Sarah G Rakovshik1, Freda McManus2, Maria Vazquez-Montes3, Kate Muse4, Dennis Ougrin5. 1. Department of Psychiatry, University of Oxford. 2. Department of Psychology, University of Stirling. 3. Nuffield Department of Primary Care Health Sciences. 4. Psychology Department, University of Worcester. 5. Institute of Psychiatry, Kings College London.
Abstract
OBJECTIVE: To investigate the effect of Internet-based training (IBT), with and without supervision, on therapists' (N = 61) cognitive-behavioral therapy (CBT) skills in routine clinical practice. METHOD: Participants were randomized into 3 conditions: (1) Internet-based training with use of a consultation worksheet (IBT-CW); (2) Internet-based training with CBT supervision via Skype (IBT-S); and (3) "delayed-training" controls (DTs), who did not receive the training until all data collection was completed. The IBT participants received access to training over a period of 3 months. CBT skills were evaluated at pre-, mid- and posttraining/wait using assessor competence ratings of recorded therapy sessions. RESULTS: Hierarchical linear analysis revealed that the IBT-S participants had significantly greater CBT competence at posttraining than did IBT-CW and DT participants at both the mid- and posttraining/wait assessment points. There were no significant differences between IBT-CW and the delayed (no)-training DTs. CONCLUSIONS: IBT programs that include supervision may be a scalable and effective method of disseminating CBT into routine clinical practice, particularly for populations without ready access to more-traditional "live" methods of training. There was no evidence for a significant effect of IBT without supervision over a nontraining control, suggesting that merely providing access to IBT programs may not be an effective method of disseminating CBT to routine clinical practice. (c) 2016 APA, all rights reserved).
RCT Entities:
OBJECTIVE: To investigate the effect of Internet-based training (IBT), with and without supervision, on therapists' (N = 61) cognitive-behavioral therapy (CBT) skills in routine clinical practice. METHOD:Participants were randomized into 3 conditions: (1) Internet-based training with use of a consultation worksheet (IBT-CW); (2) Internet-based training with CBT supervision via Skype (IBT-S); and (3) "delayed-training" controls (DTs), who did not receive the training until all data collection was completed. The IBTparticipants received access to training over a period of 3 months. CBT skills were evaluated at pre-, mid- and posttraining/wait using assessor competence ratings of recorded therapy sessions. RESULTS: Hierarchical linear analysis revealed that the IBT-S participants had significantly greater CBT competence at posttraining than did IBT-CW and DT participants at both the mid- and posttraining/wait assessment points. There were no significant differences between IBT-CW and the delayed (no)-training DTs. CONCLUSIONS:IBT programs that include supervision may be a scalable and effective method of disseminating CBT into routine clinical practice, particularly for populations without ready access to more-traditional "live" methods of training. There was no evidence for a significant effect of IBT without supervision over a nontraining control, suggesting that merely providing access to IBT programs may not be an effective method of disseminating CBT to routine clinical practice. (c) 2016 APA, all rights reserved).
Authors: Bryce D McLeod; Julia R Cox; Amanda Jensen-Doss; Amy Herschell; Jill Ehrenreich-May; Jeffrey J Wood Journal: Clin Psychol (New York) Date: 2018-07-29
Authors: Shannon Dorsey; Suzanne E U Kerns; Leah Lucid; Michael D Pullmann; Julie P Harrison; Lucy Berliner; Kelly Thompson; Esther Deblinger Journal: Implement Sci Date: 2018-01-24 Impact factor: 7.327