Changes in Cognitive Distortions and Psychological Distress Following an Undergraduate Cognitive Behavioral Therapy Course: Evidence from a Proof-of-Concept Study

Abstract

Cognitive behavioral therapy (CBT) is incorporated into undergraduate psychology curricula; however, evidence regarding course-level learning outcomes remains limited. This proof-of-concept study examined pretest-to-posttest changes in students’ cognitive distortion scores during an undergraduate CBT course, conceptualized as a measurable learning outcome. In a mixed-methods design, we assessed psychology students enrolled in the CBT course across two academic terms using the Cognitive Distortions Scale and Depression Anxiety Stress Scales–21 before and after the semester. We also analyzed anonymous written reflections to supplement the quantitative findings. Cognitive distortion scores significantly decreased from pretest to posttest, indicating a medium-to-large effect. Both cohorts showed comparable patterns. Anxiety showed a small, significant decrease, whereas depression and stress did not change significantly. Qualitative reflections suggested increased cognitive awareness, practical application of CBT skills, emotional regulation, and professional development through experiential learning. Findings provide preliminary evidence that reductions in cognitive distortions may represent a measurable learning outcome of undergraduate CBT instruction. These findings support using theory-consistent psychological process measures as indicators of transferable learning outcomes in applied psychology courses.