Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions

Liness, Sheena; Beale, Sarah; Lea, Susan; Hirsch, Colette R.; Clark, David M.

doi:10.1007/s10608-019-10024-z

Cited by 8 publications

(7 citation statements)

References 45 publications

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“…Use of therapy rating scales to measure competence also tends to be limited by the time taken to review sessions, often resulting in generalisations about competence being made from few recordings (Fairburn and Cooper, 2011). Furthermore, there is often a self-selection of sessions by trainees, allowing them to pick their best sessions rather than a more representative sample of their work (Liness et al, 2019a). Adding to this, there can be a lack of consideration for client variability (i.e.…”

Section: Session Rating Scalesmentioning

confidence: 99%

“…Adding to this, there can be a lack of consideration for client variability (i.e. a lack of consideration for the challenges involved in addressing the clients presenting difficulties; Fairburn and Cooper, 2011;Liness et al, 2019a).…”

Section: Session Rating Scalesmentioning

confidence: 99%

“…While standardised role-plays have been suggested as a way of addressing this, the limited research on the use of these role-plays has again tended to focus on overall session ratings (Liness et al, 2019a). It has also been suggested that the use of 'real-plays', where a trainee takes the client role presenting real information from their own life for an exercise, is superior to role-plays (Lertora et al, 2020;Nemec et al, 2015).…”

Section: Role-plays (Vs Real-plays)mentioning

confidence: 99%

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Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

Collard

2024

tCBT

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With the increased demand for psychological services, and particularly for cognitive behavioural therapy (CBT), it is vital that teaching programs offer effective training that produce skilled and competent clinicians. This paper reviews the limitations of traditional approaches to training within the field of psychology, in terms of the promotion of a breadth of declarative knowledge at the expense of a deep and nuanced understanding of cognitive behavioural theory and clinical competence. It also reviews issues with existing strategies for competency-based assessment of trainees learning CBT. To date, many of these appear to assess a range of competencies concurrently and to test trainees within complex environments. Such methods may fail to provide an opportunity for the assessment of specific areas of competence and/or confound the assessment itself. It may also result in the public being exposed to trainees who are yet to develop competence. Based on recent research in training methods within psychology at large, and in relation to CBT specifically, a model of competency-based training and assessment is presented to address these issues. This model extends the existing research on the use of the experiential self-practice/self-reflection (SP/SR) framework for training in CBT. It proposes that the use of discrete exercises within a SP/SR training program promotes a more in-depth and nuanced appreciation of cognitive behavioural knowledge and skills and increased clinical competence. Furthermore, such exercises are proposed to provide an avenue for assessing clinical competence in specific skills prior to the commencement of direct client services. Key learning aims (1) To review literature on training for the development of clinical competence. (2) To review literature examining methods of assessing competence. (3) To propose the use of experiential training through a SP/SR framework as a method for providing both competency-based training and assessment.

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Section: Session Rating Scalesmentioning

confidence: 99%

Section: Session Rating Scalesmentioning

confidence: 99%

Section: Role-plays (Vs Real-plays)mentioning

confidence: 99%

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Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

Collard

2024

tCBT

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“…These characteristics render observational tools both impractical and insufficient for use in settings with limited resources and exceptional need, such as schools. Other objective methods for measuring competence include the use of role-plays; however, these too are time-consuming and are probably infeasible for use in school-based implementation efforts (Dorsey et al, 2017;Liness et al, 2019).…”

Section: Existing Cbt Competence Measuresmentioning

confidence: 99%

The Cognitive Behavioral Therapy Competence Scale (CCS): initial development and validation

Rodríguez‐Quintana

Choi

Bilek

et al. 2021

tCBT

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Background: Nearly one-third of youth are affected by a mental health disorder, and the majority do not receive adequate care. To improve clinical outcomes among youth, efforts have been made to train providers in evidence-based mental health practices, such as cognitive behavioral therapy (CBT). Such efforts call for valid assessment measures that can inform and evaluate training activities. Aims: This study presents the development and validation of the CBT Competence Scale (CCS), a brief self-report measure to assess provider competence for CBT delivery. Method: Participants were 387 school mental health professionals (SMHPs) working with students in Michigan, USA. Initial items (n=59) were developed to evaluate competence in delivering common elements of CBT, with competence conceptualized as covering domains of knowledge, perception, and use of CBT techniques. CCS validation proceeded in three steps: using item response theory to select the most important items for assessing knowledge, evaluating the factor structure using exploratory and then confirmatory factor analyses, and examining reliability and validity of the resultant measure. Results: The validated CCS measure consists of four dimensions of CBT competence across 33 items: Non-behavioral skills, Behavioral skills, Perceptions, and Knowledge. The CCS demonstrated excellent internal consistency and good construct-based validity. Conclusions: The CCS holds promise as a valid, informative measure of CBT competence appropriate for the school setting, with potential for application in other environments such as mental health clinics. Key learning aims (1) To provide an overview of the importance of measuring CBT competency. (2) To recognize the challenges entailed in measuring CBT competency in under-resourced settings. (3) To understand the development and validation of the CCS measure.

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“…This type of differentiation of competence is particularly important for matching training needs to the intensity and complexity of the job roles for which practitioners are being prepared. In the field of psychological therapist training, this has become highly relevant as increased competence does generally lead to better patient outcomes (Barber, Sharpless, Klostermann, & McCarthy, 2007;Branson, Myles, Mahdi, & Shafran, 2017;Liness, Beale, Lea, Byrne, Hirsch, & Clark, 2019a). However, at the milder end of the problem spectrum, there is now extensive data (described below) showing how competency-based approaches to psychological therapy training can improve the delivery of psychological treatments to people who previously experienced erratic access to evidence-based treatments.…”

Section: Refinement Of Key Concepts and Definitionsmentioning

confidence: 99%

Competency-based standards and guidelines for psychology practice in Australia: opportunities and risks

Gonsalvez

Shafranske

McLeod

et al. 2021

Clinical Psychologist

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Recent changes to clinical psychology training and supervision in Australia have been driven by a deliberate endeavour by regulatory authorities and professional bodies to align education and training to competency-based models of training, a development that is apparent internationally in Psychology and other health disciplines. This Special Issue of the Clinical Psychologist provides an opportunity to address the critical question: How do reforms in Clinical Psychology training standards match international benchmarks for competency-based pedagogies? The current paper outlines key principles of competency-based pedagogies and critically examines whether Australia's new standards and guidelines for accreditation of coursework, practicum requirements, and supervision are consistent with competency principles and match guidelines in the U.K. and the U.S.A. The current review indicates that in an overall sense, practitioner training in Australia is tracking well in comparison to international developments. The paper highlights progress achieved, discusses major gaps and challenges, and examines the extent to which current accreditation changes constitute a reliable blueprint for the development of a competent psychology workforce for the country. Specifically, the decreased emphasis on the regulation of inputs (e.g., nature and type of coursework and practicum) is pedagogically sound and has the potential to promote innovation and efficiencies. A revision of the current competency framework will help underpin future progress. Secondly, the lack of reliable and valid instruments together with less than optimal adherence to systematic, timely and ecologically valid competence assessments constitute a major challenge and a serious threat to ensuring safe and competent psychology practice.

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Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions

Cited by 8 publications

References 45 publications

Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

The Cognitive Behavioral Therapy Competence Scale (CCS): initial development and validation

Competency-based standards and guidelines for psychology practice in Australia: opportunities and risks

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