认知行为治疗训练项目对减轻情绪和社会困扰的效果:三年随访

Zizi Elsayed Ibrahim Sabra, Abdelmohsen Ibrahim Daigham
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引用次数: 1

摘要

背景:本文探讨的问题是:一个简短的认知行为治疗培训项目是否能提高心理学家在认知治疗技能量表上的得分,并能帮助学生解决情感和社会问题?本研究的目的:探讨认知行为治疗训练方案对减少情绪和社会困扰的效果。材料与方法:35名学校心理学家(女20名,男15名)接受了为期2周、为期6天的强化认知行为治疗培训,并进行了为期3个月的一对一课堂监督。参与者完成认知行为治疗量表。在本学年,为有情感和社会问题的男女学生(平均年龄13.7岁)提供个人和团体咨询。导师在三个月的实践结束后写了一份报告,学生和家长的反馈意见也收集了起来。结果:结果显示,认知行为治疗量表前后得分差异有统计学意义(t=4.92),导师报告和学生反馈表明,到三个月的实践结束时,治疗技能有所提高。结论:认知行为治疗培训项目对提高学校心理医生的认知行为治疗技能有积极的影响,体现在对有情绪和社会问题的学生提供有效的咨询。基于监督的培训优化了个人和团体治疗的治疗效果。3年的随访显示,持续培训和持续监督对学校心理咨询师咨询技能的提高有持续效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The effect of cognitive behavioral therapy training program on reducing emotional and social distress: three years follow up
Background: This paper addresses the question: is a brief cognitive behavior therapy training program enhances psychologist’s skills as reflected in scores on cognitive therapy skills scale and in helping students with emotional and social problems? The aim of the study: to explore the impact of the effect of cognitive behavioral therapy training program on reducing emotional and social distress over 3 years. Materials and Methods: Participants are 35 school psychologists (20 females and 15 males) have received intensive cognitive behavior therapy training for 6 days during two weeks followed by one to one supervision in school sittings for three months. Participants completed cognitive behavior therapy scale. Individual and group counseling sessions delivered to male and female (age mean is 13.7 years) students known of emotional and social problems during the current school year. Supervisors wrote a report in the end of three months practice, students and parent’s feedback had collected. Results: Results show that differences between pre and post scores on cognitive behavior therapy scale are statistically significant (t=4.92), supervisors reports and students feedback indicate improving therapeutic skills by the end of three months practice. Conclusions: Cognitive behavior therapy training program has positive influence in enhancing cognitive behavior therapy skills in school psychologists that reflected in providing effective counseling for students with emotional and social problems. Supervision based training optimizing the therapeutic outcome in both individual and group therapy sessions. Follow up of 3 years revealed continuous effect of the training and continuous supervision in improving counseling skills of school psychologists.
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