An introduction to Cognitive Behaviour Therapy (CBT)

• Date: October 11, 2024
• Time: 10:30 – 15:30
• Cost: BSA Full Member – £175, BSA Affiliate Member – £ 250, Non-member – £350
• Audience: Deputy Head, Head of Boarding, House staff, Pastoral and Wellbeing staff, Medical staff
• Platform: Zoom (online)

Course outline:

Cognitive behaviour therapy (CBT) focuses on the role that thoughts play regarding both emotions and behaviour, and advocates that change in thought processes can have a significant effect upon altering behaviours. This is a goal-oriented and specific approach which often results in positive and meaningful change in a short period of time. A range of evidence indicated that CBT is an effective intervention for supporting young people with a range of difficulties. 

Training topics will include:

• The theory and principles understanding the cognitive model 
• Applying the cognitive model using case studies 
• Rationale, process and key considerations when setting CBT homework tasks 
• Time for delegates to practice key tools and strategies. 

Learning outcomes:

• An understanding of CBT as a positive intervention model to support others 
• An understanding of key CBT tools and strategies 
• Increased confidence in implementing CBT tools when working with young people 
• Resources and tools for use in school or a support context 

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Speaker:

Dr Jody Walshe, Educational and Child Psychologist
Dr Jody Walshe is an Educational and Child Psychologist working in London borough. Jody completed her doctorate at the University of East London. She is also a Consultant Psychologist providing consultations for foster carers and supervising social workers. She is a registered member of the Health and Care Professions Council. Before commencing her training, Jody worked as a teacher, learning support assistant and tutor with young people from 5-19. The focus of much of her work looked at anxiety and mental health issues in school settings. Her doctoral research explored the experiences, perceptions and training needs of secondary school staff working with self-harm.