: Building Competence In Cbt Practice

Developing your CBT skills and increasing your knowledge

What you'll learn

Introduction to CTS-r

To understand its use to develop CBT skills

To use CTS-r items and criteria to guide learning

To improve score and likelihood of passing CTS-r

Requirements

CBT Therapist in training

Looking to improve CBT skills through CTS-r

Interest in taking a CBT course

Description

This skills-based course is designed for postgraduate CBT students who want to deepen their understanding and effective application of the Cognitive Therapy Scale – Revised (CTS-R).The CTS-R is a key tool for evaluating clinical competence in BABCP-accredited CBT programmes across the UK, especially during the assessment of recorded therapy sessions (often referred to as “tapes”).Through a structured review of all 12 CTS-R items, students will learn to deliver high-quality, evidence-based CBT interventions that align with standards in both training and clinical practice. Emphasis is placed on developing core competencies, understanding the rationale behind each criterion, and applying this knowledge in a clinical context.With input from BABCP-accredited Clinical Supervisors, students will engage with video examples, expert commentary, and guided discussions. The course equips trainees with the skills to demonstrate structure, clinical competence, and therapeutic flexibility.Key Learning Outcomes:Develop a comprehensive understanding of the CTS-R’s purpose, structure, and scoring.Identify therapist behaviours and strategies associated with high-competence ratings across all 12 scale items.Learn to structure CBT sessions that meet CTS-R criteria while maintaining responsiveness to client needs.Apply the CTS-R to critically evaluate both your own and others’ therapy sessions, supporting reflective practice.Review supervisor feedback on example sessions to build confidence in preparing for assessed recordings (“tapes”).Ideal for:Trainee CBT therapists enrolled in BABCP-accredited (or in-process of accreditation) postgraduate programmes who are seeking to strengthen clinical skills and succeed in formal assessments.

Overview

Section 1: Introduction

Lecture 1 Tam and Jaime - BABCP Clinical Supervisor and Meta-supervisors

Lecture 2 Introduction to CTS-R

Lecture 3 Aims

Lecture 4 Agenda for the course

Lecture 5 CTS-r Info

Lecture 6 Competence Score

Lecture 7 Rational to us CTS-r

Lecture 8 When to use CTS-r?

Lecture 9 How to use CTS-r?

Section 2: Item 1 - Agenda Setting

Lecture 10 Agenda Setting

Lecture 11 Agenda Setting Example

Lecture 12 Agenda Setting Feedback

Section 3: Item 2 - Feedback

Lecture 13 Feedback

Lecture 14 Example 1

Lecture 15 Discussing Example 1

Lecture 16 Example 2

Lecture 17 Discussion Example 2

Lecture 18 Example 3

Lecture 19 Discussion Example 3

Section 4: Collaboration - Item 3

Lecture 20 Collaboration

Lecture 21 Example 1

Lecture 22 Discussion Example 1

Lecture 23 Example 2

Lecture 24 Discussion Example 2

Section 5: Pacing and Efficient Use of Time - Item 4

Lecture 25 Pacing and Efficient Use of Time

Lecture 26 Discussion of overall full tape pacing

Section 6: Interpersonal Effectiveness - Item 5

Lecture 27 Interpersonal Effectiveness

Lecture 28 Example 1

Lecture 29 Discussion Example 1

Lecture 30 Example 2

Lecture 31 Discussion Example 2

Section 7: Eliciting Appropriate Emotional Expression - Item 6

Lecture 32 Eliciting Appropriate Emotional Expression

Lecture 33 Example 1

Lecture 34 Discussion Example 1

Lecture 35 Example 2

Lecture 36 Discussion Example 2

Section 8: Eliciting Key Cognitions - Item 7

Lecture 37 Eliciting Key Cognitions

Lecture 38 Example 1

Lecture 39 Discussion Example 1

Section 9: Eliciting Behaviours - Item 8

Lecture 40 Eliciting Behaviours

Lecture 41 Example 1

Lecture 42 Discussion Example 1

Section 10: Guided Discovery - Item 9

Lecture 43 Guided Discovery

Lecture 44 Example 1

Lecture 45 Discussion Example 1

Lecture 46 Example 2

Lecture 47 Discussion Example 2

Lecture 48 Example 3

Lecture 49 Discussion Example 3

Section 11: Conceptual Integration - Item 10

Lecture 50 Conceptual Integration

Lecture 51 Example 1

Lecture 52 Discussion Example 1

Section 12: Application of Change - Item 11

Lecture 53 Application of Change

Lecture 54 Example 1

Lecture 55 Discussion Example 1

Lecture 56 Example 2

Lecture 57 Discussion Example 2

Lecture 58 Example 3

Lecture 59 Discussion Example 3

Section 13: Homework Setting - Item 12

Lecture 60 Homework Setting

Lecture 61 Example 1

Lecture 62 Example 2

Lecture 63 Discussion Example 2

Lecture 64 Discussion Example 1

Lecture 65 Example 3

Lecture 66 Discussion Example 3

Section 14: Full Therapy Session

Lecture 67 Full Tape

Section 15: Problem Solving

Lecture 68 Problem Solving

Lecture 69 Not doing homework example 1

Lecture 70 Not doing homework example 2

Lecture 71 Not doing homework example 3

Lecture 72 Not understanding the formulation

Lecture 73 "I do not know"

Lecture 74 Overtalking

Section 16: Putting it all together

Lecture 75 Crib sheet

CBT psychotherapists looking to improve and pass their CTS-r,Students of CBT postgraduate level who need support with the academic and practical side of their course around CTS-r