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Updated: Jun 18, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Cognitive therapy trainees' self-reflections on their professional learning.

Päivi M Niemi¹, Juhani Tiuraniemi

¹Department of Teacher Education, University of Turku, Turku, Finland. paivi.niemi@utu.fi

Behavioural and Cognitive Psychotherapy

|November 21, 2009

Summary

Cognitive therapy trainees master skills they deem important, showing progress in technical and conceptual abilities. Interpersonal skills remained a peripheral focus throughout their professional development.

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Last Updated: Jun 18, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

Psychology
Psychotherapy Training
Cognitive Behavioral Therapy

Background:

The expanding landscape of cognitive therapy (CT) models and strategies presents challenges for effective training program design.
Key questions arise regarding the core competencies trainees should acquire and their perceived importance.
Understanding trainees' learning focus and self-assessment is crucial for optimizing CT education.

Purpose of the Study:

To investigate cognitive therapy trainees' perceptions of learning importance and difficulty.
To analyze trainees' focus areas when evaluating their professional learning and skill development.
To document changes in self-assessed therapeutic skills throughout the training period.

Main Methods:

Quantitative and qualitative data were gathered from 39 trainees after 2 years and 53 trainees after 4 years of training across multiple programs.
Surveys and reflective assessments were employed to capture trainee experiences and skill development.
Longitudinal data collection allowed for the analysis of changes over the training duration.

Main Results:

Trainees reported significant skill development across all domains, with notable advancements in cognitive and constructivist strategies.
Practice and mastery levels correlated strongly with skills trainees identified as important for learning.
Learning orientation and self-reflection foci remained consistent, emphasizing technical and conceptual aspects over interpersonal skills.

Conclusions:

Training programs should consider aligning curricula with trainees' perceived important skills for enhanced mastery.
Further research may explore methods to integrate and emphasize interpersonal skill development within CT training.
Findings offer pedagogical insights for designing more effective and comprehensive cognitive therapy training.