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Do they practice what we teach? Follow-up evaluation of a Schema Therapy training programme

Published online by Cambridge University Press:  09 December 2014

Deborah Kingston ,
Nima Moghaddam  and
Kerry Beckley
Deborah Kingston
Affiliation:
Offender Healthcare, Nottinghamshire Healthcare Trust, HMP Lincoln, UK
Nima Moghaddam*
Affiliation:
University of Lincoln, Trent DClinPsy Programme, Bridge House, Brayford Pool, Lincoln, UK
Kerry Beckley
Affiliation:
Carholme Court (Clinical Forensic Psychology Service), St George's Hospital Site, Lincoln Partnership Foundation NHS Trust, Lincoln, UK
*
*Author for correspondence: Dr N. Moghaddam, Research Clinical Psychologist, University of Lincoln, Trent DClinPsy Programme, Bridge House, Brayford Pool, Lincoln, LN6 7TS, UK (email: [email protected]).
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Abstract

This study evaluated a 3-day Schema Therapy (ST) training programme for trainee clinical psychologists. The training used an experiential model of learning, which was intended to encourage the transfer of knowledge and techniques from the learning environment into clinical practice. Using a mixed-methods approach, the training programme was evaluated in terms of: (1) self-reported changes in knowledge, confidence and willingness to use ST-informed techniques; (2) whether the training was integrated into clinical practice; and (3) the perceived barriers/facilitators to achieving practice integration. Participants – 17 of the 19 trainee clinical psychologists enrolled on the ST training programme – completed assessments immediately pre- and post-training. Participants were subsequently followed-up for reassessment 3 months after the training. Group- and individual-level analyses showed that most participants reported training-related gains in knowledge and confidence; these were largely sustained at follow-up, and were associated with post-training practice integration of ST concepts and techniques. Analysis of qualitative data identified factors moderating use of training in practice. Findings of the study have implications for future delivery and evaluation of training in cognitive-behavioural therapies.

Keywords

Educationexperiential learningpractice-based evidenceSchema Therapytraining
Type
Education and Supervision
Information
the Cognitive Behaviour Therapist , Volume 7 , December 2014 , e17
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2014 

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References

Recommended follow-up reading

Beidas, RS, Kendall, PC (2010). Training therapists in evidence-based practice: a critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice 17, 1–30.Google ScholarPubMed
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