Perspectives on Cognitive Therapy Training within Community Mental Health Settings: Implications for Clinician Satisfaction and Skill Development

VA National Center for PTSD, VA Boston Healthcare System, Boston University, Washington, DC 20420, USA.
Depression research and treatment 09/2012; 2012(1):391084. DOI: 10.1155/2012/391084
Source: PubMed


Despite the mounting evidence of the benefits of cognitive therapy for depression and suicidal behaviors over usual care, like other evidence-based psychosocial treatments (EBTs), it has not been widely adopted in clinical practice. Studies have shown that training followed by intensive consultation is needed to prepare providers to an appropriate level of competency in complex, multisession treatment packages such as cognitive therapy. Given the critical role of training in EBT implementation, more information on factors associated with the success and challenges of training programs is needed. To identify potential reasons for variation in training outcomes across ten agencies in a large, urban community mental health system, we explored program evaluation data and examined provider, consultant, and training program administrator perspectives through follow-up interviews. Perceptions of cognitive therapy, contextual factors, and reactions to feedback on audio recordings emerged as broad categories of themes identified from interviews. These factors may interact and impact clinician efforts to learn cognitive therapy and deliver it skillfully in their practice. The findings highlight experiences and stakeholder perspectives that may contribute to more or less successful training outcomes.

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    • "However, research findings have suggested that group supervision requires a sense of safety and supportive relationships to facilitate learning (Fleming et al. 2010). In the context of settings such as community mental health settings, which are often characterized by high caseloads and stressful environments, clinicians may experience discomfort when receiving feedback or allowing others to observe their sessions (Stirman et al. 2012), and this might limit the benefits of feedback. Most published studies have not included observation in comparisons of consultation to no consultation (e.g., Henggeler et al. 2013; Sholomskas et al. 2005). "
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