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Updated: Jul 2, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Assessing competence in cognitive-behavioural therapy.

Andrew J A Keen¹, Mark H Freeston

¹Child and Family Mental Health Service, Royal Aberdeen Children's Hospital, Westburn Road, Aberdeen. Andrew.Keen@ARH.grampian.scot.nhs.uk

The British Journal of Psychiatry : the Journal of Mental Science

|August 14, 2008

Summary

Assessing cognitive-behavioural therapy (CBT) competencies reliably is complex. Postgraduate courses need to significantly increase the number of assessed clinical work samples for accurate proficiency evaluation.

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Last Updated: Jul 2, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Area of Science:

Psychology
Education
Clinical Training

Background:

Postgraduate programs utilize essays, case studies, and recorded clinical work to assess cognitive-behavioural therapy (CBT) competencies.
Current assessment methods in CBT postgraduate training vary in their reliability.

Purpose of the Study:

To evaluate the reliability of a well-established postgraduate course in assessing CBT competencies.
To determine the consistency and dependability of different assessment methods used in CBT training.

Main Methods:

The study analyzed data from two trainee cohorts (n=52).
Assessments included trainee performance on two videotapes of clinical practice, two case studies, and three essays, marked by two examiners.

Main Results:

Essay examinations demonstrated higher reliability compared to case studies and videotaped assessments.
The reliability of case studies and videotaped assessments was notably lower than expected for high-stakes evaluations.
To reliably assess standard CBT competencies, approximately 5 essays, 12 case studies, and 19 videotapes would be required.

Conclusions:

Reliable assessment of standard CBT competencies is intricate and resource-intensive.
A substantial increase in the volume of assessed clinical work samples is necessary for dependable proficiency judgments.