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Training issues in cognitive-behavioral psychotherapy

S R Freiheit1, J C Overholser

  • 1Department of Psychology, Case Western Reserve University, Cleveland, OH 44106-7123, USA.

Journal of Behavior Therapy and Experimental Psychiatry
|June 1, 1997
PubMed
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Graduate students trained in cognitive-behavioral therapy (CBT) showed increased knowledge, positive attitudes, and technique use, regardless of prior theoretical orientation. Pre-existing biases did not significantly hinder learning of CBT skills during their practicum.

Area of Science:

  • Psychology
  • Psychotherapy Training

Background:

  • Healthcare system changes favor short-term treatments, increasing interest in cognitive-behavioral techniques (CBT).
  • Understanding how trainee biases affect CBT skill acquisition is crucial for effective psychotherapy education.

Purpose of the Study:

  • To examine the impact of pre-existing theoretical orientations on graduate students' learning of CBT.
  • To assess changes in knowledge, attitudes, and technique utilization over a nine-month practicum.

Main Methods:

  • Forty graduate students were categorized by theoretical orientation: cognitive-behavioral, not cognitive-behavioral, and undecided.
  • Participants' knowledge, attitudes, and use of CBT techniques were assessed before and after a nine-month practicum.

Main Results:

Related Experiment Videos

  • All students demonstrated significant gains in CBT knowledge.
  • Positive attitudes toward CBT and the utilization of cognitive and behavioral techniques increased significantly across all groups.
  • Pre-existing theoretical orientations did not significantly impede the learning or application of CBT.

Conclusions:

  • Psychotherapy training can effectively enhance knowledge, attitudes, and skills in cognitive-behavioral therapy.
  • The learning process for CBT techniques appears robust, irrespective of initial theoretical leanings.