MSc in Cognitive Behavioural Therapy

Course details

The MSc in CBT offers clinicians who have successfully completed the Postgraduate Diploma in CBT an opportunity to carry out high quality research and contribute to the evidence base for CBT. This two-year, research based award provides the foundation for carrying out research and publishing an academic paper. On successful completion, the MSc will subsume the Postgraduate Diploma in CBT where already received.

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Programme details

Students are admitted to the MSc in Cognitive Behavioural Therapy via one of two strands: 

• Research strand
• Clinical strand

All MSc students are experienced CBT practitioners with a wealth of knowledge, so a great richness of the course is that you will learn not only from us, but also from each other and from personal study. The course is thus a cooperative enterprise: we provide a forum for development, and your task is to take full advantage of it, while contributing actively to your own and to others’ learning.

Research strand

The strand guides students through the process of developing and implementing an independent research project in their own clinical setting. This strand is designed to help you achieve certain aims. If you are admitted to this strand, by the end of the course you should be able to:

• Display knowledge and understanding of general research principles and methodology, and demonstrate how these may be used within their own clinical work, and in the design and completion of an independent research project
• Interpret and evaluate theoretical literature relevant to the provision of cognitive therapy or cognitive therapy services
• Use established bodies of knowledge as a basis for developing their own ideas for research
• Understand the value of an evidence-based approach to psychological treatment, including the distinctive contributions of efficacy and effectiveness research trials to clinical practice, and the use of clinical audit and other service evaluation approaches
• Show evidence of the capacity to apply knowledge of research principles and practice in designing and carrying out an independent research project, using appropriate methodology and analysing and discussing results
• Use and interpret a variety of appropriate psychometric instruments to assess patient pathology and evaluate progress and outcome in treatment
• Write clear and literate assignments (research project proposal and final dissertation) that comply with established conventions of presentation and referencing

Teaching

The teaching element of this strand of the course is provided through tutorials. These are spread out over two years with an initial three-day meeting followed by one- or two-day tutorials several times during the year. Supervision is additionally provided on a one-to-one basis throughout the course. 

The Oxford-based training days will be will be supplemented by personal study, supervision and research and you will be asked to review and prepare materials between teaching blocks.

Assessment

To complete the Research strand of the MSc in CBT, you will need to submit a dissertation, which comprises:

• a research paper, which is prepared to a standard that is acceptable for submission to a peer reviewed journal (maximum of 14,000-14,500 words); and 
• a reflective critique of the research experience (500-1000 words). This is an opportunity for you to look back over your experience of carrying out a piece of research and taking it to the point of submission.

Clinical strand

This strand allows students to benefit from the range of specialist teaching available in the new course structure and to obtain a high-level of proficiency in implementing evidence-based treatment across a wide range of clinical presentations, and in disseminating these treatments as trainers and supervisors to other practitioners.

Specialist pathways:

 

Children and Adolescents

Course lead: Dr Joanna Adams

Designed to equip clinicians for work with children, adolescents and their families, this pathway offers specialist supervision and teaching that covers general principles of adapting CBT for children, young people and families, including developmental, systemic and ethical/professional issues. The course will take a transdiagnostic focus, with some teaching on relevant topics shared with students on the Complex Presentations pathway,

Students are expected to carry out CBT with at least three suitable patients during the course and receive two hours of small group supervision on a bi-weekly basis.

The course begins with a two-day induction block and then attendance is required for two days bi-weekly, for training workshops.

 

Psychological Trauma and Personality Development

Course lead: Dr Helen Kennerley

This innovative programme offers comprehensive, specialist training in Enhanced CBT with a strong grounding in current psychological and CBT theories and research. It is designed to offer an in-depth understanding of the range of difficulties experienced by those who have experienced developmental trauma and adversity, alongside an in-depth understanding of the personality development issues that can have a significant impact on functioning. The course highlights the CBT principles, theory and research that can guide optimal treatment delivery to people living with the legacy of trauma and/or with personality development issues. 

Twenty days of training and supervision are spread over an academic year, between September and July. These can be accessed online or face to face, although face to face attendance is encouraged. Four days of teaching across September and October (a combination of workshops and self-directed learning), are followed by four intensive four-day teaching blocks in January, March, May and July. One training day in each block is open to a wider clinical audience. This enables course participants to interact and share with a broader group of specialist practitioners. 

There are ten, expert-led, small group clinical supervision sessions between November and May. Over the duration of the course, students are normally expected to engage in CBT with at least four patients with a significant trauma history, which has impacted on their current mental health presentation, and/or who have personality development issues that impair functioning. We expect patients to demonstrate complex, co-morbid and/or interpersonal difficulties. Therapy must demonstrate the Enhanced CBT skills and knowledge relevant to working with this population. Students are expected to complete therapy with at least one patient over the duration of the course, although we encourage students to arrange their caseloads so that more than one patient completes therapy before the end of this training. 

Coursework is spread over the period of training; four assignments are summative. 

 

Psychosis and Bipolar

Course lead: Dr Louise Isham

This specialism seeks to enable students to develop a sound understanding of cognitive behavioural models of psychosis and bipolar and the related evidence base; competence in engaging, assessing and developing collaborative formulations with individuals with psychotic and bipolar presentations; and competence to deliver high quality, individualised, evidence-based interventions in accordance with NICE guidance, the competence framework for work with people with psychosis and bipolar disorder (Roth & Pilling 2013), and the Health Education England national curriculum for CBT for severe mental health presentations. 

The course comprises teaching over three terms: running from September 2025 to the end of June 2026 . Teaching and supervision typically take place on Thursdays and students should keep all Thursdays during term time free for course related teaching, supervision, and study. There will also be some Fridays required for teaching and supervision (a total of five Fridays across terms one and two). 

 

Supervision and Training 

Course lead: Dr Helen Kennerley

This specialism aims to prepare students to teach and to supervise CBT. The emphasis is on acquiring, practising and communicating specialised dissemination skills, within an explicit theoretical framework. The course also prepares students for dissemination in a range of settings (eg individual and group supervision, small and large group training). 

The course is informed by established and contemporary theory and research concerning learning principles and the practice of high-quality CBT. The content of the course is highly experiential, with opportunities to engage in supervision and training practice during training sessions and to obtain live feedback on practice and performance. 

Students are normally expected to carry out CBT supervision in at least three supervision settings or formats over the course and to present at least one training event in that time. There are three summative assessments over the period of training. 

The course comprises 18 days, presented in five teaching blocks. It begins with a four-day induction, followed by further three-day or four-day blocks. Formal teaching comprises full or half- day workshops and a half-day Practice of Supervision (PoS) session is integrated into the course. Six of the training days are open to a wider professional audience. This enables course participants to interact and share with a broader group of specialist practitioners. 

 

Assessment

For the Clinical strand, summative assessment requirements vary according to the specialism that you have chosen. Please visit the course page on the University's Graduate Admissions website for further details.