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Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions.

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Title: Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions.
Authors: Liness, Sheena (AUTHOR), Beale, Sarah (AUTHOR), Lea, Susan (AUTHOR), Byrne, Suzanne (AUTHOR), Hirsch, Colette R. (AUTHOR), Clark, David M. (AUTHOR)
Source: Cognitive Therapy & Research. Dec2019, Vol. 43 Issue 6, p959-970. 12p. 1 Diagram, 4 Charts.
Subjects: Clinical competence, Cognitive therapy, Inter-observer reliability, Predictive validity, Role playing
Abstract: Standardised role-plays (SR) have been proposed as an alternative to recordings of patients' therapy sessions (PTS) to assess therapist competence during CBT training. This study compared the following properties of SR assessments with established PTS assessments: interrater reliability, responsiveness to training, convergent validity of competence ratings, and predictive validity for academic outcomes. SR and PTS were both rated using the Cognitive Therapy Scale Revised (CTS-R) to assess CBT trainees' (n = 88) level of competence at the beginning and end of training, and at one-year follow-up. Both methods demonstrated excellent inter-rater reliability between pairs of course tutors (ICC range =.81–.93) and good reliability between tutors and an external assessor (ICC range =.71–.74). CTS-R scores for both SR and PTS increased across training to reach the competence threshold and remained stable at follow-up. However, there was only a weak relationship between the two assessment methods. Further refinement of SR as a CBT assessment method is indicated. [ABSTRACT FROM AUTHOR]
Copyright of Cognitive Therapy & Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions.
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  Data: <searchLink fieldCode="JN" term="%22Cognitive+Therapy+%26+Research%22">Cognitive Therapy & Research</searchLink>. Dec2019, Vol. 43 Issue 6, p959-970. 12p. 1 Diagram, 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+therapy%22">Cognitive therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Predictive+validity%22">Predictive validity</searchLink><br /><searchLink fieldCode="DE" term="%22Role+playing%22">Role playing</searchLink>
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  Data: Standardised role-plays (SR) have been proposed as an alternative to recordings of patients' therapy sessions (PTS) to assess therapist competence during CBT training. This study compared the following properties of SR assessments with established PTS assessments: interrater reliability, responsiveness to training, convergent validity of competence ratings, and predictive validity for academic outcomes. SR and PTS were both rated using the Cognitive Therapy Scale Revised (CTS-R) to assess CBT trainees' (n = 88) level of competence at the beginning and end of training, and at one-year follow-up. Both methods demonstrated excellent inter-rater reliability between pairs of course tutors (ICC range =.81–.93) and good reliability between tutors and an external assessor (ICC range =.71–.74). CTS-R scores for both SR and PTS increased across training to reach the competence threshold and remained stable at follow-up. However, there was only a weak relationship between the two assessment methods. Further refinement of SR as a CBT assessment method is indicated. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cognitive Therapy & Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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