Associate Professor in Cognitive Behavioural Therapy

This Associate Professor post provides an opportunity to play a leading role in the delivery and development of Cognitive Behavioural Therapy training within the Leicester Doctorate in Clinical Psychology (DClinPsy). The postholder will act as CBT Lead, with responsibility for reviewing, supporting and enhancing CBT provision across teaching, placements, supervision and assessment, and for benchmarking the programme against Level 1 and Level 2 accreditation standards of the British Association for Behavioural and Cognitive Psychotherapies. The role includes coordinating the existing CBT module, contributing to teaching and assessment linked to CBT practice, and supervising DClinPsy doctoral theses within the postholder’s area of expertise.

Alongside curriculum leadership, the postholder will work collaboratively with colleagues, trainees and external partners to explore and, where appropriate, implement accredited CBT training pathways. This includes supporting local supervisors undertaking BABCP ‘top‑up’ training at Oxford, contributing to national networks of CBT trainers, and engaging in research‑informed evaluation and service development activity that strengthens the CBT elements of the programme.

You will hold a doctoral qualification in clinical psychology accredited by the British Psychological Society, together with a BABCP‑accredited CBT qualification and maintained BABCP Level 2 accreditation. You will bring highly developed knowledge and skills across CBT theories and interventions, experience of specialist CBT assessment and practice, and a strong understanding of the requirements for embedded CBT course accreditation. Experience of teaching, training and supervising CBT practice, together with evidence of ongoing professional development in line with BABCP requirements, is essential.

You will also demonstrate excellent communication and interpersonal skills, the ability to organise and manage your workload independently, and a commitment to recognising and challenging discrimination within training environments.