A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

Sburlati, Elizabeth S.; Schniering, Carolyn A.; Lyneham, Heidi J.; Rapee, Ronald M.

doi:10.1007/s10567-011-0083-6

Cited by 82 publications

(85 citation statements)

References 153 publications

(183 reference statements)

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“…Clinical scholars agree that many treatments commonly used in agency-based practice may or may not be effective; there is not sufficient testing to judge (Fonagy et al 2015;Kazdin and De Los Reyes 2008;Ollendick and Shirk 2011). Additionally, there are concerns that explicit training in treatments with promising effectiveness for youth may be unavailable in many professional educational programs (Sburlati et al 2011).…”

Section: Making Clinical Treatment Judgmentsmentioning

confidence: 99%

Treating the Child or Syndrome: Does Context Matter for Treatment Decisions for Antisocially Behaving Youth?

Pottick

Tian

Kirk

et al. 2017

J Psychopathol Behav Assess

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Using a between-subject 3 × 3 design of an experimentally manipulated realistic case vignette of Black, White, and Hispanic youth in a survey mailed to 1540 experienced psychologists, psychiatrists, and social workers, the authors examined if clinicians alter their judgments about treatment for antisocially behaving youth based on the symptom's social context (e.g., life circumstances) and the youth's race or ethnicity, even among youth who are otherwise identical in terms of behavioral symptoms. Vignettes describe behaviors meeting DSM-IV criteria for conduct disorder, but contain contextual information suggesting either internal dysfunction (ID) or a normal response to a difficult environment [i.e., environmental-reaction (ER)]. Comparison was symptomonly (SO). Judgments of effectiveness of 14 treatments for youth exhibiting antisocial behavior were examined. Frequencies and median scores of perceived effectiveness level (1-9, Likert) were compared in bivariate analyses, stratifying context and youth's race or ethnicity. The context of the behavior was associated significantly with differences in effectiveness judgments in 13 of 14 treatments. Within ID and ER contexts, clinicians judged three different treatments as effective (median ≥ 7 of 9). In the SO condition, clinicians were less selective, judging six as effective. In the ID context, psychiatric medications, systems oriented family therapy, and residential care were judged more effective for White than for Black or Hispanic youth. Evidence-based practice research may be hampered by inattention to the social context of behavioral symptoms. Context may activate implicit racial assumptions about treatment effectiveness. Implications are for clinical training to improve service delivery, and future clinical research.

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Section: Making Clinical Treatment Judgmentsmentioning

confidence: 99%

Treating the Child or Syndrome: Does Context Matter for Treatment Decisions for Antisocially Behaving Youth?

Pottick

Tian

Kirk

et al. 2017

J Psychopathol Behav Assess

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“…Details of these 'maps' are available online (www.ucl.ac.uk/clinicalpsychology/CORE/competence_frameworks.htm). Empirically-supported competence maps have also been developed for CBT for children and adolescents (Sburlati et al, 2011) and IPT with adolescents (Sburlati et al, 2012).…”

Section: Methods For Developing Therapist Competenciesmentioning

confidence: 99%

Therapist competencies necessary for the delivery of compassion‐focused therapy: A Delphi study

2016

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Objectives Compassion‐focused therapy (CFT) has shown promising results for a range of clinical presentations. This study explored the therapeutic competencies required to deliver CFT and organized these into a coherent framework. Design The Delphi method was used to explore and refine competencies for delivering CFT in three rounds of data collection. Methods The first round involved interviews with 12 experts in CFT. Data were analysed using template analysis to generate a draft competency framework. The main competencies were used to create a survey for rounds two and three involving CFT experts and practitioners. Data collected from the surveys were used to refine the competencies. Results The CFT competency framework (CFT‐CF) that was produced comprised 25 main competencies within six key areas of competence. The areas were as follows: competencies in creating safeness, meta‐skills, non‐phase‐specific skills, phase‐specific skills, knowledge and understanding and use of supervision. The main competencies included several subcompetencies specifying knowledge, skills and attributes needed to demonstrate the main competence. Overall, there was consensus on 14 competencies and 20 competencies exceeded an 80% agreement level. Conclusions Some of the CFT competencies overlapped with existing therapies, whilst others were specific to CFT. The CFT‐CF provides useful guidance for clinicians, supervisors and training programmes. Further research could develop the CFT‐CF into a therapist rating scale in order to measure the outcome of training and to assess treatment fidelity in clinical trials. Practitioner points The compassion‐focused therapy competency framework (CFT‐CF) identifies therapeutic competencies that overlap with existing treatments as well as those specific to compassion‐focused therapy (CFT). The CFT‐CF builds guidance for the competencies required to deliver CFT in a range of clinical settings. The CFT‐CF provides guidance for those training CFT therapists. The CFT‐CF could be used as a basis to develop a therapist rating scale.

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“…Drawing upon the work of Roth and Pilling (2008), Sburlati et al (2011) generated a model of therapist competencies for the effective treatment of child and adolescent anxiety and depressive disorders using CBT. The Sburlati et al (2011) model lists competencies under three domains of competence, one pertaining to general therapeutic competencies that would be used in any psychotherapy intervention with children and adolescents (generic therapeutic competencies), and two domains dealing specifically with competencies necessary for implementing CBT with children and adolescents (CBT competencies and specific CBT techniques).…”

Section: Defining Competenciesmentioning

confidence: 99%

“…The Sburlati et al (2011) model lists competencies under three domains of competence, one pertaining to general therapeutic competencies that would be used in any psychotherapy intervention with children and adolescents (generic therapeutic competencies), and two domains dealing specifically with competencies necessary for implementing CBT with children and adolescents (CBT competencies and specific CBT techniques). Generic Therapeutic Competencies are those competencies needed to relate to people and are common to all psychological interventions (Roth and Pilling 2008).…”

Section: Defining Competenciesmentioning

confidence: 99%

“…Generic Therapeutic Competencies are those competencies needed to relate to people and are common to all psychological interventions (Roth and Pilling 2008). CBT competencies are those competencies necessary to plan, implement, and flexibly adapt specific CBT techniques with the individual child and their parents (Sburlati et al 2011). Specific CBT techniques are those cognitive behavioral techniques that have proven efficacy for treating child and adolescent anxiety disorders and depression (Roth and Pilling 2008).…”

Section: Defining Competenciesmentioning

confidence: 99%

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A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression

Sburlati

Lyneham

Mufson

et al. 2012

Clin Child Fam Psychol Rev

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In order to treat adolescent depression, a number of empirically supported treatments (ESTs) have been developed from both the cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT-A) frameworks. Research has shown that in order for these treatments to be implemented in routine clinical practice (RCP), effective therapist training must be generated and provided. However, before such training can be developed, a good understanding of the therapist competencies needed to implement these ESTs is required. Sburlati et al. (Clin Child Fam Psychol Rev 14:89-109, 2011) developed a model of therapist competencies for implementing CBT using the well-established Delphi technique. Given that IPT-A differs considerably to CBT, the current study aims to develop a model of therapist competencies for the implementation of IPT-A using a similar procedure as that applied in Sburlati et al. (Clin Child Fam Psychol Rev 14:89-109, 2011). This method involved: (1) identifying and reviewing an empirically supported IPT-A approach, (2) extracting therapist competencies required for the implementation of IPT-A, (3) consulting with a panel of IPT-A experts to generate an overall model of therapist competencies, and (4) validating the overall model with the IPT-A manual author. The resultant model offers an empirically derived set of competencies necessary for effectively treating adolescent depression using IPT-A and has wide implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines. This model, therefore, provides an empirical framework for the development of dissemination and implementation programs aimed at ensuring that adolescents with depression receive effective care in RCP settings. Key similarities and differences between CBT and IPT-A, and the therapist competencies required for implementing these treatments, are also highlighted throughout this article.

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A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

Cited by 82 publications

References 153 publications

Treating the Child or Syndrome: Does Context Matter for Treatment Decisions for Antisocially Behaving Youth?

Treating the Child or Syndrome: Does Context Matter for Treatment Decisions for Antisocially Behaving Youth?

Therapist competencies necessary for the delivery of compassion‐focused therapy: A Delphi study

A Model of Therapist Competencies for the Empirically Supported Interpersonal Psychotherapy for Adolescent Depression

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