Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567353
Title: Development and delivery of cognitive behavioural therapy training in New South Wales, Australia : project undertaken in the spirit of action research
Author: Hails, Euan
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2012
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Abstract:
This study set out to investigate the understanding of psychological interventions and their place in practice (psychological mindedness) at an Australian mental health service and whether or not it was possible to train clinicians to introduce cognitive behavioural therapy to practice. The study investigated if, after training, clinicians' self-efficacy and readiness to use learnt skills is increased as they begin to deliver cognitive behavioural therapy (CBT) to patients. To do this a methodological approach was adopted, developed and delivered in the spirit of action research and conducted utilising a practice development model, that employed skills based education and experiential learning methods. A staff scoping survey was conducted to ascertain the psychological mindedness of clinical staff and to gain a picture of the availability of talking therapies across the health service. Following this survey an eight-day CBT training course was developed and delivered. A pre- and post- course questionnaire was applied to gain data on participant’s readiness to use skills and an increase in their self-efficacy pertinent to CBT that they learnt during the course. The results of the scoping survey showed that there was use of talking therapies by clinicians and that these clinicians desired training in CBT. The results of the CBT course questionnaire showed that it is possible to increase clinician’s self-efficacy and readiness to introduce skills to practice post attendance on an eight-day CBT training course. The delivery of focused talking therapy training across a mental health service can over time and with adequate levels of support and supervision, enable the delivery of CBT to service users. Principles of action research, practice development and the use of skills based education and experiential learning methods if implemented and supported actively can increase patient’s access to psychological therapies and train staff in the application of the same.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.567353  DOI: Not available
Keywords: BF Psychology ; H Social Sciences (General) ; LC Special aspects of education
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