The screening role of an introductory course in cognitive therapy training

Artemios Pehlivanidis, Katerina Papanikolaou, Antonis Politis, Angeliki Liossi, Evgenia Daskalopoulou, Rossetos Gournellis, Marina Soldatos, Vasiliki Maria Papakosta, Ioannis Zervas, Yiannis G. Papakostas

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)196-199
Number of pages4
JournalAcademic Psychiatry
Volume30
Issue number3
DOIs
StatePublished - May 2006

ASJC Scopus subject areas

  • Education
  • Psychiatry and Mental health

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