Professional Diploma in Cognitive Behavioural Therapy (CBT)- (Live-Online)- ICPS College
- Institute for Counselling & Psychotherapy Studies
- 3 hours ago
- 15 min read
IMPORTANT INFORMATION ON ENROLMENT & SECURING YOUR PLACE
Course Status: Fully Accredited
Course Cost: €645
Deposit Due Now: 50%
Payment Now to Secure Your Place: €322.50
Delivery: Live-Online (Lecturer-Led)
Credits: 60 CPD Credits
Format: Live-Online Lecturer-Led Modules via Zoom
Duration:1 Class per Week (3 Hours) Over 10 Weeks
Online Live Attendance:30 Hours
Self-Directed Learning: 30 Hours
Course Open To:Practitioners, Students & All Members of the Public with an Interest & Speciality Area of Practice
Assessment: Formative and Summative Assessment
Award:Accredited Professional Diploma
Course Accreditation
Course Description
This course presents Cognitive Behavioural Therapy as an extensive, academically developed and clinically grounded programme for learners who wish to strengthen their understanding of cognitive behavioural therapy and integrative CBT-informed practice. The course is designed to move beyond a brief introductory overview by providing a structured professional training experience that supports knowledge, applied skill, reflective capacity and ethical practice. The programme is suitable for counsellors, psychotherapists, trainees, psychologists, social care practitioners, healthcare workers, educators, supervisors, managers, and allied professionals for whom the course subject is relevant to their practice context.
The course explores cognition, behaviour, automatic thoughts, schemas, anxiety and depression as core elements of the learning experience. Learners are encouraged to understand the presenting issue or professional field not only as a set of visible behaviours, techniques or knowledge points, but also as a relational, developmental, embodied, cultural and ethical phenomenon. The programme therefore combines conceptual teaching with applied clinical thinking, case discussion, reflective learning, skills practice and professional judgement. Particular attention is given to assessment, formulation, boundaries, risk, scope of practice, referral pathways, supervision and the responsible use of professional knowledge in real-world settings.
A central aim of the course is to help learners develop an integrated framework for practice. This means being able to recognise patterns, formulate meaning, apply appropriate interventions, and understand how developmental, relational and systemic factors influence current difficulties or professional dynamics. Learners will engage with CBT assessment, thought records, behavioural experiments and relapse prevention while also considering the limits of their role and the importance of ongoing supervision. The course supports practitioners to work with greater confidence, precision and reflective awareness, particularly where presentations are complex, emotionally charged, ethically sensitive or shaped by trauma, shame, loss, conflict, identity or relational rupture.
The programme draws on contemporary evidence-informed models to deepen understanding of how automatic thoughts, core beliefs and schemas develop and are maintained over time. Learners are supported in considering how early learning, reinforcement patterns, environmental triggers, and cognitive distortions contribute to a person's current difficulties, and how these patterns can be understood, tested, and modified through structured CBT interventions. These ideas are presented as clinical and reflective tools that support careful listening, nuanced formulation and ethically restrained intervention.
The course further considers third-wave and integrative developments within the CBT tradition, including acceptance-based, compassion-focused and schema-informed approaches. Learners will consider how language, values, self-compassion and relational context shape presentation and practice. Within this framework, difficulties may be understood not simply as deficits to be corrected, but as understandable adaptations shaped by a person's learning history, environment and relationships. This supports a more sophisticated understanding of client experience, professional identity and the therapeutic relationship, particularly where standard protocols alone do not fully accommodate the client's presentation.
Practical application remains central throughout the programme. The modules are designed to help learners translate theory into applied practice through structured key topics, case examples, reflective exercises, skills development and integration tasks. Learners are invited to think carefully about the relationship between evidence-informed approaches and reflective depth, recognising that effective practice requires both practical competence and the capacity to tolerate complexity. The course also emphasises the importance of professional boundaries, cultural sensitivity, informed consent, confidentiality, record-keeping, safeguarding, appropriate referral and the ethical management of power within helping relationships.
By the end, learners should be able to describe the major theoretical frameworks relevant to cognitive behavioural therapy and integrative CBT-informed practice, apply course-specific concepts in practice, formulate client or professional material with greater depth, and reflect on their own responses and assumptions. The programme supports academic development, professional confidence and clinically responsible practice.
This programme is open to practitioners, students and members of the public who wish to deepen their understanding of cognitive behavioural therapy and integrative CBT-informed practice. Practitioners already working in counselling, psychotherapy, healthcare, social care, education, or mental health services will find the course strengthens their existing clinical skill set and provides a structured, academically rigorous framework for applied practice. Students who are building toward a career in counselling, psychotherapy or psychology will benefit from an advanced theoretical and clinical foundation that complements their ongoing studies. Members of the public who have a personal interest in this area of study or are considering a future career in counselling and psychotherapy are equally welcome to enrol, as the course is designed to be rigorous yet accessible to learners at different stages of their personal and professional journeys.
Course Highlights
Extensive professional training in cognitive behavioural therapy and integrative CBT-informed practice, designed for applied clinical and professional practice.
Comprehensive coverage of cognition, behaviour and automatic thoughts within a structured learning framework.
Course-specific integration of third-wave, acceptance-based, compassion-focused and schema-informed approaches.
Applied development of CBT assessment, thought records and behavioural experiments for real-world practice.
Strong emphasis on ethical practice, professional boundaries, scope of competence and referral pathways.
Use of case examples, reflective discussion and practical application to consolidate learning.
Attention to trauma-informed, relational, developmental and culturally sensitive practice.
Exploration of how language, values and relational context shape presentation and practice.
Support for professional confidence, reflective capacity and clinically responsible decision-making.
Structured learning progression across ten modules with key topics tailored to the course subject.
Suitable for counselling, psychotherapy, mental health, education, social care, supervision and allied professional contexts.
Suitable for practitioners seeking to formalise existing CBT-related experience within a structured academic framework.
Accessible to students building toward a career in counselling, psychotherapy or psychology.
Open to members of the public with a personal interest in cognitive behavioural therapy.
Supportive learning environment designed to accommodate learners at different stages of their personal and professional development.
Clear progression pathway for members of the public seeking further training in counselling and psychotherapy.
Opportunities for practitioners to expand their professional toolkit with structured, evidence-informed CBT skills.
Flexible, live-online delivery designed to suit practitioners, students and members of the public balancing work, study and personal commitments.
Rigorous, academically robust approach that values lived experience alongside advanced theoretical and clinical learning.
Learning Outcomes
On completion of this programme, learners will be able to:
Understand the key theoretical, clinical and professional frameworks relevant to cognitive behavioural therapy and integrative CBT-informed practice.
Analyse how cognition, behaviour and automatic thoughts shape presentation, practice and professional response.
Apply course-specific skills, including CBT assessment, records, and behaviour experiments, within the appropriate boundaries of competence.
Develop ethically sound, culturally sensitive and trauma-informed responses to complex professional or clinical material.
Use assessment and formulation skills to organise relevant information and support thoughtful decision-making.
Recognise appropriate referral pathways, safeguarding concerns, risk issues, and the limits of the professional role.
Understand cognitive and behavioural models of anxiety, depression and mood-related difficulties.
Understand third-wave, acceptance-based and schema-informed approaches within the CBT tradition.
Reflect on the therapeutic relationship and its role in supporting effective CBT-informed practice.
Evaluate the relationship between evidence-informed practice and reflective learning.
Demonstrate professional self-awareness, supervision awareness and reflective capacity in relation to emotionally demanding work.
Integrate the learning from Cognitive Behavioural Therapy into ethical, applied and professionally responsible practice.
Practitioners will be able to integrate evidence-informed, clinically grounded CBT approaches into their existing professional practice.
Students will be able to build an advanced theoretical and clinical foundation for further study in counselling, psychotherapy or psychology.
Members of the public will be able to develop a clearer, more informed understanding of cognitive behavioural therapy.
All learners will be able to identify appropriate next steps for further training or professional development in counselling and psychotherapy.
All learners will be able to apply core listening and reflective skills in personal, community or professional contexts.
All learners will be able to recognise when to seek professional support or signpost others to it.
All learners will be able to reflect on their own thinking patterns and assumptions in a safe, structured and supported learning environment.
All learners will be able to communicate about cognitive behavioural therapy with confidence, sensitivity and cultural awareness.
Additional Information
Cognitive Behavioural Therapy provides a broad professional foundation in cognitive behavioural therapy and integrative CBT-informed practice. It is designed as a continuing professional development programme. It should be understood as an academically structured and practice-focused course rather than as a replacement for full specialist clinical training, statutory qualification, medical training, or independent authorisation to practise outside one’s existing scope of competence. Learners are expected to apply the course material responsibly within their own professional role, training background, organisational context and ethical obligations.
The course supports learners in developing confidence in CBT assessment, thought records, behavioural experiments, and related professional tasks. However, complex presentations require careful judgement, supervision and, where appropriate, referral to specialist services. Learners should be especially attentive to safeguarding, high-risk presentations, trauma, dissociation, self-harm, severe mental distress, coercion, abuse, professional boundary issues, medication or medical concerns, and any situation requiring multidisciplinary or statutory involvement.
The reflective material in the programme is included to deepen clinical and professional thinking. Theoretical frameworks should not be used to impose premature interpretation or to replace evidence-informed assessment, collaborative practice, or client-centred care. Instead, these frameworks support learners to listen carefully to what clients communicate and to the cognitive, behavioural and relational patterns that may shape the work. This integration should always be used with humility, ethical restraint and appropriate supervision.
Learners are encouraged to engage actively with live teaching, Moodle LMS materials, independent reading, reflective exercises, skills practice and case-based discussion. The course is most beneficial when students connect theory with their own professional experience while maintaining confidentiality and appropriate boundaries. Written assessment, viva voce, and skills assessment should demonstrate not only knowledge of cognitive behavioural therapy and integrative CBT-informed practice, but also mature professional judgement, awareness of limitations, and a commitment to ongoing learning.
This programme is suitable for practitioners and trainees seeking to strengthen their academic, clinical and professional understanding of cognitive behavioural therapy and integrative CBT-informed practice. It may support progression into further training, enhance current practice, or provide structured CPD for professionals in counselling, psychotherapy, psychology, healthcare, education, social care, community work, management, supervision or allied settings. Students should consult the lecturer, course lead, or an academic registry official if they require clarification about accreditation, assessment, attendance, professional requirements, or suitability for their pathway.
This programme welcomes practitioners, students and members of the public alike. Practitioners already working in counselling, psychotherapy, healthcare, social care, education, or mental health services are encouraged to use the course to consolidate and extend their existing clinical knowledge through structured, evidence-informed, and applied CBT perspectives. Students working toward a qualification in counselling, psychotherapy or psychology will find the course a rigorous foundation that complements their wider studies. Members of the public, including those with a personal interest in this area of study or those considering a future career in counselling and psychotherapy, are warmly encouraged to enrol.
The College recognises that learners come to this subject from diverse personal and professional backgrounds, and the course is designed to be rigorous and meaningful regardless of prior experience. Reflective exercises, case discussion and skills practice are structured to support learners at all levels, while maintaining the academic depth expected of a Professional Diploma for Level 8/9 CPD learners. Learners are encouraged to engage honestly and thoughtfully with the material, and to seek appropriate support, supervision or further training where relevant to their personal circumstances or professional development goals.
Module 1 – Foundations of CBT and Integrative Practice
Core concepts and professional vocabulary relevant to the foundations of CBT and integrative practice
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of cognition and CBT assessment
Assessment, formulation and reflective thinking are linked to the foundations of CBT and integrative practice
The cognitive model: thoughts, feelings and behaviour in interaction
The role of learning history, environment and reinforcement in shaping presenting difficulties
The therapeutic relationship and its role in effective CBT-informed practice
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Professional boundaries, scope of competence, supervision and referral pathways
Module 2 – CBT Assessment and Case Formulation
Core concepts and professional vocabulary relevant to CBT assessment and case formulation
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of behaviour and thought records
Assessment, formulation and reflective thinking linked to CBT assessment and case formulation
Structured approaches to CBT assessment and collaborative case formulation
Identifying, maintaining cycles and predisposing, precipitating and perpetuating factors
Building rapport and trust within the assessment process
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Professional boundaries, scope of competence, supervision and referral pathways
Module 3 – Automatic Thoughts, Core Beliefs and Schemas
Core concepts and professional vocabulary relevant to automatic thoughts, core beliefs and schemas
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of automatic thoughts and behavioural experiments
Assessment, formulation and reflective thinking linked to automatic thoughts, core beliefs and schemas
Identifying and working with automatic thoughts, cognitive distortions and thinking errors
Understanding core beliefs and schemas and their development over the lifespan
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Skills practice in identifying and testing automatic thoughts within a case-based scenario
Professional boundaries, scope of competence, supervision and referral pathways
Module 4 – Behavioural Activation and Exposure-Based Work
Core concepts and professional vocabulary relevant to behavioural activation and exposure-based work
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of schemas and relapse prevention
Assessment, formulation and reflective thinking linked to behavioural activation and exposure-based work
Behavioural activation principles and their application to low mood and withdrawal
Graded exposure and hierarchy building for anxiety-related presentations
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Skills practice in designing a behavioural activation or graded exposure plan
Professional boundaries, scope of competence, supervision and referral pathways
Module 5 – CBT for Anxiety, Depression and Mood Difficulties
Core concepts and professional vocabulary relevant to CBT for anxiety, depression and mood difficulties
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of anxiety and CBT assessment
Assessment, formulation and reflective thinking linked to CBT for anxiety, depression and mood difficulties
Cognitive and behavioural maintenance cycles in anxiety and depressive presentations
Disorder-specific CBT models and their clinical application
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Skills practice in applying a disorder-specific CBT model to a case-based scenario
Professional boundaries, scope of competence, supervision and referral pathways
Module 6 – Trauma, Intrusions and Stabilisation in CBT
Core concepts and professional vocabulary relevant to trauma, intrusions and stabilisation in CBT
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of depression and thought records
Assessment, formulation and reflective thinking linked to trauma, intrusions and stabilisation in CBT
Trauma-focused CBT principles and stabilisation-first approaches
Working with intrusive thoughts, hypervigilance and avoidance within a CBT framework
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Skills practice in applying stabilisation techniques before trauma-focused work
Professional boundaries, scope of competence, supervision and referral pathways
Module 7 – Third-Wave CBT, ACT, CFT and Schema-Informed Ideas
Core concepts and professional vocabulary relevant to third-wave CBT, ACT, CFT and schema-informed ideas
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of cognition and behavioural experiments
Assessment, formulation and reflective thinking linked to third-wave CBT, ACT, CFT and schema-informed ideas
Acceptance and Commitment Therapy: values, acceptance and psychological flexibility
Compassion-Focused Therapy and schema-informed approaches to entrenched patterns
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Skills practice in applying an acceptance-based or compassion-focused technique in session
Professional boundaries, scope of competence, supervision and referral pathways
Module 8 – Adapting CBT for Adolescents and Diverse Clients
Core concepts and professional vocabulary relevant to adapting CBT for adolescents and diverse clients
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of behaviour and relapse prevention
Assessment, formulation and reflective thinking linked to adapting CBT for adolescents and diverse clients
Adapting CBT language, materials and pacing for adolescents and younger clients
Culturally responsive adaptations of CBT for diverse client populations
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Skills practice in adapting a CBT technique for a younger or culturally diverse client
Professional boundaries, scope of competence, supervision and referral pathways
Module 9 – Relapse Prevention, Maintenance and Outcome Review
Core concepts and professional vocabulary relevant to relapse prevention, maintenance and outcome review
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of automatic thoughts and CBT assessment
Assessment, formulation and reflective thinking linked to relapse prevention, maintenance and outcome review
Building a relapse prevention plan and identifying early warning signs
Using outcome measures to review progress and inform treatment planning
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Skills practice in building a relapse prevention plan with a client
Professional boundaries, scope of competence, supervision and referral pathways
Module 10 – Skills Integration, Ethics and Reflective Practice
Core concepts and professional vocabulary relevant to skills integration, ethics and reflective practice
Application to cognitive behavioural therapy and integrative CBT-informed practice in counselling, psychotherapy or allied professional practice
Focused exploration of schemas and thought records
Assessment, formulation and reflective thinking linked to skills integration, ethics and reflective practice
Integrating cognitive, behavioural and third-wave techniques into a coherent approach to practice
Developing professional identity and confidence as a reflective CBT practitioner
Trauma-informed, culturally sensitive and ethically responsible considerations
Case discussion, clinical examples and applied skills development
Professional boundaries, scope of competence, supervision and referral pathways
Formal skills assessment: a live, fishbowl-format demonstration of applied clinical, counselling and course-specific skills, evaluated by two examiners to assess the learner’s readiness to apply course content ethically and professionally
Zoom Delivery
All live online classes for this programme are delivered through the College's Secure Enterprise Zoom platform. This enterprise-level system has been selected to ensure a safe, stable and professional learning environment for all students. The platform supports encrypted video communication, secure waiting rooms and controlled access, ensuring that only registered students and approved lecturers can join live sessions. Breakout rooms are used for small-group discussion, case-based learning, and skills practice, allowing students to engage closely with peers without the lecturer's guidance. Recordings of formal lectures are stored securely and made available to registered students through the College's learning systems to support review and revision. ICPS College is committed to maintaining the highest standards of data protection, confidentiality and student safety across all live online delivery, and technical support is available to students who require assistance accessing or using the platform throughout the course.
In addition to live lecture delivery, the Secure Enterprise Zoom platform enables the College to manage attendance records accurately, supporting the compliance programme's attendance requirements. Screen sharing, digital whiteboards and interactive polling features are available to lecturers to enhance engagement and support varied learning styles during live sessions. Where sensitive clinical material is discussed, additional safeguards are in place to protect student privacy and well-being, including guidance on the appropriate use of cameras, chat functions, and virtual backgrounds. The platform is regularly updated in line with the latest security protocols to protect against unauthorised access and to safeguard personal data in accordance with relevant data protection legislation. Students are provided with clear guidance on how to access and use the platform before the courses begin, and technical assistance remains available throughout the programme. ICPS College views secure, reliable technology as an essential foundation for effective, respectful and professional live online learning.
Moodle LMS
ICPS College uses the Moodle Learning Management System (LMS) to support and structure students' learning journey. Each student is provided with secure, personalised access to the Moodle platform, where they can access module materials, lecture notes, reading lists, reflective tasks and supplementary resources throughout the programme. The Moodle LMS also hosts recorded lecture content, revision materials and, where applicable, password-encrypted documents designed to protect academic content and preserve College branding. Students can track their own progress through the course, access assessment guidelines and submission portals, and communicate with lecturers and academic staff through structured, monitored channels. The platform is designed to be user-friendly and accessible, supporting students with varying levels of digital confidence. ICPS College continually reviews and updates its Moodle LMS resources to ensure that content remains current, relevant and aligned with best practice in cognitive behavioural therapy. Technical guidance and support are available to all students to ensure smooth access to the system. The Moodle LMS forms an integral part of the blended learning approach at ICPS College, complementing live online delivery and supporting self-directed learning, reflective practice and successful completion of the programme.
In addition to hosting learning materials, the Moodle LMS enables lecturers to provide timely feedback, share announcements, and communicate important programme updates. Students can access a structured overview of each module, allowing them to plan their self-directed learning alongside live online attendance. The system supports multimedia content, including video, audio and downloadable documents, catering to a range of learning preferences. Discussion forums may be used to facilitate peer engagement and reflective dialogue outside of live sessions, further supporting the development of professional and academic skills. Data held within the Moodle LMS is managed securely and in accordance with data protection requirements, ensuring student confidentiality is maintained at all times. The College regularly reviews the platform to ensure it remains user-friendly, accessible and fit for purpose. Students experiencing any difficulty accessing or navigating the Moodle LMS are encouraged to contact the academic registry office, which can provide guidance, technical support and any necessary accommodations.
Lecture Recording
Live online lectures for this programme are recorded only with the informed consent of all participants attending the session. No lecture will be recorded unless every student and lecturer present has agreed to the recording. If any participant does not consent, alternative arrangements will be made to ensure they are not recorded while still enabling them to engage with the live session fully. Recordings that do proceed with full consent are used solely for legitimate academic purposes, including student revision and review of course content. Consent may be withdrawn at any time, and students are encouraged to raise any concerns regarding recording directly with their lecturer or the academic registry office.
Contact Information:
Email: registry@icps.ie
Website: www.icps.ie
Dublin: (01) 963 6141
International Phone: (+353) 1 963 6141
United Kingdom: (+44) 28 9620 5477
USA: (+1) 251 388 3938
Canada: (+1) 437 370 4443
Ireland National: (0818) 234 559
Spain: (+34) 877 27 00 74
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