Training cognitive behavioural therapy practitioners in New Zealand: From university to clinical practice

Sarah J. Kennedy-Merrick, Beverly A. Haarhoff, Lynley M. Stenhouse, Paul L. Merrick, Nikolaos Kazantzis

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The present study evaluated the transfer of skills taught in a Cognitive Behavioural Therapy training programme to work practice. Seventy-three past trainees from varying mental health professions completed self-report questionnaires exploring key aspects of transfer. The results showed that, overall, there was a moderate degree of perceived transfer and a high degree of confidence in using CBT techniques. Statistically significant differences in transfer scores were found between groups with different current therapeutic approaches, age groups of clients, and therapy formats. Significant positive correlations were found between the transfer outcome and two variables: perceived confidence in using the CBT skills, and the perceived impact of the CBT training on skills and knowledge. The most helpful factors and influential barriers in the transfer of CBT training were identified. Results were consistent with findings from previous CBT studies and Goldstein and Ford's (2002) theory of the transfer process. Limitations and strategies to enhance the transfer of training are highlighted.

Original languageEnglish
Pages (from-to)8-17
Number of pages10
JournalNew Zealand Journal of Psychology
Volume37
Issue number2
Publication statusPublished - 1 Jul 2008
Externally publishedYes

Cite this

Kennedy-Merrick, Sarah J. ; Haarhoff, Beverly A. ; Stenhouse, Lynley M. ; Merrick, Paul L. ; Kazantzis, Nikolaos. / Training cognitive behavioural therapy practitioners in New Zealand : From university to clinical practice. In: New Zealand Journal of Psychology. 2008 ; Vol. 37, No. 2. pp. 8-17.
@article{3e4ef31d8ff3414e99571b5a687a816c,
title = "Training cognitive behavioural therapy practitioners in New Zealand: From university to clinical practice",
abstract = "The present study evaluated the transfer of skills taught in a Cognitive Behavioural Therapy training programme to work practice. Seventy-three past trainees from varying mental health professions completed self-report questionnaires exploring key aspects of transfer. The results showed that, overall, there was a moderate degree of perceived transfer and a high degree of confidence in using CBT techniques. Statistically significant differences in transfer scores were found between groups with different current therapeutic approaches, age groups of clients, and therapy formats. Significant positive correlations were found between the transfer outcome and two variables: perceived confidence in using the CBT skills, and the perceived impact of the CBT training on skills and knowledge. The most helpful factors and influential barriers in the transfer of CBT training were identified. Results were consistent with findings from previous CBT studies and Goldstein and Ford's (2002) theory of the transfer process. Limitations and strategies to enhance the transfer of training are highlighted.",
author = "Kennedy-Merrick, {Sarah J.} and Haarhoff, {Beverly A.} and Stenhouse, {Lynley M.} and Merrick, {Paul L.} and Nikolaos Kazantzis",
year = "2008",
month = "7",
day = "1",
language = "English",
volume = "37",
pages = "8--17",
journal = "New Zealand Journal of Psychology",
issn = "0112-109X",
number = "2",

}

Training cognitive behavioural therapy practitioners in New Zealand : From university to clinical practice. / Kennedy-Merrick, Sarah J.; Haarhoff, Beverly A.; Stenhouse, Lynley M.; Merrick, Paul L.; Kazantzis, Nikolaos.

In: New Zealand Journal of Psychology, Vol. 37, No. 2, 01.07.2008, p. 8-17.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Training cognitive behavioural therapy practitioners in New Zealand

T2 - From university to clinical practice

AU - Kennedy-Merrick, Sarah J.

AU - Haarhoff, Beverly A.

AU - Stenhouse, Lynley M.

AU - Merrick, Paul L.

AU - Kazantzis, Nikolaos

PY - 2008/7/1

Y1 - 2008/7/1

N2 - The present study evaluated the transfer of skills taught in a Cognitive Behavioural Therapy training programme to work practice. Seventy-three past trainees from varying mental health professions completed self-report questionnaires exploring key aspects of transfer. The results showed that, overall, there was a moderate degree of perceived transfer and a high degree of confidence in using CBT techniques. Statistically significant differences in transfer scores were found between groups with different current therapeutic approaches, age groups of clients, and therapy formats. Significant positive correlations were found between the transfer outcome and two variables: perceived confidence in using the CBT skills, and the perceived impact of the CBT training on skills and knowledge. The most helpful factors and influential barriers in the transfer of CBT training were identified. Results were consistent with findings from previous CBT studies and Goldstein and Ford's (2002) theory of the transfer process. Limitations and strategies to enhance the transfer of training are highlighted.

AB - The present study evaluated the transfer of skills taught in a Cognitive Behavioural Therapy training programme to work practice. Seventy-three past trainees from varying mental health professions completed self-report questionnaires exploring key aspects of transfer. The results showed that, overall, there was a moderate degree of perceived transfer and a high degree of confidence in using CBT techniques. Statistically significant differences in transfer scores were found between groups with different current therapeutic approaches, age groups of clients, and therapy formats. Significant positive correlations were found between the transfer outcome and two variables: perceived confidence in using the CBT skills, and the perceived impact of the CBT training on skills and knowledge. The most helpful factors and influential barriers in the transfer of CBT training were identified. Results were consistent with findings from previous CBT studies and Goldstein and Ford's (2002) theory of the transfer process. Limitations and strategies to enhance the transfer of training are highlighted.

UR - http://www.scopus.com/inward/record.url?scp=62549125470&partnerID=8YFLogxK

M3 - Article

VL - 37

SP - 8

EP - 17

JO - New Zealand Journal of Psychology

JF - New Zealand Journal of Psychology

SN - 0112-109X

IS - 2

ER -