PSYCHIAT 769 : CBT with Children, Adolescents and their Families 1

Medical and Health Sciences

2021 Semester One (1213) (15 POINTS)

Course Prescription

Explores Cognitive Behavioural Therapy (CBT) as an evidence-based treatment for children, adolescents and their families, and covers both theoretical and practical applications of CBT. Specifically designed for New Zealand based practitioners working clinically and/or therapeutically with families, students will learn the CBT model, treatment packages and strategies for depression and anxiety. There is also a strong focus on culturally appropriate interventions (especially those appropriate for Māori).

Course Overview

This paper is a specialist clinical paper in Cognitive Behavioural Therapy. The aim of this paper is to produce participants who have in-depth skills and knowledge about CBT for anxiety and depression with NZ children, adolescents and their whānau. This paper is most suitable for practitioners from CAMHS, education services, specialist services and private practice. As a specialist clinical paper we maintain small class sizes so that students are given more personalised support.

Course Requirements

Prerequisite: PSYCHIAT 740, 747

Course Contacts

Tania Cargo (Ngāti Maru,  Ngāti Manu, Ngāpuhi)

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities
Graduate Profile: Master of Health Practice

Learning Outcomes

By the end of this course, students will be able to:
  1. Understand how to utilise CBT formulations in the development of appropriate CBT interventions with kids/teens and whānau, shown in an in-depth CBT case study. (Capability 1.1, 1.2, 5.1 and 5.2)
  2. Demonstrate and apply at least 3 cognitive and 3 behavioural interventions for Anxiety and Depression with kids/teens and whānau. (Capability 1.1, 1.2, 3.1, 3.2, 6.1 and 6.2)
  3. Develop confidence in the use of socratic dialogue as the way to ensure that your CBT practice is reflective and responsive to the clients culture and developmental capacity. (Capability 1.2, 3.1 and 3.2)
  4. Appreciate and apply the Te Tiriti O Waitangi principles in the CBT case study and academic literature review. (Capability 2.1, 2.2, 4.1, 4.2, 6.1 and 6.2)
  5. Evaluate the types of strategies that are appropriate for New Zealand kids/teens/whānau when applying CBT principles and practices. (Capability 5.1 and 6.1)
  6. Identify CBT practitioners within CAMHS who are able to provide supervision and mentorship with regard to clinical populations in Aotearoa. (Capability 1.1, 1.2, 2.1, 2.2, 6.1 and 6.2)


Assessment Type Percentage Classification
Presentation 40% Individual Coursework
Essay 45% Individual Coursework
Discussions 15% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5 6

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, you can expect 15 hours of lectures, 20 hours of guided reading and study tasks, 15 hours on student presesntation, 50 hours of reading and thinking about the content and 50 hours of work on assignments and/or test preparation.

Delivery Mode

Campus Experience or Online

This course is offered in two delivery modes:

Campus Experience

Attendance is [required/expected] at scheduled activities including [labs/tutorials/studios/clinics] to [complete/receive credit for] components of the course.
Lectures will be available as recordings. Other learning activities including [seminars/tutorials/labs/studios] will [be available/not be available] as recordings.
The course [will/will not] include live online events including [group discussions/tutorials].
Attendance on campus is [required/not required] for the [test/exam].
The activities for the course are scheduled as a [standard weekly timetable/block delivery].


Attendance is [required/expected] at scheduled online activities including [labs/tutorials/studios/clinics] to [complete/receive credit for] components of the course.
The course [will/will not] include live online events including [group discussions/tutorials/lectures] and these will be recorded.
Attendance on campus is [required/not required] for the [test/exam].
Where possible, study material will [be available at course commencement/be released progressively] throughout the course.
This course runs to the University semester/quarter timetable and all the associated completion dates and deadlines will apply.

Learning Resources

Required  Text:
1. Freidberg R. & McClure, J. (2016). Clinical Practice of Cognitive Therapy with Children and Adolescents: the nuts and bolts. Guilford Press.
2. Szigethy, E., Weisz, J., & Findling.(2012). Cognitive Behavior Therapy for Children and Adolescents. (This text is available online at the University of Auckland library).
Suggested Reading:
3. Huberty, T. (2012). Anxiety and Depression in Children and Adolescents (This text is available online at the University of Auckland library).
4. Other readings will be posted in the library reading list page for Psychiat 769.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Other Information

Day One: CBT basics, cultural application with Māori tamariki and whānau.
Day Two: CBT and Anxiety.
Day Three: Presentations and Supervision.
Day Four: CBT and Depression including Safety. 

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Published on 30/11/2020 05:15 p.m.