What Did They Learn? Effects of a Brief Cognitive Behavioral Therapy Workshop on Community Therapists’ Knowledge

Abstract

Knowledge gain has been identified as necessary but not sufficient for therapist behavior change. Declarative knowledge, or factual knowledge, is thought to serve as a prerequisite for procedural knowledge, the how to knowledge system, and reflective knowledge, the skill refinement system. The study aimed to examine how a one-day workshop affected therapist cognitive behavioral therapy declarative knowledge. Participating community therapists completed a test before and after training that assessed cognitive behavioral therapy knowledge. Results suggest that the workshop significantly increased declarative knowledge. However, post-training total scores remained moderately low, with several questions answered incorrectly despite content coverage in the workshop. These findings may have important implications for structuring effective cognitive behavioral therapy training efforts and for the successful implementation of cognitive behavioral therapy in community settings.

Therapist training in evidence‐based interventions for mental health: A systematic review of training approaches and outcomes.

“…Consistent with prior reviews, studies of in‐person workshops without additional consultation or follow‐up indicated improvement in knowledge and attitudes about EBIs after training, although results were variable. Scott et al () demonstrated that even though training led to improvements in knowledge, overall post‐training knowledge scores remained low. Lim et al () found that providers over‐generalized the label for EBIs, applying it to non‐EBI strategies.…”

Adapting Clinical Skills to Telehealth: Applications of Affirmative Cognitive-Behavioral Therapy with LGBTQ+ Youth

“…Cognitive behavioral therapy (CBT) has been considered a gold-standard mental health approach for young people experiencing a myriad of mental health issues (Craig et al 2013 ; Silverman et al 2008 ), and has been effectively delivered offline in a variety of clinical and community settings (Merrill et al 2003 ; Scott et al 2016 ; Simons et al 2010 ). Numerous studies have supported the efficacy of CBT delivered through telehealth (TCBT) for a variety of mental health issues (e.g., depression and anxiety) for youth and adults (Andrews et al 2010 ; Davies et al 2014 ; Furmark et al 2009 ; Khanna et al 2007 ; Kiropoulos et al 2008 ; Spence et al 2011 ; Wright et al 2017 ).…”

Perceived and Actual Knowledge Gain among Juvenile Drug Treatment Court Team Members: A Pre‐Post Analysis of On‐Site Training and Technical Assistance

“…Learning from a training session is most effective when those who were trained receive follow‐up and ongoing feedback of their performance (Hatton‐Bowers et al, 2015). For example, one study of training effectiveness showed that when a two‐day workshop was followed by a year of tri‐weekly meetings discussing the training, attendees showed improved competence and knowledge (Scott, Klech, Lewis, & Simons, 2016). In addition, evaluation or consultation about the training afterwards significantly improves the knowledge gain of trainees.…”

“…In addition, evaluation or consultation about the training afterwards significantly improves the knowledge gain of trainees. Conceptual knowledge (i.e., knowledge of facts) is one of the primary reasons that training is needed (and offered) in the first place, especially for programs evaluated for their effectiveness (Scott et al, 2016). There are often times cases in which program staff are not aware of the full process and procedures of their programs, which might result from discrete independence in roles.…”