A systematic review of measures of therapist competence in psychodynamic, interpersonal, and/or relational models

Barlow, Isobel; Brown, Richard J.

doi:10.1111/papt.12231

Cited by 7 publications

(4 citation statements)

References 39 publications

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“…For example, it would be possible to validate (or fail to validate) the CAT‐specific domains of competence through a replication of the Roth (2015) Q‐sort study, to compare the responses of CAT practitioners, CBT practitioners, and psychodynamic therapists. The need for continued development of competence measures has been highlighted by Barlow and Brown (2020) in their systematic review of 13 such measures including the CCAT. The comprehensive coverage provided by the framework gives a basis for such research‐led improvement.…”

Section: Discussionmentioning

confidence: 99%

“…Psychotherapy competence rating scales have been criticized for lacking validity and reliability (Barlow & Brown, 2020; Fairburn & Cooper, 2011). A number of methods can be used in research trials which aim to improve reliability, for example by initial rater training and continuing checks of ‘rater drift’, using consensus meetings, feedback of outlying ratings, and regular calibration of scores across a group against a standard exemplar (e.g., Bennett & Parry, 2004; Roth, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Developing a competence framework for cognitive analytic therapy

Parry

Bennett²,

Roth

et al. 2020

Psychol Psychother

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Objective This paper describes the development and summarizes the content of a competence framework for delivery of cognitive analytic therapy (CAT). Design The framework was developed using the evidence‐based method developed by Roth and Pilling (2008, Behavioural and Cognitive Psychotherapy, 36, 129). Methods A review of the CAT outcome literature identified where CAT interventions had evidence of efficacy. Standard texts on CAT were primary sources for details of theory and practice. This process was supported by an expert reference group (ERG). The role of the ERG was to provide professional advice on areas where the evidence base was lacking, but where CAT interventions were commonly used by therapists trained in the model. Results A framework was produced and structured in terms of core knowledge, core skills, and meta‐competences (which require therapeutic judgement rather than simple adherence to a treatment protocol). Conclusions The framework enables trainees, service users, service managers, and commissioners to better understand a) the core features of CAT and b) what competences need to be in place for CAT to be skilfully delivered in practice. Practitioner points It is possible to define the core competences of CAT. Whilst generic competences are important, there are five CAT‐specific domains of competence. The CAT‐specific competences reflect the three‐phase structure of the therapy: reformulation, recognition, and revision.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing a competence framework for cognitive analytic therapy

Parry

Bennett²,

Roth

et al. 2020

Psychol Psychother

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“…Furthermore, the movement towards competencies in psychotherapy is fostering the dialogue among the different approaches and new ways of conceptualizing professional training and continuous education (Falender & Shafranske, 2012 ; Fouad & Grus, 2014 ; Hatcher, et al ., 2013 ; Horn, DeMers, Lightfoot & Webb, 2019 ; Plakun, Sudak, & Goldberg, 2009 ; Rief, 2021 ; Rodolfa & Schaffer, 2019 ; Taylor & Neimeyer, 2017 ; Wise & Reuman, 2019 ). A central question arising from this process is how to assess psychotherapist’s competencies (Barber, Sharpless, Klostermann & McCharty, 2007 ; Barlow & Brown, 2020 ; Fairburn & Cooper, 2011 ; Koddebush & Hermann, 2019; Kuhne, Meister & Maas, 2020 ; Manring, Beitman & Dewan, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

Introducing the QACP: development and preliminary validation of an instrument to measure psychotherapist’s core competencies

Settanni

Bronzini²,

Carzedda

et al. 2022

RES PSYCHOTHER-PSYCH

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The movement towards the conceptualization, description and evaluation of psychotherapists’ competencies has been widely developed in the last years and has relevant implications for psychotherapy, training, and continuous education. In Italy, this movement has been supported by the Committee for Psychotherapists’ Competencies established in 2010 by FIAP (Italian Federation of Psychotherapy’s Associations) and CNSP (National Association of Psychotherapy’s Training Institutes) and has involved more than 1000 psychotherapists from different approaches, by means of conferences, expert meetings, workshops, and focus groups. One of the outcomes of this process has been the development of a new self-assessment tool for core competencies (i.e., those that are shared by therapists from all modalities): the QACP (Questionario per l’Autovalutazione delle Competenze dello Psicoterapeuta). The present study aims to present the process of development and the preliminary proofs of the validity of this tool. Construct and knowngroup validity of the questionnaire were examined, and reliability was estimated by computing the internal consistency reliability coefficients for both the overall and the subscale scores. Overall, the instrument showed satisfactory psychometric characteristics. The limitations of the study and the results are discussed and directions for further research are proposed.

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“…Mental health treatment has been grossly ignored in India and worldwide. Plethora of mental health reports and research studies indicate the poor competency of nurses while taking care of patients suffering from mental health conditions [1][2][3] The Mental Health Gap Action Program Intervention Guide (mhGAP-IG) includes guidance on evidence-based interventions such as IPT to manage number of mental disorders 4 but there is insufficient detail on how to implement them 5 . The workforce is neither enough to meet the increasing population mental health needs [6][7][8][9] nor enough awareness regarding the efficacy of IPT 3,10 .…”

Section: Introductionmentioning

confidence: 99%

Development Validation of Interpersonal Psychotherapy (IPT) Competency Tool for Student Nurses

Bandana Bisht,

Harmeet Kaur Kang

2021

Indian Journal of Forensic Medicine & Toxicology

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Background: Interpersonal Psychotherapy (IPT) is well-recognized for the treatment of various mental disorderswith many efficacy trials supporting its use; however, there is little discussion of its use in mental health nursing practices. In fact, there is no validated tool to measure the competency of student nurses in administering Interpersonal psychotherapy.Objective: This study was aimed at developing a validated tool to measure the competency of student nurses to administer Interpersonal Psychotherapy. Methods:The competency tool comprised of 30 items which were developed under three phases of IPT i.e. Initial, Middle and Termination Phase. A sample size of 100 nursing students from four different nursing colleges of Punjab were enrolled for the study. General and specific competencies of the participants while delivering interpersonal psychotherapy was assessed on a five-point rating scale after giving one-week training on Interpersonal psychotherapy. KMO measure, Bartlett test, Multiple correlation analysis and exploratory factor analysis were employed for data analysis using SPSS 20 version.Results:The IPT competency tool for student nurses wasdeveloped after thorough literature review and IPT trainings. The tool was validated by six experts with a content validity ratio 0.91. Based on the factor analysis results, the attributesof tool did not meaningfully merge into factors in initial, middle and termination phase of Interpersonal psychotherapy competency rating scale. The total variance among the factors came between 70 to 80%.It was concluded that the list of attributes under each phase are independent and valid to include in the IPT competency tool for student nurses. Conclusion:IPT competency tool for nurses is a valid tool to measure student nurses' competency to administer IPT.

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A systematic review of measures of therapist competence in psychodynamic, interpersonal, and/or relational models

Cited by 7 publications

References 39 publications

Developing a competence framework for cognitive analytic therapy

Developing a competence framework for cognitive analytic therapy

Introducing the QACP: development and preliminary validation of an instrument to measure psychotherapist’s core competencies

Development Validation of Interpersonal Psychotherapy (IPT) Competency Tool for Student Nurses

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