scholarly journals Psychiatry trainees' experiences of cognitive-behavioural therapy training in a UK deanery: A qualitative analysis

2017 ◽  
Vol 41 (2) ◽  
pp. 97-102 ◽  
Author(s):  
Amy Alice Carson ◽  
Sarah Emily Clark
Keyword(s):  
Cognitive Behavioural Therapy ◽  
Interpretative Phenomenological Analysis ◽  
Behavioural Therapy ◽  
Phenomenological Analysis ◽  
Clinical Implications ◽  
Structured Interviews ◽  
Training Experience ◽  
Personal Influence ◽  
Therapy Training ◽  
Cognitive Behavioural

Aims and methodTo explore core psychiatry trainees' experiences of cognitive-behavioural therapy (CBT) training by using interpretative phenomenological analysis of semi-structured interviews conducted with seven core trainee psychiatrists in Yorkshire and the Humber Deanery.ResultsFour key themes emerged: (1) barriers to training; (2) guidance, with emphasis on the importance of supervision groups; (3) acquisition of new skills and confidence; (4) personal influence on the training experience.Clinical implicationsMany trainees in Yorkshire have a positive experience of CBT training; however, some also experience barriers to acquiring the relevant skills. Further research should build on the positive factors and barriers identified here, with a view to guiding improvements in training nationwide.

Exploring Service Users’ Perceptions of Cognitive Behavioural Therapy for Psychosis: A User Led Study

2012 ◽  
Vol 41 (1) ◽  
pp. 89-102 ◽  
Author(s):  
Martina Kilbride ◽  
Rory Byrne ◽  
Jason Price ◽  
Lisa Wood ◽  
Sarah Barratt ◽  
...  
Keyword(s):  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Structured Learning ◽  
Clinical Implications ◽  
Service Users ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Potential Barriers ◽  
Cognitive Behavioural ◽  
Personal Understanding

Background and aims: This study explored individuals’ subjective experiences of Cognitive Behavioural Therapy for psychosis (CBTp) with the aim of identifying coherent themes consistent across individual accounts and any potential barriers to CBTp effectiveness. Method: Semi-structured interviews were conducted with nine individuals with experience of CBTp. A qualitative Interpretive Phenomenological Analysis was used to analyze the data collected to identify common themes. Results: Five super-ordinate themes emerged from our analyses: CBT as a process of person-centred engagement; CBT as an active process of structured learning; CBT helping to improve personal understanding; CBT is hard work; Recovery and outcomes of CBT for psychosis. Conclusions: The theoretical and clinical implications are discussed.

scholarly journals Use of cognitive–behavioural therapy skills among trained psychiatrists

2006 ◽  
Vol 30 (2) ◽  
pp. 58-60 ◽  
Author(s):  
Graeme Whitfield ◽  
Moira Connolly ◽  
Alan Davidson ◽  
Chris Williams
Keyword(s):  
Professional Development ◽  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Postal Survey ◽  
Clinical Implications ◽  
Therapeutic Activity ◽  
Protected Time ◽  
Training And Supervision ◽  
Cognitive Behavioural ◽  
The Cost

Aims and MethodPrevious studies have suggested that despite the cost of attendance at postgraduate cognitive–behavioural therapy (CBT) courses, psychiatrists are unable to engage in CBT after qualification. A postal survey of psychiatrists with postgraduate CBT training currently practising in Scotland was performed to assess the levels of training and supervision that they provide, therapeutic CBT activity, and supervision and continued professional development that they receive.ResultsOf the 58 psychiatrists, 51 replied to the survey (88%). Less than half of the respondents supervised other staff. Although 43 (84%) engaged in some therapeutic CBT activity, only 25 (49%) received supervision for their own practice. The main reasons given for not engaging in CBT therapeutic activity were that there was inadequate ‘protected time’ and that CBT had not been included in ‘job plans'.Clinical ImplicationsPsychiatrists can help to disseminate CBT skills. To do this, they require personal supervision, and time for the development and maintenance of therapeutic skills as well as for the training and supervision of others. This survey builds on the results of others and indicates that these requirements are currently being inadequately met.

scholarly journals Service user involvement in cognitive behavioural therapy training: an interpretive phenomenological analysis

2019 ◽  
Vol 14 (3) ◽  
pp. 186-198
Author(s):  
Peter Thomas Garwood ◽  
Alexander Hassett
Keyword(s):  
Cognitive Behavioural Therapy ◽  
Mental Health Professionals ◽  
Service User ◽  
Training Session ◽  
User Involvement ◽  
Behavioural Therapy ◽  
Phenomenological Analysis ◽  
Service User Involvement ◽  
Content Type ◽  
Cognitive Behavioural

Purpose The last two decades have seen an increase in service user involvement (SUI) in the training of Mental Health Professionals (MHP). There is developing empirical support for SUI in MHP training, however, there is no published research into SUI in the training of Cognitive Behavioural Therapists. The purpose of this paper is to explore cognitive behavioural therapy (CBT) trainees’ experience of SUI in their training. The study focuses on how an individual service user (SU) led training session is experienced and how this differs to routine CBT training. Design/methodology/approach Semi-structured interviews were conducted with six participants. Transcripts of the interviews were analysed using interpretative phenomenological analysis. Findings Data revealed three superordinate themes: first, predisposing influences on learning; second, factors associated with emotional processing of experience; and third, impact upon learning outcomes. The results suggest that participants’ appraisal of their learning from SUI maybe influenced by how they accommodate the emotional impact of the experience. Originality/value The paper makes recommendations for educators on courses involving service users (SUs), acknowledges the study’s methodological limitations and suggests areas for future research.

An Interpretative Phenomenological Analysis exploring how psychiatrists conceptualise conduct disorder and experience making the diagnosis

2020 ◽  
pp. 135910452096451
Author(s):  
Jessica Amy Staniford ◽  
Matthew Lister
Keyword(s):  
Conduct Disorder ◽  
Reflective Practice ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Clinical Implications ◽  
Structured Interviews ◽  
Severe Problem ◽  
The Way

The way professionals conceptualise CD likely impacts the identity of children given the diagnosis, yet how psychiatrists conceptualise CD, and experience making the diagnosis, is under-researched. Interpretative Phenomenological Analysis explored how psychiatrists conceptualise CD and experience making the diagnosis. Semi-structured interviews captured participants’ lived experiences and associated meanings. Four superordinate themes emerged: ‘Parents and professionals are overwhelmed by their struggles with CD’; ‘What is CD? Uncertainty regarding the cause, but clarity that it is a severe problem’; ‘CD as a controversial construct’; and ‘Whose issue is it anyway? Battles with blame and responsibility’. The emerging problem-saturated narrative is discussed. Clinical implications include increased training, reflective practice and using a formulation-based approach.

scholarly journals Patients’ perspectives on GP interactions after cognitive behavioural therapy for refractory IBS: a qualitative study in UK primary and secondary care

2018 ◽  
Vol 68 (674) ◽  
pp. e654-e662 ◽  
Author(s):  
Alice Sibelli ◽  
Rona Moss-Morris ◽  
Trudie Chalder ◽  
Felicity L Bishop ◽  
Sula Windgassen ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Cognitive Behavioural Therapy ◽  
Symptom Management ◽  
Secondary Care ◽  
Behavioural Therapy ◽  
Shared Responsibility ◽  
Structured Interviews ◽  
National Guidelines ◽  
Health Seeking ◽  
Cognitive Behavioural

BackgroundPrevious studies have identified issues with the doctor–patient relationship in irritable bowel syndrome (IBS) that negatively impact symptom management. Despite this, little research has explored interactions between GPs and patients with refractory IBS. National guidelines suggest cognitive behavioural therapy (CBT) as a treatment option for refractory symptoms.AimTo explore perceptions of interactions with GPs in individuals with refractory IBS after receiving CBT for IBS or treatment as usual (TAU).Design and settingThis qualitative study was embedded within a trial assessing CBT in refractory IBS. Fifty-two participants took part in semi-structured interviews post-treatment in UK primary and secondary care.MethodInductive and/or data-driven thematic analysis was conducted to identify themes in the interview data.ResultsTwo key themes were identified: perceived paucity of GPs’ IBS knowledge and lack of empathy from GPs, but with acknowledgement that this has improved in recent years. These perceptions were described through three main stages of care: reaching a ‘last-resort diagnosis’; searching for the right treatment through a trial-and-error process, which lacked patient involvement; and unsatisfactory long-term management. Only CBT participants reported a shared responsibility with their doctors concerning symptom management and an intention to reduce health-seeking behaviour.ConclusionIn this refractory IBS group, specific doctor–patient communication issues were identified. Increased explanation of the process of reaching a positive diagnosis, more involvement of patients in treatment options (including a realistic appraisal of potential benefit), and further validation of symptoms could help. This study supports a role for CBT-based IBS self-management programmes to help address these areas and a suggestion that earlier access to these programmes may be beneficial.

scholarly journals Participant views on involvement in a trial of social recovery cognitive–behavioural therapy

2015 ◽  
Vol 206 (2) ◽  
pp. 122-127 ◽  
Author(s):  
Caitlin Notley ◽  
Rose Christopher ◽  
Joanne Hodgekins ◽  
Rory Byrne ◽  
Paul French ◽  
...  
Keyword(s):  
Cognitive Behavioural Therapy ◽  
Controlled Trial ◽  
Pilot Trial ◽  
Behavioural Therapy ◽  
Future Research ◽  
Structured Interviews ◽  
Client Group ◽  
Cognitive Behavioural ◽  
Randomised Controlled ◽  
Social Recovery

BackgroundThe PRODIGY trial (Prevention of long term social disability amongst young people with emerging psychological difficulties, ISRCTN47998710) is a pilot trial of social recovery cognitive–behavioural therapy (SRCBT).AimsThe PRODIGY qualitative substudy aimed to (a) explore individual experiences of participating in the pilot randomised, controlled trial (recruitment, randomisation, assessment) and initial views of therapy, and (b) to explore perceived benefits of taking part in research v. ethical concerns and potential risks.MethodQualitative investigation using semi-structured interviews with thematic analysis.ResultsAnalysis revealed participant experiences around the key themes of acceptability, disclosure, practicalities, altruism and engagement.ConclusionsParticipants in both trial arms perceived themselves as gaining benefits from being involved in the study, above and beyond the intervention. This has implications for the design of future research and services for this client group, highlighting the importance of being flexible and an individualised approach as key engagement tools.

scholarly journals Setting up and evaluating a cognitive–behavioural therapy training programme for psychiatric trainees

2007 ◽  
Vol 31 (11) ◽  
pp. 431-434 ◽  
Author(s):  
Rebeca Martinez ◽  
Rebecca Horne
Keyword(s):  
Cognitive Behavioural Therapy ◽  
Psychotherapy Training ◽  
Training Programme ◽  
Behavioural Therapy ◽  
Training Structures ◽  
Training Scheme ◽  
Therapy Training ◽  
Cognitive Behavioural ◽  
Training Schemes ◽  
The Uk

Psychotherapy training provision within psychiatry training schemes differs across the UK. In the light of the current changes in training structures, adjustments may be required in the way that psychotherapy training is delivered and assessed. This paper reports on the development, delivery and evaluation of a cognitive–behavioural therapy (CBT) training programme for psychiatric trainees within a training scheme with limited psychotherapy resources.

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