Date of Submission
Doctor of Psychology (PsyD)
Robert A DiThomaso, PhD, ABPP
Brad Rosenfield, PsyD, Chairperson
Robert A DiTomasso, PhD, ABPP
J Russell Ramsay, PhD
Given the movement toward and increasing need for training in evidence-based practice, this study aims to examine the competence of graduate-level students in cognitive-behavioral therapy(CBT) after an intensive, skills-based training in CBT. The participants, who were psychologygraduate students, were randomized into two groups. Both groups received the same intensive training in CBT. The groups differed in that the control group underwent a videotaped intake session prior to the training and the training group underwent a videotaped intake session after the training. It was hypothesized that there would be significant differences between these groups in terms of competence and skills in CBT and of therapeutic relationship skills. Two raters viewed videotaped intake sessions and used the Psychotherapy Skills Inventory (PSI; Philadelphia College of Osteopathic Medicine, 2000), Cognitive Therapy Scale (CTS; Young & Beck, 1980) and the Working Alliance Inventory (WAI; Horvath & Greenberg, 1989) to rate theparticipants. Results indicated that statistically significant differences were not found between the groups. Findings from this study suggest further research with graduate students and the need for supervision, additional training time, and more attention to the therapeutic bond for competence trainings.
Lane-Herman, Lauren, "A Pilot Study Examining the Effect of an Intensive Skills-Based Training in Cognitive-Behavioral Therapy: Impact on Graduate Students' Competence" (2012). PCOM Psychology Dissertations. 206.