The effect of cognitive behavioral therapy training program on reducing emotional and social distress: three years follow up

Z E I Sabra,A I Daigham

doi:10.26697/ijsa.2021.1.3

Abstract

Background: This paper addresses the question: is a brief cognitive behavior therapy training program enhances psychologist’s skills as reflected in scores on cognitive therapy skills scale and in helping students with emotional and social problems? The aim of the study: to explore the impact of the effect of cognitive behavioral therapy training program on reducing emotional and social distress over 3 years. Materials and Methods: Participants are 35 school psychologists (20 females and 15 males) have received intensive cognitive behavior therapy training for 6 days during two weeks followed by one to one supervision in school sittings for three months. Participants completed cognitive behavior therapy scale. Individual and group counseling sessions delivered to male and female (age mean is 13.7 years) students known of emotional and social problems during the current school year. Supervisors wrote a report in the end of three months practice, students and parent’s feedback had collected. Results: Results show that differences between pre and post scores on cognitive behavior therapy scale are statistically significant (t=4.92), supervisors reports and students feedback indicate improving therapeutic skills by the end of three months practice. Conclusions: Cognitive behavior therapy training program has positive influence in enhancing cognitive behavior therapy skills in school psychologists that reflected in providing effective counseling for students with emotional and social problems. Supervision based training optimizing the therapeutic outcome in both individual and group therapy sessions. Follow up of 3 years revealed continuous effect of the training and continuous supervision in improving counseling skills of school psychologists.

Highlights

This is a scale for measuring therapist competence in Cognitive Therapy and is based on the original Cognitive Therapy Scales (CTS, Young & Beck, 1980, 1988)
In order to move the patient from a dysfunctional cycle, dominated by a dysfunctional conceptualisation, the therapist must address the four features highlighted in the outer ring of the circle: thoughts, feelings, physiology and behaviour/planning
To facilitate the smooth movement around the cycle, the therapist must demonstrate competence in areas assessed by the remaining items 1-5

Summary

Introduction

Progress is more likely to occur when patients are able to apply the concepts learned in the therapy sessions to their lives outside; homework assignments are the bridges between therapy and the real world. The aims should be to negotiate an appropriate task for the stage of therapy in line with the conceptualisation; to ensure the patient understands the rationale for undertaking the task; to test out ideas, try new experiences, predict and deal with potential obstacles, and experiment with new ways of responding This item ensures that the content of the therapy session is both relevant to, and integrated with, the patient’s environment. It is desirable to get patient's feedback regarding a specific assignment ("Does it sound useful?" "Does it seem manageable?" "Is the assignment clear?" "What will be learned from the accomplishment/non-accomplishment of the task?") These questions will help to determine whether the patient is both clear about the task, and understands the cognitive rationale underpinning it. What would be useful to do over the week in order to help you check out that belief or thought?

Has the therapist used appropriate questions?