This article introduces a special collection of papers that discuss issues in training nonpsychologists and psychologists in behavioural and cognitive procedures. It is argued that while this has been a neglected issue, it is an important strategy in achieving the overall goal of the large-scale dissemination of cognitive-behaviour therapy (CBT), a stated aim of the Australian Behaviour Modification Association and like organisations. It is proposed that to successfully train nonpsychologists in CBT a number of conceptual issues need to be clarified. The first concerns the nature of CBT; it is argued that CBT is not an entity in itself, but the process of applying the science of psychology to human problems. Second, CBT knowledge is a continuum, with various levels of complexity. Therefore attempts to train nonpsychologists need to consider the trainees' level of psychological knowledge in determining the goals of training. Needs for (a) a comprehensive conceptual framework to guide the training of nonpsychologists, (b) research to identify the best ways of accomplishing training, and (c) “top-down” strategies, such as changing service-system philosophies, to complement the “bottom-up” strategy of training individuals, are highlighted.

It is argued that psychologists have an important role in ensuring appropriate training of medical students in behavioural and cognitive strategies. This paper outlines the innovative medical curriculum at the University of Newcastle and describes the contribution of cognitive psychology to the problem-solving method which underlies the curriculum. It also describes the medical school's approach to training students in interactional skills. One focus of the interactional skills training is to provide practical skills which incorporate behavioural and cognitive strategies to address common, preventable health problems, such as excessive alcohol consumption.

Proponents of behavioural intervention have often advocated consultation as a means for disseminating behavioural innovation to nonpsychologists. However, experience suggests that the benefits of consultative arrangements are mostly localised, and that widespread dissemination is unlikely to be achieved through this process. The current “crisis in education” in the United States is given as an example of the limited effectiveness of dissemination through consultation. An alternative approach is examined, which aims to disseminate behavioural science knowledge to nonpsychologist practitioners during the formative stages of their professional education. This alternative, dissemination through foundation education, is illustrated by describing recent initiatives at La Trobe University. Several potential concerns that behaviour analysts may have about the dissemination of behavioural innovation to nonpsychologists are examined, including concern that behavioural scientists may lose their distinctiveness, the fear that behavioural scientists may be “giving away” valuable expertise, the conviction that behavioural scientists must retain control over behavioural innovation, the belief that dissemination will result in misuse of behavioural innovation, and the claim that it is futile to disseminate behavioural science knowledge because it is not valued by other health professionals. These various concerns were found to be unwarranted.

Effective applied behavioural intervention in teaching and learning settings requires a knowledge and skill base in human development, school curriculum, and cultural issues, as well as competence in the principles of applied behaviour analysis. Simple applications of operant principles to increasing on-task behaviour and work output have been very effective. However, behavioural practitioners in education now require a broader perspective on the interactive social contexts in which teaching and learning take place. This paper reviews a range of intervention strategies in the area of literacy learning which have been devised within this perspective, namely (a) antecedent discussion of context, (b) explicit modelling of competent performance, (c) responsive written feedback, (d) incidental teaching, (e) errors as contexts for learning, (f) Pause, Prompt, Praise, (g) reciprocal learning and peer tutoring. In conclusion, some of the implications for the training of educational professionals are examined.

Behaviour therapists have always been optimists, and interdisciplinary involvement is a strong tradition in the behaviour therapy movement. While this increases the potential application of behavioural methods, it poses a substantial challenge for behaviour therapy trainers. This paper contends that if brief workshop training is used as the primary method of disseminating behaviour therapy skills across professions, it will provide an inadequate preparation, especially for higher levels of behavioural practice. In some circumstances, brief training may lead to an overestimation of behavioural skills by the trainees. The issues are discussed in the context of current moves toward multiskilling within health services. The paper contends that there is no substitute for ongoing training and consultation by senior clinical psychologists who are expert in behaviour therapy.

This paper argues that fundamental changes are required in the way we go about educating and training professional psychologists in general, and clinical psychologists in particular, if we are to solve their current identity, status, and role problems. The primary responsibility for change must devolve upon the universities with long experience of both research and education in the basic discipline, and graduate professional training. The most urgent task is to persuade the universities in question to introduce a national system of six-year courses, based strictly on the scientist-professional model, for all professional psychologists. A possible structure for such courses is presented, and the implications of its adoption are examined. In this context training in cognitive-behaviour therapy (CBT) and the education and training role of the Psychology Foundation of Australia are discussed.

Growth in the popularity of cognitive-behaviour therapy (CBT) raises the issue of ensuring standards of training and practice. Because of the close association of psychology with CBT, this responsibility falls disproportionately upon psychology departments. This paper examines ways of establishing standards and argues that professional associations should lobby universities for adequate coverage of CBT in professional training programs. Means of staffing and delivering specialist courses in CBT as a means of upgrading and certifying professional standards are discussed.