The Future in Psychology

Bohall, Greg; Bautista, Mary-Jo

doi:10.1007/978-3-319-63013-7_13

Cited by 1 publication

(1 citation statement)

References 99 publications

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“…The concept of EBP was developed from the scientist–practitioner (SP) model. The SP model is the expected orientation in accreditation standards for clinical psychology training, as it teaches critical evaluation skills and argues for using scientific methods in practice (Bohall & Bautista, ; Ridley & Laird, ). EBP in psychology posits the integration of three components (i.e., best available research, clinical expertise and patient preferences and values) to guide decisions regarding treatments or interventions (American Psychological Association Presidential Task Force, ).…”

Section: Introductionmentioning

confidence: 99%

To what extent are cognitive behaviour therapy competencies incorporated into clinical psychology training? A national survey of Australian universities

Impala

Burn

Kazantzis

2019

Australian Psychologist

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Objective Cognitive behaviour therapy (CBT) has demonstrated effectiveness as a therapeutic approach for various clinical disorders, but little data exist on the extent to which it is covered in accredited postgraduate clinical psychology training programs. Data were gathered regarding aspects of CBT orientation in terms of influence, content, delivery of general programs, and administration of coursework components. Method Responses to a semi‐structured interview of 28 clinical program directors of Australian accredited courses (representing 72% of accredited courses) were analysed as part of a larger project titled “Nationwide Training in Cognitive Behaviour Therapy.” Results CBT was consistently included in training programs, but there was marked variability in the coverage of CBT competencies. Greater emphasis was placed on foundational CBT competencies (57% of programs indicating basic CBT skills were covered to a “large” or “very large extent”), in contrast to problem specific competencies (11% of programs covered to a “large” or “very large extent”). Programs with a stronger orientation towards evidence‐based practice reported greater coverage of Roth and Pilling's CBT competency framework (r = 0.62, p < 0.01). Conclusion The findings suggest that core CBT skills are covered, but there is an opportunity for these clinical training programs to enhance their coursework content to ensure that their trainees are adequately prepared to deliver CBT for different disorders.

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Section: Introductionmentioning

confidence: 99%