Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Email this article to a Colleague Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to My Articles & Searches Download to citation manager Citing Articles via Google Scholar Articles by Pehlivanidis, A. Articles by Papakostas, Y. G. Search for Related Content PubMed Citation Articles by Pehlivanidis, A. Articles by Papakostas, Y. G. Education, Psychiatrists

The Screening Role of an Introductory Course in Cognitive Therapy Training

Received April 18, 2005; revised October 17, 2005; accepted October 28, 2005. Drs. Pehlivanidis, Politis, Liossi, Daskalopoulou, Gournellis, Zervas, and Papakostas are affiliated with Athens University Medical School, Department of Psychiatry, Eginition Hospital, Athens, Greece. Drs. Papanikolaou, Soldatos, and Papakosta are affiliated with the University Mental Health Institute, Athens, Greece. Address correspondence to Dr. A. Pehlivanidis, Athens University Medical School, Department of Psychiatry, Eginition Hospital, 72-74 Vas. Sophias Ave., Athens, Greece 11528; apechlib{at}med.uoa.gr (E-mail). Copyright © 2006 Academic Psychiatry.

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.

Key Words: Teaching • Psychotherapy • Cognitive Therapy

Get information about faster international access.

Privacy Policy

Copyright © 2006 Academic Psychiatry. All rights reserved.

Home | Search | Current Issue | Past Issues | Subscribe | All APPI Journals | Help | Contact Us