A Systematic Review of Methods For Assessing Competence in Cognitive-behavioural Therapy

Muse, Kate ORCID: 0000-0001-5824-1841 and McManus, F (2013) A Systematic Review of Methods For Assessing Competence in Cognitive-behavioural Therapy. Clinical Psychology Review, 33 (3). pp. 484-499. doi:10.1016/j.cpr.2013.01.010

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Abstract

Effective assessment of Cognitive Behaviour Therapy (CBT) competence is crucial to the success of the current drive to expand CBT training and service provision, and to the widespread dissemination of CBT into routine practice. However, a lack of consensus about how CBT competence should be assessed has resulted in the use of numerous different methods, many of which have been widely criticised. This review describes and eval-uates the various methods of assessing CBT competence. A systematic literature search identi?ed 64 articles pertaining to a method of assessing competence in the provision of standard CBT interventions to adults experiencing mental health problems. Ten methods for assessing CBT therapist competence were identi?ed from these articles and are presented within Miller's (Miller, G. E. 1990. The assessment of clinical skills/ competence/performance. Academic Medicine, 65, 63?67) framework for assessing clinical skill. The advantages and disadvantages of each method are examined in relation to reliability, validity and feasibility. The limitations of the current evidence base are outlined and priorities for future research are highlighted. Tentative recommendations for assessing therapist competence are made within the context of the limited evidence base and need for feasibility in clinical practice settings.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	CBT; cognitive behavioural therapy; competence; clinical skill; assessment
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Health, Life Sciences, Sport and Wellbeing
Depositing User:	Anne Pengelly
Date Deposited:	14 Jun 2022 15:46
Last Modified:	31 Aug 2023 09:05
URI:	https://eprints.glos.ac.uk/id/eprint/11006

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