Cognitive-Behavioral Therapy for Hoarding Disorder

Health Professionals ◽

Behavioral Therapy ◽

Family Members ◽

Psychological Problem ◽

Cognitive Behavioral ◽

Hoarding Disorder ◽

Niche Area

Hoarding disorder is a fascinating psychological problem. Because it is a low-insight condition, few individuals seek treatment for the condition. The author of this chapter encourages mental health professionals who wish to develop a niche practice in the treatment of hoarding disorder to broaden their expertise to include not only cognitive-behavioral therapy but also consultations to family members and to agencies who work with people who hoard; to develop or to participate on hoarding taskforces in their communities; and to educate communities by making presentations to organizations who may serve people who hoard. Guidance is provided on the training needed to enter this practice niche, the business aspects of this type of practice, and the joys and challenges of this work. Resources are provided for those interested in pursuing this niche area of practice.

Cognitive Behavioral Therapy for the Busy Child Psychiatrist and Other Mental Health Professionals

10.4324/9780203830390 ◽

2012 ◽

Cited By ~ 1

Author(s):

Robert Friedberg

Keyword(s):

Mental Health ◽

Health Professionals ◽

Behavioral Therapy ◽

Cognitive Behavioral ◽

Child Psychiatrist

Assessing the Development of Competence During Postgraduate Cognitive-Behavioral Therapy Training

Journal of Cognitive Psychotherapy ◽

10.1891/088983907780851586 ◽

2007 ◽

Vol 21 (2) ◽

pp. 140-147 ◽

Cited By ~ 15

Author(s):

Tracey V. Barnfield ◽

Fiona M. Mathieson ◽

Graeme R. Beaumont

Keyword(s):

Health Professionals ◽

Postgraduate Training ◽

Behavioral Therapy ◽

The Other ◽

Cognitive Behavioral ◽

Behaviour Therapy ◽

Therapy Training ◽

Long Course

This article investigates the development of competency in cognitive-behavioral therapy (CBT) as a result of a postgraduate training course in CBT in Wellington, New Zealand. Thirteen experienced mental health professionals attended the half-time 30-week-long course. Preliminary data are presented on the development of knowledge as assessed at the beginning and end of the course by a modified version of the Behaviour Therapy Scale (Freiheit & Overholser, 1997), other-rated competence as measured by the Cognitive Therapy Scale—Revised (Blackburn, Milne, & James, 1997), and supervisor and student evaluations of competence in particular skill areas. All students improved in specific CBT skills as a result of training. The extent that students improved and variations around the other outcome measures, together with the limitations of this pilot study and suggestions for improvements for future investigations, are discussed.

Training occupational therapists in how to use cognitive behavioral therapy in their practice

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.1366 ◽

2017 ◽

Vol 41 (S1) ◽

pp. S741-S741

Author(s):

M. Slepecky ◽

M. Huri ◽

S. Sahin ◽

H. Kayihan ◽

J. Prasko ◽

...

Keyword(s):

Mental Health ◽

Health Professionals ◽

Technical Assistance ◽

Behavioral Therapy ◽

Good Practice ◽

Occupational Therapists ◽

Psychological Problem ◽

Rehabilitation Care

IntroductionCognitive behavior therapy (CBT), which is used by mental health professionals including occupational therapists (OT) is a time-sensitive, structured, present-oriented therapy directed toward solving current problems and teaching clients skills to modify dysfunctional thinking and behavior.ObjectivesSupporting the development of CBT theory and efficient use by mental health professionals are vital.AimTo present the results of CBT training for OTs, which was funded by “European Union technical assistance for increasing the employability of people with disabilities” project (Europe Aid/136449/IH/SER/TR).MethodsUsing a basic CBT theoretical framework the participants attended 96 hour face to face training modules with written materials including fundamental features, preconditions and methods used in CBT. A Turkish CBT book was published for course. Participants trained their skills under supervision and send the results to educators. Pre-post of training CBT knowledge and quality of training (plan-contents, educators, and environment) were evaluated by 5-Likert scale.ResultsThirty OTs (f = 23, m = 7) mostly 43.3% PhD; 20–25 (30%) and 45–50 (26.7%) years age period were included. Total mean score for quality of education was 109.4 ± 29.4 with 23.63 ± 4.34, 47.36 ± 6.41, 38.40 ± 21.61 for plan-contents, educators, and environment subscores, respectively. CBT knowledge was increased from 15.70 ± 6.08 to 45.06 ± 4.59 (P < 0.001).ConclusionTraining increased CBT awareness and practice skills of OTs. Teaching OTs CBT may increase their understanding of person-environment-occupation approach, psychological problem solving, occupational engagement and participation of individuals. Our result supports that mental health professionals should collaborate to share ideas, develop guidelines and promote good practice examples in client-centered and holistic rehabilitation care.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The Cognitive Behavioral Therapy Competence Scale (CCS): initial development and validation

The Cognitive Behaviour Therapist ◽

10.1017/s1754470x21000362 ◽

2021 ◽

Vol 14 ◽

Author(s):

Natalie Rodriguez-Quintana ◽

Seo Youn Choi ◽

Emily Bilek ◽

Elizabeth Koschmann ◽

Jeffrey Albrecht ◽

...

Keyword(s):

Mental Health ◽

Behavioral Therapy ◽

Cognitive Behavioral ◽

List Type ◽

Behavioral Skills ◽

Initial Development ◽

Competence Scale ◽

Development And Validation

Abstract Background: Nearly one-third of youth are affected by a mental health disorder, and the majority do not receive adequate care. To improve clinical outcomes among youth, efforts have been made to train providers in evidence-based mental health practices, such as cognitive behavioral therapy (CBT). Such efforts call for valid assessment measures that can inform and evaluate training activities. Aims: This study presents the development and validation of the CBT Competence Scale (CCS), a brief self-report measure to assess provider competence for CBT delivery. Method: Participants were 387 school mental health professionals (SMHPs) working with students in Michigan, USA. Initial items (n=59) were developed to evaluate competence in delivering common elements of CBT, with competence conceptualized as covering domains of knowledge, perception, and use of CBT techniques. CCS validation proceeded in three steps: using item response theory to select the most important items for assessing knowledge, evaluating the factor structure using exploratory and then confirmatory factor analyses, and examining reliability and validity of the resultant measure. Results: The validated CCS measure consists of four dimensions of CBT competence across 33 items: Non-behavioral skills, Behavioral skills, Perceptions, and Knowledge. The CCS demonstrated excellent internal consistency and good construct-based validity. Conclusions: The CCS holds promise as a valid, informative measure of CBT competence appropriate for the school setting, with potential for application in other environments such as mental health clinics. Key learning aims (1) To provide an overview of the importance of measuring CBT competency. (2) To recognize the challenges entailed in measuring CBT competency in under-resourced settings. (3) To understand the development and validation of the CCS measure.