TY - JOUR
T1 - The screening role of an introductory course in cognitive therapy training
AU - Pehlivanidis, Artemios
AU - Papanikolaou, Katerina
AU - Politis, Antonis
AU - Liossi, Angeliki
AU - Daskalopoulou, Evgenia
AU - Gournellis, Rossetos
AU - Soldatos, Marina
AU - Papakosta, Vasiliki Maria
AU - Zervas, Ioannis
AU - Papakostas, Yiannis G.
N1 - Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2006/5
Y1 - 2006/5
N2 - Objective: This study examines the role of an introductory course in cognitive therapy and the relative importance of trainees' characteristics in the selection process for an advanced course in cognitive therapy. Method: The authors assessed the files of all trainees who completed one academic year introductory course in cognitive therapy over the last seven consecutive years (N = 203). The authors examined variables such as previous training, overall involvement during the course, performance, and ability to relate to others, as well as the trainer's evaluations of their performance. Results: Interaction skills in group situations and performance in written assignments were better predictors for admission into the advanced course. Conclusions: Trainees' abilities to learn and to successfully relate to others in group situations are critical for entering an advanced cognitive therapy training course. These findings question the policy of full-scale training in cognitive therapy based merely on the candidates' professional background, stressing instead the merits of an introductory course as an appropriate screening procedure.
AB - Objective: This study examines the role of an introductory course in cognitive therapy and the relative importance of trainees' characteristics in the selection process for an advanced course in cognitive therapy. Method: The authors assessed the files of all trainees who completed one academic year introductory course in cognitive therapy over the last seven consecutive years (N = 203). The authors examined variables such as previous training, overall involvement during the course, performance, and ability to relate to others, as well as the trainer's evaluations of their performance. Results: Interaction skills in group situations and performance in written assignments were better predictors for admission into the advanced course. Conclusions: Trainees' abilities to learn and to successfully relate to others in group situations are critical for entering an advanced cognitive therapy training course. These findings question the policy of full-scale training in cognitive therapy based merely on the candidates' professional background, stressing instead the merits of an introductory course as an appropriate screening procedure.
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U2 - 10.1176/appi.ap.30.3.196
DO - 10.1176/appi.ap.30.3.196
M3 - Article
C2 - 16728765
AN - SCOPUS:39049194189
SN - 1042-9670
VL - 30
SP - 196
EP - 199
JO - Academic Psychiatry
JF - Academic Psychiatry
IS - 3
ER -