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Chapter 7 - The Structure of Cognitive Behavioural Therapy

from Part II - Putting the Model of Cognitive Behavioural Therapy into Practice

Published online by Cambridge University Press:  18 November 2025

Jessica Davies ,
Paul Salkovskis  and
Kenneth Laidlaw
Foreword by
Judith S. Beck
Jessica Davies
Affiliation:
University of Exeter
Paul Salkovskis
Affiliation:
Oxford Health NHS Foundation Trust & University of Oxford
Kenneth Laidlaw
Affiliation:
University of Exeter
Judith S. Beck
Affiliation:
Beck Institute for Cognitive Behavior Therapy & University of Pennsylvania
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Summary

The chapter will help you to be able to explain the structure of CBT as a whole, including the purpose of each stage of therapy, effectively structure a treatment session of CBT, so as to ensure the best possible experience for patients, and develop a strong therapeutic alliance with this process, based on active collaboration and genuine empathy, warmth and unconditional positive regard

Keywords

CBTstructureagenda settinghomeworkfeedbackassessmentformulationintervention

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Chapter
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Cambridge Guide to Cognitive Behavioural Therapy (CBT) , pp. 64 - 71
Publisher: Cambridge University Press
Print publication year: 2025

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References

Further Reading

Dobson, DJ, Dobson, KS. In-session structure and collaborative empiricism. Cogn Behav Pract. 2013;20(4):410–418.CrossRefGoogle Scholar

References

Roos, J, Wearden, A. What do we mean by ‘socialization to the model’? A Delphi study. Behav Cogn Psychother. 2009;37(3):341–345.10.1017/S1352465809005281CrossRefGoogle Scholar
Beck, JS, Beck, AT. Cognitive Behavior Therapy: Basics and Beyond. 3rd ed. New York: Guilford Press; 2020.Google Scholar
Dobson, DJ, Dobson, KS. In-session structure and collaborative empiricism. Cogn Behav Pract. 2013;20(4):410–418.CrossRefGoogle Scholar
Persons, JB, Burns, DD, Perloff, JM. Predictors of dropout and outcome in cognitive therapy for depression in a private practice setting. Cogn Ther Res. 1988;12(6):557–575.10.1007/BF01205010CrossRefGoogle Scholar
Burns, DD, Nolen-Hoeksema, S. Coping styles, homework compliance, and the effectiveness of cognitive-behavioral therapy. J Consult Clin Psychol. 1991;59(2): 305–311.10.1037/0022-006X.59.2.305CrossRefGoogle ScholarPubMed
Burns, DD, Nolen-Hoeksema, S. Therapeutic empathy and recovery from depression in cognitive-behavioral therapy: A structural equation model. J Consult Clin Psychol. 1992;60(3):441–449.CrossRefGoogle ScholarPubMed
Edelman, RE, Chambless, DL. Compliance during sessions and homework in exposure-based treatment of agoraphobia. Behav Res Ther. 1993;31(8):767–773.CrossRefGoogle ScholarPubMed
Addis, ME, Jacobson, NS. A closer look at the treatment rationale and homework compliance in cognitive-behavioral therapy for depression. Cogn Ther Res. 2000;24(3):313–326.CrossRefGoogle Scholar
Beck, AT, Emery, G, Greenberg, RL. Anxiety Disorders & Phobias. New York: Basic Books; 1985.Google Scholar
James, I, Blackburn, I, Reichelt, F. Manual of the revised cognitive therapy scale. Unpublished Manuscript Newcastle Cognitive Behaviour Therapy Centre, Newcastle 2001.10.1037/t65807-000CrossRefGoogle Scholar
Rogers, CR. The necessary and sufficient conditions of therapeutic personality change. J Consult Psychol. 1957;21(2):95–103.10.1037/h0045357CrossRefGoogle ScholarPubMed
Bennett-Levy, J, Lee, NK. Self-practice and self-reflection in cognitive behaviour therapy training: What factors influence trainees’ engagement and experience of benefit? Behav Cogn Psychother. 2014;42(1):48–64.10.1017/S1352465812000781CrossRefGoogle ScholarPubMed
Bennett-Levy, J, Thwaites, R, Haarhoff, B, Perry, H. Experiencing CBT from the Inside Out: A Self-Practice/Self-Reflection Workbook for Therapists. New York: Guilford Publications; 2014.Google Scholar

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