Hostname: page-component-7479d7b7d-767nl Total loading time: 0 Render date: 2024-07-11T04:54:33.590Z Has data issue: false hasContentIssue false
  • English
  • Français

What should psychiatric trainees in years 1–3 gain from CBT training? Implications from a Royal College Divisional Workshop

Published online by Cambridge University Press:  12 April 2011

Steve Moorhead ,
Adrian Lloyd  and
John Holmes
Steve Moorhead*
Affiliation:
Newcastle CBT Centre, Northumberland Tyne and Wear Foundation Trust, Newcastle upon Tyne, UK
Adrian Lloyd
Affiliation:
Institute of Neuroscience, Northumberland Tyne and Wear Foundation Trust, Newcastle University, Newcastle upon Tyne, UK
John Holmes
Affiliation:
Liaison Psychiatry of Old Age, University of Leeds, Leeds, UK
*
*Author for correspondence: Dr S. Moorhead, Newcastle CBT Centre, Northumberland Tyne and Wear Foundation Trust, Plummer Court, Carliol Place, Newcastle upon Tyne, NE1 6UR, UK. (email: steve.moorhead@ntw.nhs.uk)
Get access Rights & Permissions [Opens in a new window]

Abstract

Competencies for psychiatric training have been developed that reflect what psychiatrists have to be able to do in order to function in their role. Although the need for a formally delivered psychotherapy experience is assumed and associated competencies are represented in the curriculum, it is not clear which competencies thereby achieved can be translated into generic practice. This paper reports the outcomes of a workshop held at an academic regional meeting of the Royal College of Psychiatrists. Potential competencies to be achieved following training and experience in CBT were presented. Small group review of the frameworks and subsequent feedback demonstrated broad support for requirements of CBT knowledge and attitudinal competencies that could inform day-to-day practice, within a generic psychotherapeutic skills framework. New competencies that were related to CBT and considered meaningful in daily psychiatric practice emerged. Further development of these ideas from the workshop in this paper leads to a set of coherent competencies that would be helpful in non-CBT specialist practice and are congruent with the context of generic psychiatric practice. These enable models of training other than the delivery of a single ‘brief’ psychotherapy case to be considered.

Keywords

CBTindividual CBTnon-specific factorspostgraduate educationpsychiatric trainingtherapist competence
Type
Education and supervision
Information
the Cognitive Behaviour Therapist , Volume 4 , Issue 2 , June 2011 , pp. 78 - 87
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Blackburn, I-M, James, IA, Milne, D, Baker, C, Standart, S, Garland, A, Reichelt, FK (2001). The Revised Cognitive Therapy Scale (CTS-R): Psychometric Properties. Behavioural and Cognitive Psychotherapy 29, 431–446.CrossRefGoogle Scholar
Denman, C (2008). Where is psychotherapy in the core and general curriculum (there is a lot of it about) (http://therapywiki.org/index.php?title=Main_Page). Accessed 20 January 2008.Google Scholar
National IAPT Programme (2010). Psychological wellbeing practitioners. Best Practice Guide (http://www.nmhdu.org.uk/silo/files/psychological-wellbeing-practitioners.pdf). Accessed 30 November 2010.Google Scholar
Rakovshik, SG, McManus, F (2010). Establishing evidence-based training in cognitive behavioral therapy: a review of current empirical findings and theoretical guidance Clinical Psychology Review 30, 496–516.CrossRefGoogle ScholarPubMed
Roth, AD, Pilling, S (2007). The competences required to deliver effective cognitive and behavioural therapy for people with depression and with anxiety disorders (http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_078537). Accessed 15 February 2008.Google Scholar
Royal College of Psychiatrists (2009). A competency based curriculum for specialist training in psychiatry (PMETB approved April 2009) (http://rcpsych.ac.uk/training/curriculum2009.aspx). Accessed 8 December 2009.Google Scholar
Royal College of Psychiatrists (2010). A competency based curriculum for specialist core training in psychiatry (http://www.rcpsych.ac.uk/pdf/CORE%20CURRICULUM%20(AUG%202010).pdf). Accessed 20 September 2010.Google Scholar
Simpson, M, Buckman, R, Stewart, M, Maguire, P, Lipkin, M, Novack, D, Till, J (1991) Doctor-patient communication: the Toronto consensus statement British Medical Journal 303, 1385–1387.CrossRefGoogle ScholarPubMed
Whisman, MA (1993). Mediators and moderators of change in cognitive therapy of depression. Psychological Bulletin 114, 248–265.CrossRefGoogle ScholarPubMed
Williams, C (2001). Overcoming Depression: A Five Areas Approach. London: Arnold.Google Scholar
Submit a response

Comments

No Comments have been published for this article.