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Is supervision necessary? Examining the effects of internet-based CBT training with and without supervision

Research output: Contribution to journalArticle

Sarah G. Rakovshik, Freda McManus, Maria Vazquez-Montes, Kate Muse, Dennis Ougrin

Original languageEnglish
Pages (from-to)191-199
Number of pages9
JournalJournal of Consulting and Clinical Psychology
Volume84
Issue number3
DOIs
Publication statusPublished - 1 Mar 2016

King's Authors

Abstract

Objective: To investigate the effect of Internet-based training (IBT), with and without supervision, on therapists' (N = 61) cognitive-behavioral therapy (CBT) skills in routine clinical practice. Method: Participants were randomized into 3 conditions: (1) Internet-based training with use of a consultation worksheet (IBT-CW); (2) Internet-based training with CBT supervision via Skype (IBT-S); and (3) "delayed-training" controls (DTs), who did not receive the training until all data collection was completed. The IBT participants received access to training over a period of 3 months. CBT skills were evaluated at pre-, mid- and posttraining/wait using assessor competence ratings of recorded therapy sessions. Results: Hierarchical linear analysis revealed that the IBT-S participants had significantly greater CBT competence at posttraining than did IBT-CW and DT participants at both the mid- and posttraining/wait assessment points. There were no significant differences between IBT-CW and the delayed (no)-training DTs. Conclusions: IBT programs that include supervision may be a scalable and effective method of disseminating CBT into routine clinical practice, particularly for populations without ready access to more-traditional "live" methods of training. There was no evidence for a significant effect of IBT without supervision over a nontraining control, suggesting that merely providing access to IBT programs may not be an effective method of disseminating CBT to routine clinical practice.

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