An investigation of the competencies involved in the facilitation of CBT-based group psychoeducational interventions

Abstract

Background: Whilst the delivery of low-intensity group psychoeducation is a key feature of the early steps of the Improving Access to Psychological Therapies (IAPT) programme, there is little consensus regarding the skills and competencies demanded. Aims: To identify the competencies involved in facilitating CBT-based group psychoeducation in order to inform future measure development. Method: A Delphi study in which participants (n = 36) were relevant IAPT stakeholders and then an expert panel (n = 8) review of the competencies identified within the Delphi study to create a shortened, more practical list of competencies. Results: After three consultation rounds, consensus was reached on 36 competencies. These competencies were assigned to four main categories: group set-up, content, process and closure. A further expert review produced a shortened 16-item set of psychoeducation group facilitation competencies. Conclusions: The current study has produced a promising framework for assessing facilitator competency in delivering CBT-based group psychoeducational interventions. Weaknesses in the Delphi approach are noted and directions for future measure development research are identified.

Development and initial evaluation of a treatment integrity measure for low-intensity group psychoeducational interventions

“…As noted, the group psychoeducation expert rater TI measure (GPTIM-ER) and the sister patient version (GPTIM-P) were grounded in items from the Noble et al . (2021) study. The Cognitive Behavioural Maintenance-Adherence Scale (CBMT-AS; Weck et al ., 2011), group psychoeducation facilitation skills literature (Brown, 2018; Bennett-Levy et al ., 2010), UCL competency framework (Roth and Pilling, 2007), the one-to-one LI-CBT treatment competency measure (Kellett et al, 2021) and the (unvalidated) LI-CBT treatment adherence measure (Richards and Whyte, 2009) were all consulted for reference.…”

“…The items from the Noble et al . (2021) study provided the foundation for the current study and considering the findings of the Power et al . (2022) meta-analysis, it was also decided to expand the realms of the measure to include adherence and differentiation items.…”

“…In response to this, Noble et al . (2021) completed a Delphi study that produced 36 LI group facilitator competencies based around four subcategories: group set-up, group content, group process and group closure. The items from the Noble et al .…”

Positive Educational Approaches to Teaching Effectiveness and Student Well-being

“…As shown in Table 2, one simple strategy to promote selfawareness is psychoeducation. Psychoeducation is well-established as an effective intervention and has been associated with positive outcomes for children and adolescents (Lukens and McFarlane, 2004;Tanaka et al, 2020;Noble et al, 2021). Although there are many conceptualizations of and ways to deliver psychoeducation, strategies broadly involve educating an individual about their own emotional states, including internal and external influences of these states and coping strategies that promote adaptive functioning.…”

Teaching Simple Strategies to Foster Emotional Well-Being

“…As shown in Table 2 , one simple strategy to promote self-awareness is psychoeducation. Psychoeducation is well-established as an effective intervention and has been associated with positive outcomes for children and adolescents ( Lukens and McFarlane, 2004 ; Tanaka et al, 2020 ; Noble et al, 2021 ). Although there are many conceptualizations of and ways to deliver psychoeducation, strategies broadly involve educating an individual about their own emotional states, including internal and external influences of these states and coping strategies that promote adaptive functioning.…”