The effect of behavioral rehearsal in the training of clinical psychology students in cognitive therapy for social anxiety disorder: A randomized controlled trial

IF 4.5 2区心理学 Q1 PSYCHOLOGY, CLINICAL

Behaviour Research and Therapy Pub Date : 2025-08-26 DOI:10.1016/j.brat.2025.104849

Jon Fauskanger Bjaastad , Kjersti Lillevoll , Asle Hoffart , Toril Sørheim Nilsen , Jane Kjoteroe , Peter Prescott , Jan Ivar Røssberg , David M. Clark , Kitty Dahl , Catharina Elisabeth Arfwedson Wang , Veronica Lorentzen

{"title":"The effect of behavioral rehearsal in the training of clinical psychology students in cognitive therapy for social anxiety disorder: A randomized controlled trial","authors":"Jon Fauskanger Bjaastad , Kjersti Lillevoll , Asle Hoffart , Toril Sørheim Nilsen , Jane Kjoteroe , Peter Prescott , Jan Ivar Røssberg , David M. Clark , Kitty Dahl , Catharina Elisabeth Arfwedson Wang , Veronica Lorentzen","doi":"10.1016/j.brat.2025.104849","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>The present study investigated the effects of including behavioural rehearsal (i.e., expert demonstration followed by role-playing treatment components) in the training of clinical psychology students in cognitive therapy for social anxiety disorder.</div></div><div><h3>Method</h3><div>A randomized controlled design was used where fifth year clinical psychology students (<em>N</em> = 94, <em>M age =</em> 26.2 years, <em>SD =</em> 3.81) were randomized to behavioural rehearsal or a bona fide control training condition (expert demonstration and discussions), as part of a 16-h training course in cognitive therapy for social anxiety disorders. Videotapes (<em>N</em> = 94) of participants role-playing therapists after training were rated for therapist competence (primary outcome measured by three competence variables) by raters who were unaware of the training condition allocation. Secondary outcomes (therapists’ self-efficacy, therapist worry levels and satisfaction with training) were collected by self-report at post-training and at 6-month follow-up.</div></div><div><h3>Results</h3><div>Participants in the behavioural rehearsal condition achieved higher competence scores compared to the control condition. Differences between groups were found for all three competence variables, with large effect sizes (<em>d</em> = 1.23–1.40, 95 % CI [.78, 1.85]). Large between-group effect sizes were also found for all individual items of competence (<em>d</em> = .80–1.22, 95 % CI [.38, 1.66]). No effects were found for secondary outcomes.</div></div><div><h3>Conclusions</h3><div>The results suggest that inclusion of behavioural rehearsal in training leads to higher competence among clinical psychology students when delivering cognitive therapy for social anxiety disorder. Training providers should consider incorporating behavioural rehearsal in cognitive therapy training.</div></div>","PeriodicalId":48457,"journal":{"name":"Behaviour Research and Therapy","volume":"193 ","pages":"Article 104849"},"PeriodicalIF":4.5000,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behaviour Research and Therapy","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0005796725001718","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}

引用次数: 0

Abstract

Objective

The present study investigated the effects of including behavioural rehearsal (i.e., expert demonstration followed by role-playing treatment components) in the training of clinical psychology students in cognitive therapy for social anxiety disorder.

Method

A randomized controlled design was used where fifth year clinical psychology students (N = 94, M age = 26.2 years, SD = 3.81) were randomized to behavioural rehearsal or a bona fide control training condition (expert demonstration and discussions), as part of a 16-h training course in cognitive therapy for social anxiety disorders. Videotapes (N = 94) of participants role-playing therapists after training were rated for therapist competence (primary outcome measured by three competence variables) by raters who were unaware of the training condition allocation. Secondary outcomes (therapists’ self-efficacy, therapist worry levels and satisfaction with training) were collected by self-report at post-training and at 6-month follow-up.

Results

Participants in the behavioural rehearsal condition achieved higher competence scores compared to the control condition. Differences between groups were found for all three competence variables, with large effect sizes (d = 1.23–1.40, 95 % CI [.78, 1.85]). Large between-group effect sizes were also found for all individual items of competence (d = .80–1.22, 95 % CI [.38, 1.66]). No effects were found for secondary outcomes.

Conclusions

The results suggest that inclusion of behavioural rehearsal in training leads to higher competence among clinical psychology students when delivering cognitive therapy for social anxiety disorder. Training providers should consider incorporating behavioural rehearsal in cognitive therapy training.

查看原文本刊更多论文

行为预演在临床心理学学生社交焦虑障碍认知治疗训练中的效果：一项随机对照试验

目的探讨行为预演（专家示范+角色扮演治疗）在临床心理学专业学生社交焦虑障碍认知治疗训练中的效果。方法采用随机对照设计，将临床心理学五年级学生（N = 94， M年龄= 26.2岁，SD = 3.81）随机分为行为排练和真实对照训练条件（专家演示和讨论），作为16小时社交焦虑障碍认知治疗培训课程的一部分。参与者在训练后扮演治疗师的录像带（N = 94）由不知道训练条件分配的评分者评定治疗师的能力（主要结果由三个能力变量衡量）。次要结果（治疗师的自我效能感、焦虑水平和培训满意度）在培训后和6个月随访时通过自我报告收集。结果行为预演条件下被试的胜任力得分高于对照组。三个能力变量均存在组间差异，且效应量较大（d = 1.23-1.40, 95% CI）。78年,1.85])。所有能力单项的组间效应量也很大（d = 0.80 - 1.22, 95% CI）。38岁,1.66])。未发现对次要结局有影响。结论临床心理学专业学生在进行社交焦虑障碍认知治疗时，将行为预演纳入训练可提高其能力。培训提供者应考虑将行为预演纳入认知治疗培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Behaviour Research and Therapy PSYCHOLOGY, CLINICAL-

CiteScore

7.50

自引率

7.30%

发文量

148

期刊介绍： The major focus of Behaviour Research and Therapy is an experimental psychopathology approach to understanding emotional and behavioral disorders and their prevention and treatment, using cognitive, behavioral, and psychophysiological (including neural) methods and models. This includes laboratory-based experimental studies with healthy, at risk and subclinical individuals that inform clinical application as well as studies with clinically severe samples. The following types of submissions are encouraged: theoretical reviews of mechanisms that contribute to psychopathology and that offer new treatment targets; tests of novel, mechanistically focused psychological interventions, especially ones that include theory-driven or experimentally-derived predictors, moderators and mediators; and innovations in dissemination and implementation of evidence-based practices into clinical practice in psychology and associated fields, especially those that target underlying mechanisms or focus on novel approaches to treatment delivery. In addition to traditional psychological disorders, the scope of the journal includes behavioural medicine (e.g., chronic pain). The journal will not consider manuscripts dealing primarily with measurement, psychometric analyses, and personality assessment.