Cognitive Behavioural Therapists use talking therapies to help children, young people and their families to overcome emotional and behavioural difficulties.
Cognitive Behavioural Therapists offer interventions that are based on Cognitive Behavioural Therapy (CBT). This aims to help people manage their difficulties by changing the way they think and behave. It is most commonly used to treat anxiety and depression, but can be useful for other mental and physical health problems.
Children and young people’s CBT therapist normally need to complete a children and young people postgraduate diploma training course.
NHS Talking Therapies CBT therapist normally need to complete a high intensity NHS Talking Therapies postgraduate diploma training course.
It’s also possible to become a CBT therapist by gaining an equivalent accreditation from other training and experience.
You will require strong interpersonal skills to engage and develop positive and productive working partnerships with others.
- Delivering CBT interventions to young people who have various mental health difficulties such as low mood and anxiety
- Working with adults or children and their carers from many different backgrounds
- Working alongside other clinicians, such as Psychological Wellbeing Practitioners, Clinical Psychologists, Mental Health Nurses or Psychiatrists
- Managing referrals and signposting people to other services
- You will be supervised in your work by more senior practitioners who will help you engage in self-reflection and develop your professional knowledge and skills
- You may also have opportunities to progress into more senior CBT therapist roles, where you could supervise other CBT therapists or manage aspects of a service
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Being part of the schools’ mental health support team allows greater flexibility for young people and the professionals we work with as the young people can access therapeutic support whilst in school. I work closely with school staff such as SENCO’s, mental health leads and the senior leadership team as well as early help, core CAMHS practitioners and many other relevant agencies to provide a multidisciplinary approach to support young people to thrive. In addition to this I support with whole school approaches through the delivery of training, consultations, signposting and support.
Having previously worked in schools in pastoral roles I wanted to work in a role which allowed me to support young people’s mental health. In an educational setting the focus is often around education and academics, and I wanted to have the opportunity to support people with their health as this is the priority first and foremost.
The role is varied within a schools’ mental health support team and no one day is the same. I could be working 1:1 with young people, attending MDT meetings to offer signposting, delivering school training or delivering group interventions.
I regularly attend a variety if online and face to face training. I recently completed the STORM training over the summer which was excellent. There are online sessions regularly proposed which cover a wide range of topics. I listen to audio books in my own time around up and coming topics and research as well as keeping up to date with NICE guidance.
The feedback I get from young people, parents and schools can be phenomenal and this really hits home when you realise what a difference you can make to the lives of the families and young people, we are lucky enough to work with.
To be able to work in a team well but also use initiative and to be able to work independently out in the community. To be able to demonstrate empathy and to be an excellent active listener are key as some of the young people and families are often coming to us at times in their lives when things are particularly difficult for them.
Any experience of psychology, working in mental health and educational settings are key. Experiences of working with young people in SEN settings is relevant as well as mentoring in relation to mental health support.
A background in psychology/mental health practitioners would be useful in considering pursuing a career in CBT therapy.
We don’t use much in the way of technology for our role other than teams for MDT meetings. All young person and parent work is mostly face to face.
To know that there is no quick fix and that even if I am not best placed to support the young person, I have the skills and knowledge to guide and support them to the correct support that they need. To remind myself of the times when cases have been difficult and the difference, I have been able to make through perseverance and support.
The video below published by the Psychological Professions Network describes the role of a Cognitive Behavioural Therapist as part of the career map for the psychological professions.
