TY - JOUR
TI - The screening role of an introductory course in cognitive therapy
training
AU - Pehlivanidis, Artemios
AU - Papanikolaou, Katerina
AU - Politis, Antonis
AU - and Liossi, Angeliki
AU - Daskalopoulou, Evgenia
AU - Gournellis, Rossetos
AU - and Soldatos, Marina
AU - Papakosta, Vasiliki Maria
AU - Zervas, Ioannis
AU - and Papakostas, Yiannis G.
JO - Academic Psychiatry
PY - 2006
VL - 30
TODO - 3
SP - 196-199
PB - Springer-Verlag
SN - 1042-9670, 1545-7230
TODO - 10.1176/appi.ap.30.3.196
TODO - null
TODO - 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.
ER -