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 language | English |
|---|---|
| Pages (from-to) | 8-17 |
| Number of pages | 10 |
| Journal | New Zealand Journal of Psychology |
| Volume | 37 |
| Issue number | 2 |
| Publication status | Published - 1 Jul 2008 |
| Externally published | Yes |
Cite this
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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 journal › Article › Research › peer-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 -