Assessing the Development of Competence During Postgraduate Cognitive-Behavioral Therapy Training

Abstract

This article investigates the development of competency in cognitive-behavioral therapy (CBT) as a result of a postgraduate training course in CBT in Wellington, New Zealand. Thirteen experienced mental health professionals attended the half-time 30-week-long course. Preliminary data are presented on the development of knowledge as assessed at the beginning and end of the course by a modified version of the Behaviour Therapy Scale (Freiheit & Overholser, 1997), other-rated competence as measured by the Cognitive Therapy Scale—Revised (Blackburn, Milne, & James, 1997), and supervisor and student evaluations of competence in particular skill areas. All students improved in specific CBT skills as a result of training. The extent that students improved and variations around the other outcome measures, together with the limitations of this pilot study and suggestions for improvements for future investigations, are discussed.

The Sustained Effects of CBT Training on Therapist Competence and Patient Outcomes

“…IAPT trainees achieved therapy competence by the end of the course, and the majority maintained competence when working as qualified therapists, notably in line with the expected competence threshold (Blackburn et al 2001;Branson et al 2015;Keen and Freeston 2008). While baseline CTS-R scores were lower in the present study (M = 30.45) than in some other CBT training studies (35.72-38.94; see Barnfield et al 2007;Branson et al 2015;Keen and Freeston 2008), trainees obtained competence in line with previous literature by the end of training. The CTS-R subscales for generic and CBT-specific items also improved and were maintained at follow-up, adding to the evidence for post-training maintenance of both generic and CBT-specific competence (Sholomskas et al 2005;Simons et al 2010).…”

Investigating the relationship between competence and patient outcome with CBT

“…The majority of studies indicate that CBT knowledge and skills can be successfully trained (e.g. Barnfield, Mathieson, & Beaumont, 2007;James, Blackburn, Milne, & Reichfelt, 2001;Keen & Freeston, 2008;McManus, Westbrook, Vazquez-Montes, Fennell, & Kennerley, 2010;Simons et al, 2010). McManus et al (2010) evaluated the outcomes of trainees enrolled on a Postgraduate Diploma in CBT between 1998 and 2009 (n ¼ 278) using a combination of audio recordings of therapy sessions, rated using the Cognitive Therapy Scale (CTS: Young & Beck, 1980), case reports and essays.…”

Evidence-based training in cognitive-behavioural coaching: can personal development bring less distress and better performance?

“…Furthermore, these programmes are also effective (Westbrook, Sedgwick-Taylor, Bennett-Levy, Butler, & McManus, 2008) in terms of patients' outcomes from the trainees' clinical practice. Different training strategies have been implemented in an attempt to find the most effective way to disseminate evidencebased CBT practices (e.g., Barnfield, Mathieson, & Beaumont, 2007;Sholomskas et al, 2005). As a general guideline, it was proposed (David, 2006) that every training programme oriented towards preparing professionals in an evidence-based interventional approach should contain: theoretical training, training in a specific evidence-based approach (e.g., CBT), practice, supervision, personal/self-development and continuous development.…”